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HomeMy WebLinkAbout2015-04-27 Annual Town Meeting Warrant ReportANNUAL TOWN MEETING APRIL 27, 2015 TABLE OF CONTENTS rticle Title Sponsor Page 1 Election April 7, 2015 2 2 Reports Board of Selectmen 4 3 Instructions Board of Selectmen 4 4 Amending the Capital Improvement Program FY2015 — FY2025 Board of Selectmen 4 5 Amend the FY2015 Budget Finance Committee 6 6 Additional Funding — Smart Growth Stabilization Fund Board of Selectmen 6 7 Fund OPEB Trust Board of Selectmen 6 B Accept Complete Streets Program Board of Selectmen 9 9 Accept Public Ways Board of Selectmen 10 10 Approve Term of Rubbish Contract nater than three ears Board of Selectmen 11 11 General Bylaw Changes — Animal Control Board Board of Selectmen 11 12 General Bylaw Changes — Associate Members Board of Selectmen 23 13 General Bylaw Changes — Posting of the Warrant By Petition 23 14 Approve Term of Cell Tower Wireless Leases (greater than three years) Board of Selectmen 24 15 Dispose of Surplus Tangible Property Board of Selectmen 25 16 Authorize Debt —Allow MWRA Sewer Loans Board of Selectmen 25 17 Authorize Debt - Cemetery Garage Board of Cemetery Trustees 27 18 Approve Affordable Housing Trust Fund Allocation Plan Board of Selectmen 29 19 Approve Revolving Funds Board of Selectmen 30 20 Adopt FY2016 Budget Finance Committee 32 21 Authorize FY2016 Chapter 90 Expenditures Board of Selectmen 32 22 Remove Town Meeting Members pursuant to Section 2.6 of the Reading Home Rule Charter Board of Selectmen 33 APPENDIX FY2016 Budget (yellow pages) 36 Capital Improvement Plan (blue pages) 287 Conduct of Town Meeting 312 Town Meeting Handout Guidelines 319 COMMONWEALTH OF MASSACHUSETTS Middlesex, ss. Officer's Return, Reading By virtue of this Warrant, I, on February 27, 2015 notified and warned the inhabitants of the Town of Reading, qualified to vole in Town elections and Town affairs, to meet at the place and at the time specified by posting attested copies of this Town Meeting Warrant in the following public places within the Town of Reading: Precinct 1 J. Warren Killam School, 333 Charles Street Precinct 2 Reading Police Station, 15 Union Street Precinct 3 Reading Municipal Light Department, 230 Ash Street Precinct4 Joshua Eaton School, 365 Summer Avenue Precinct5 Walter S. Parker Middle School, 45 Temple Street Precinct6 Barrows School, 16 Edgemont Avenue Precinct 7 Birch Meadow School, 27 Arthur B Lord Drive Precinct 6 Wood End School, 85 Sunset Rock Lane Town Hell, 16 Lowell Street The date of posting being not less then fourteen (14) days prior to April 27, 2015, the date set for Town Meeting in this Warrent I also caused a posting of this Warrant to be published on the Town of Reading website on Fefi...a�y 77,2015. JG ��(�/,`/p Tonya'Amico Constable A true copy Attest: 1>�� Laura Gemme, Town Clerk 1 TOWN WARRANT COMMONWEALTH OF MASSACHUSETTS Middlesex, ss. To any of the Constables of the Town of Reading, Greetings: In the name of the Commonwealth of Massachusetts, you are hereby required to notify and warn the inhabitants of the Town of Reading, qualified to vote in the Local Elections and Town_ affairs, to meet in the following place designated for the eight precincts in said Town, namely: Precincts 1, 2. 3.4. 6. 6, 7 and 8 Readina MemoHal Hiah School, Hawkes Field House, Oakland Road TUESDAY, the SEVENTH DAY OF APRIL, A.D., 2015 from 7:00 a.m. to 8:00 p.m, to act on the following Articles, viz: ARTICLE 1 To elect by ballot the following Town Officers; A Moderator for one year; One member of the Board of Selectmen for three years; One member of the Board of Selectmen for one year; One member of the Board of Assessors for three years; Two members of the Board of Library Trustees for three years; Two members of the Municipal Light Board for three years; Two members of the School Committee for three years; One member of the School Committee for one year; and Sixty Seven Town Meeting Members shall be elected to represent each of the following precincts: Precinct 1 Eight members for three years; Precinct 2 Eight members for three years; Precinct 3 Eight members for three years; One member for two years; Precinct 4 Eight members for three years; Precinct 5 Eight members for three years; Precinct 6 Eight members for three years; Precinct 7 Eight members for three years; One member for two years; Precinct 6 Eight members for three years; and One member for one year. and to vote on the following question: Question 1: CHARTER Shall this Town approve the Charter Amendment proposed by the Town Meeting, as summarized below? The proposed Charter Amendment retains the representative town meeting form of government. Proposed changes include updates to conform more closely to existing state law; to reflect current municipal practice; and to simplify, clarify and modernize language. The proposed Amendment also Includes several technical corrections. Major changes include: • Finance Committee term limits would be amended to exclude any partial terms served by a Committee member that are less than two years. • The Board of Assessors would be changed from an elected board to an appointed board. The number and term of members would remain the same, but the Board of Selectmen would be responsible for appointing the Board of Assessors. • The Town Manager would be responsible for appointing the Town Appraiser, subject to confirmation by the Board of Assessors. • A new Charter Review Committee would be created and charged with reviewing the Charter every 10 years. • The power to create new boards or committees for specific purposes would be extended to all elected boards and committees. Currently, only the Board of Selectmen has this authority. • A new section would be added to authorize associate membership on appointed boards and committees. • Town Counsel appointment would be changed from annually to "at will.' • Budget deadlines for the Town Manager and School Committee would be amended to reflect current practice. • Procedures would be included to clarify the removal process of members of appointed boards and committees. Because certain types of Charter changes are beyond the power of Town Meeting and the local voters, implementation of the Town Meeting's proposals requires two separate processes. Those sections that may be sent to the local voters by Town Meeting are included in this Question. Those sections that are beyond the power ofTown Meeting to recommend to the voters are being sent to the State Legislature in a request for a Special Act and are not included in this Question. Yes No and to meet at the Reading Memorial High School, 62 Oakland Road, in said Reading on MONDAY, the TWENTY-SEVENTH DAY of APRIL A.D., 2015 at seven -thirty o'clock in the evening, at which time and place the following Articles are to be acted upon and determined exclusively by Town Meeting Members in accordance with the provisions of the Reading Home Rule Charter. ARTICLE 2 To hear and act on the reports of the Board of Selectmen, School Committee, Library Trustees, Municipal Light Board, Finance Committee, Bylaw Committee, Town Manager, Town Accountant and any other Town Official, Board or Committee. Board of Selectmen Background: This article appears on the Warrant for all Town Meetings. At this Annual Town Meeting, the following report(s) are anticipated: ➢ Board of Selectman Chair "State of the Town" ➢ Finance Committee Chair "FY16 Budget Report and Financial Overview" ➢ Library Building Committee Chair 'Library Project Update' ➢ Board of Selectmen "Firearms Instructional Motion Update" ARTICLE 3 To choose all other necessary Town Officers and Boards or Committees and determine what instructions shall be given Town Officers and Boards or Committees, and to see what sum the Town will vote to appropriate by borrowing or transfer from available funds, or otherwise, for the purpose of funding Town Officers and Boards or Committees to carry out the instructions given to them, or take any other action with respect thereto. Board of Selectmen Background: This Article appears on the Warrant of all Town Meetings. There are no known Instructional Motions at this time. The Town Moderator requires that all proposed Instructional Motions be submitted to the Town Clerk in advance so that Town Meeting Members may be "warned" as to the subject of an Instructional Motion in advance of the motion being made. Instructional Motions are normally held until the end of all other business at Town Meeting. Finance Committee Report: No report. Bylaw Committee Report: No report. ARTICLE 4 To see if the Town will vote to amend the FY2015-25 Capital Improvements Program as provided for in Section 7-7 of the Reading Home Rule Charter and as previously amended, or take any other action with respect thereto. Board of Selectmen Background: This Article is included in every Town Meeting Warrant. The Reading General Bylaw states (section 6.1.3) "... No funds may be appropriated for any capital item unless such item is included in the Capital Improvements Program, and is scheduled for funding in the Fiscal Year in which the appropriation is to be made." Bond ratings agencies also want to ensure that changes to a long-term CIP are adequately described. The following changes are proposed to the FY2015 — FY2025 CIP (current year plus ten years): Ianlu $1.0 mil. Recreation: Birch Meadow field lighting. (moved up from larger project in FY17) as debt $ 620,000 School Fac: RMHS Retaining wall repairs as debt $ 34,000 DPW Car 95 Chevy Blazer (replace 2000 model) $ 23,000 Firefighter breathing air bottles & related safety face pieces (moved up from FY17) FY16: -$314.000 ($134,000) Town Fac: Main Fire Station roof repair project (defer to FY17) ($120,000) Town Fac: Town Hall roof repair project — retain only $60,000 for connector repairs ($ 60,000) Town Fac: West Side Fire Station roof repair project (defer to FYI 7) FY17: +$519.000 $134,000 Town Fac: Main Fire Station roof repair project (from FY16) +$120,000 Town Fac: Town Hall roof repair project (from FY16 - now $420k total) $115,000 DPW Truck 910 (move up from FY19) $100,000 DPW Aerial Pickup Truck #14 (replaces 1994 model) $ 60,000 Town Fac: West Side Fire Station roof repair project (from FY16) ($ 10,000) Firefighter breathing air bottles (move up to FY15) Reduce Birch Meadow field project to $1.5 million er changes made t-unas - vvatel No changes made FYI 6:+$150.000 $150,000 Utility Truck #5 (move up from FY22) made Batchelder Road Sewer Station (move up from FY16) SCADA programming for Sewer Station projects FY16: 1$480.0001 $ 40,000 Pickup truck #8 (moved up from FY17) ($520,000) Batchelder Road Sewer Station (move up to FY15) FY17: ($40.000) ($40,000) Pickup truck #8 (moved up to FY16) FYI 8+ Various — Storm Water No changes FY16: ($25.000) +$100,000 General drainage improvement projects (total now $125,000) ($125,000) Eliminate purchase of new dump truck FY17:($25,0001 +$125,000 General drainage improvement projects (total now $125,000) ($150,000) defer Saugus River Design to FY18 FYI$+ Various changes Finance Committee Report: The Finance Committee recommends the proposed amendments to the FY 2015 — FY 2025 Capital Improvements Program by a vote of 8-0.0 at their meeting on March 25, 2015. Placing items in the Capital Improvement Program is a prerequisite but in itself does not authorize spending funds towards these items. Bylaw Committee Report: No report. By Charter, both the Finance Committee and Bylaw Committee are advisory to Town Meeting and their votes must be reported to Town Meeting, preferably in writing in advance when possible. Other volunteer Boards and Committees also vote on Warrant Articles, and when possible those votes are noted herein with an asterisk (') next to their name. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. After the vote on Article 4 (above) concludes, the Special Town Meeting will begin. When the Special Town Meeting concludes, Article 5 (below) will be considered. ARTICLE 5 To see if the Town will vote to amend the Town's Operating Budget for the Fiscal Year commencing July 1, 2014, as adopted under Article 14 of the Annual Town Meeting of April 28, 2014 and amended under Article 8 of the Special Town Meeting of September 29, 2014, further amended under Article 4 of the Special Town Meeting of January 5, 2015 and further amended under Article 6 of the Special Town Meeting of February 23, 2015; and to see if the Town will vote to raise and appropriate, borrow or transfer from available funds, or otherwise provide a sum or sums of money to be added to the amounts appropriated under said Article, as amended, for the operation of the Town and its government, or take any other action with respect thereto. Finance Committee Background: General Fund — Wages and Expenses Account Line Description Decrease Increase B91 — Benefit wages Disability Retirement (Three Firefighters — X99 Sewer $151,662 (new line) cost shifted from department to central Subtotals $0 location Net Operafing OperatingEx nses B99 — Benefits Retirement ($49,000) $ 224,000 From Sewer Reserves Expenses Health Insurance Premiums ($175,000) C99 — Capital DPW Car #5 Chevy Blazer $34,000 $ 57,000 Expenses Firefighter safety equipment $23,000 D99 — Debt Service Interest savings from refinancing $ 75,000 G92 — Administrative Legal expenses $80,000 $115,000 Services Expenses Charter (8,500 copies mailed) $20,000 Technology/Police software license $15,000 J92 — Public Safety Police Academy tuition reimbursed by $ 3,500 Expenses employee" directly to General Fund K91 — Public Works Vacation/Sick Retirement buyback* $ 11,628 wages K92 — Public Works Professional Development $10,000 $ 50,000 expenses Shade Trees $2,000 Fuel $62,000 K93 — Public Works Snow & Ice removal $900,000 snow & ice K94 — Public Works Rubbish disposal $ 75,000 street li hts K95 — Public Works Street lights $ 25,000 Rubbish L92 — Library Library Long Range Plan - $40,000 E arises T99—Town Facilities Natural gas expenses $50000 Subtotals $449,000 $1,328,79C Net Operating Expenses $ 679 790 •From Sick Buyback stabilization fund $ 11,628 From Inspections Revolving Fund 1 $ 140,000 From Free Cash $ 728,11621 Enterprise Funds— Wages and Expenses Account Line Description Decrease Increase X99 Sewer Sewer station project (Batchelder Road) moved up from FY16 $520,000 SCADA for sewer station projects $80,000 $600,000 Subtotals $0 $600,000 Net Operafing OperatingEx nses $600,000 From Sewer Reserves $600,000 Finance Committee Report: The Finance Committee recommends funding the proposed expenses in this Article as shown by a vote of 0-0-0 at their meeting on March 25, 2015. Bylaw Committee Report: No report. "Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 6 To see if the Town will vote to transfer funds received from the Commonwealth of Massachusetts, pursuant to Section 9 of Chapter 40R of the Massachusetts General Laws, in payment for development within the Town's Smart Growth Zoning Districts from Free Cash into the Smart Growth Stabilization Fund, or take any other action with respect thereto. Board of Selectmen Backaround: The Town of Reading has received an additional $150,000 payment from the State for the 4011 Smart Growth project at Reading Woods. This Article will move the $150,000 from Free Cash and into the 40R Stabilization Fund, which will therefore have a $503,000 balance. Prior 40R funds have been allocated to school technology and roadway and sidewalk improvements, but no use of offsets are planned as part of the FY16 budget. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. - ARTICLE 7 To see what sum the Town will appropriate to the irrevocable trust for "Other Post -Employment Benefits Liabilities" or take any action with respect thereto. Board of Selectmen Background: As part of the FYI budget the town voted $475,000 in the general fund, $50,000 in the water fund, $20,000 in the sewer fund and $6,001) in the storm water fund for the Other Post Employment Benefit (OPEB) contributions. Although savings from health insurance premiums are available, this year they are needed to help pay for the snow and ice budget deficit so no further contributions are proposed. This Article will therefore move the total of all these OPEB contributions ($551,000) to the Irrevocable trust for Other Post Employment Benefit liabilities. The OPEB valuation as of June 2013 shows the Town's OPEB liability at $67.2 million. The three Enterprise Funds and the Light Department are on an aggressive fully funding twenty year schedule, and the General Fund is on a partial funding schedule projected over thirty years. The latter will transition to a full funding schedule as soon as possible, as is required by law or after the Pension Fund is fully funded in FY28. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 8 To see if the Town will vote to accept the provisions of Section 1 of Chapter 90 of the Massachusetts General Laws, to allow the Town to participate in the Complete Streets Certification Program, and to apply for and receive grants pursuant to said program; or take any action with respect thereto. Board of Selectmen Backaround: Article 8 seeks approval from Town Meeting to allow the Town to access Complete Street Funding under Section 1 of Chapter 90-1 of the Massachusetts General Laws, including applying for and receiving grants in association with identified complete streets projects. The Board of Selectmen adopted Reading's Complete Street Policy on July 29, 2014, making the community eligible for "Certification" under the Complete Streets Program. Once certification is received, the Town will then be eligible to apply for grants and/or funding under Section 1 of Chapter 90-1 of the Massachusetts General Laws to implement Complete Streets Project, provided however, that Town Meeting has accepted this statute. A "Complete Street" is a street that accommodates all users including drivers, bicyclists and pedestrians. It allows for pro -active planning to ensure that a right-of-way is constructed or reconstructed to provide for safe travel for everyone in a manner that is specific to that particular situation. Some examples of complete street elements include: - Pedestrian: Sidewalks, crosswalks, curb neckouts, curb ramps, retimed pedestrian signals, audible signals, median refuges; - Bicyclists: Bicycle lanes, cycle tracks, sharrows, wide shoulders; - Streetscape: Improved lighting, streets trees, plantings, trash receptacles, street furniture; - Traffic calming: Narrowed travel lanes, rotaries, bow outs, tight curb radii, speed humps, ramble strips; - Shared roads, multi -use paths; - Improved signage. Reading already has many complete street elements and several are located right in the downtown. Here are some examples of complete street elements in Reading: Note that Reading stands a solid chance of receiving grant funding as our Complete Streets Policy was ranked in a sixth place tie across the entire country, as reported by the National Complete Streets Coalition. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. *Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 9 To hear the report of the Board of Selectmen relative to the laying out and the widening and relocation of the following named streets under the provisions of Chapter 82 of the Massachusetts General Laws; and to see if the Town will vote to accept such streets as and for public ways and to authorize the Board of Selectmen to acquire by gift, purchase or eminent domain any land or interest in land necessary for such laying out, and act on all manners relating thereto: Cory Lane from Zachary Lane to dead end Nugent Lane from Pearl Street to dead end Pondview Lane from Fairchild Drive to dead end Dividenoe Road from Franklin Street to Zachary Lane or take any other action relative thereto. 10 Board of Selectmen Background: This Article will be tabled and brought back to November 2015 Subsequent Town Meeting. Finance Committee Report: No report. Bylaw Committee Report: No report. ARTICLE 10 To see if the Town will to authorize the Town Manager to enter into a contract or contracts for the acceptance, processing or disposal of its municipal solid waste, including any extension, renewal or option under an existing contract, for a term in excess of three years, upon such terms and conditions determined by the Town Manager to be in the best interests of the Town; or take any other action with respect thereto. Board of Selectmen Background: Subsequent Town Meeting in November 2005 authorized the Town Manager to enter into a contract for this purpose exceeding three years but not twenty years. The final deal struck a few months later involved a five-year contract with a five-year renewal, which expires on July 1, 2016. The current rubbish and recycling collection contractor is in the process of putting together proposals for both five and ten years, with additional renewal options. While rubbish and recycling contracts are not subject to typical state procurement laws, the current climate in the industry is more competitive than it was ten years ago. As a result the Town may decide to issue a formal request for competitive quotes from any qualified parties instead of renewing with the current contractor. The final determination will be made by the Town Manager in consuftation with the Board of Selectmen. Factors for this decision will include level and quality of service in addition to short-term and long-term cost considerations. The required first step is for Town Meeting to grant permission to enter into any contract longer than three years. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. *Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 11 To see if the Town will vote to amend Section 8.8 Animal Control of the General Bylaw in the following manner: 11 8 Animal Control Pursuant to the authority set forth in M.G.L. Chapter 140, Sections 136A -137E. Inclusiva and any other relevant statu(ea and regulations Issued pursuant thereto -144A, the following bylaw Is enacted for the regulation of dogs in the Town of Reading. 8.8.1 Definitions As used in this bylaw, the following words and terms have the following meanings: 8.8.1.1 Animal Control Appeals Committee (ACAC) Th "Hearing Authority." as that term is defined in M.G.L Chapter 140 Section 136A charged with the responsibility of handling dog complaints pursuant to M.G.L. Chapter 140 Section 157 8.8.1.2 Animal Control Officer (ACO) A person Eby the Town Manager who is autborized to enforce this Bylaw and M G L Chapter 140 Sections 136A -174E 'inclusive. 8.8.1.22 Dangerous Dog A dog that either; (a) without justification, attacks a person or domestic animal causing physical Injury or death; or (b) behaves In a manner that a reasonable person would believe poses an unjustified Imminent threat of physical Injury or death to a person or to a domestic or owned animal. 8.8.1.34 Effective Voice Control To be under effective voice control, the animal must be within the owner's or keeper's sight and the owner or keeper must be carrying a leash and the animal must refrain from illegal activities. 8.8.1.45 Euthanize An order by the Animal Control Appeals Committee (ACAC) that a dangerous dog be euthanized In accordance with M.G.L. Chapter 140 and the American Veterinary Medical Association Guidelines on Euthanasia. 8.8.1.56 Keeper walkers, deg sitteffi, members ePthe animal ewner's Id-et-fiamliy. 8.8.1.67 Kennel Four or more dogs, six months of age or older, kept on a single property, whether for breeding, boarding, sale, training, hunting, companionship or any other purpose. "Kennel" Includes commercial boarding or training kennel, commercial breeder kennel, domestic charitable corporation kennel, personal kennel or veterinary kennel. 8.8.1.78 Kennel License .A special license Issued to a kennel, which allows payment of a single fee covering all dogs In the kennel; with the kennel license, the kennel owner receives a special kennel tag for each dog In the kennel. 12 8.8.1.82 License A dog's registration, evidenced by a tag Issued annually by the Town Clerk to the owner or keeper of each dog residing In Reading and worn by the dog securely fixed to Its collar or harness. 8.8.1.910 License Transfer The registration Issued to a dog already licensed in another U.S. jurisdiction, after the dog moves Into the Town of Reading. License Period An annual period, from January 1 through December 31. M=Iing Using a device that fits over a dog's mouth and prevents It from biting, but that does not cause any Injury or Interfere with the vision or respiration of the dog that wears It. 8.8.1.*aju Permanent Restraint An order Issued by the Animal Control Appeals Committee under Section 8.8.5.3 requiring a dangerous dog's keeper to restrain it. 8.8.144i8 Restraint Limiting, restricting, or keeping an animal under control by means of a physical baffler (e.g., a leash, substantial chain or line, visible or Invisible fence). 8.8.1.}81¢ Running at Large A dog Is running at large If It is not on the private property of Its owner or keeper, or on private property with the express permission of that property's owner, or on a leash, or under effective voice control (i.e., within the owner's gr keeper's sight and the owner or keeper is carrying a leash). 8.8.1.}617 Temuorary Confinement Order An order Issued by the ACO pursuant to Section 8 B 4 4, authorizing or reouiring the temoorary housing of an animal 8.8.1.18 Temporary Restraint order An order Issued by the ACO under Section 8.8.q.3:� requiring the dog's owner gL keeper to restrain a nuisance dog or suspected dangerous dog for thirty (30) days. An invisible fence will not be considered a temporary restraint for a suspected dangerous dog. 13 8.8.1.3419 Other Meanings Any word or term defined in M.G.L. Chapter 140 Section 136A and not otherwise defined here, Is Incorporated by reference. 8.8.2 Vaccination. Licensina and Fees 8.8.2.1 Three or fewer dogs License and vaccination requirements All dogs six months and older, while residing in the Town of Reading, must have a license from the Town Clerk. To obtain or renew the license, each dog owner or keeper must annually present proof of a current rabies vaccination. When a veterinarian determines that vaccination Is inadvisable, the owner p1 keeper may present a veterinarian's certificate exempting an old or sick dog from vaccination for a stated period of time. New Dogs Within thirty (30) days of acquiring a dog six (6) months of age or older, each dog owner or keeper In Reading must present proof of that dog's current rabies vaccination and obtain a license and dog tag from the Town Clerk. New Puppies Within six (6) months of a puppy being born, each dog owner or keeper In Reading must present proof of that puppy's current rabies vaccination and obtain a license and dog tag from the Town Clerk. New Residents A new resident who owns a dog six (6) months of age or older must license it within thirty (30) days after moving Into Reading. The Town Clerk will Issue each dog a transfer license upon the owner's or keeper's surrender of a current license from another U.S. jurisdiction and proof of current rabies vaccination. The transfer license Is valid until the next regular licensing period. Lost Tags and Replacement Tags Dog owners and keepers must replace a lost tag within three (3) business days of the loss, by obtaining a replacement tag from the Town Clerk. Tag exemptions for dog events and medical reasons: • A dog while actually participating in an official dog sporting or dog fancy event (if the event sponsors do not allow participants to wear tags) Is exempt.from the requirement that Its license tag be affixed to Its collar, provided Its owner or keeper has the tag at the event and available for Inspection by the ACO. • When a veterinarian determines that a dog cannot wear a collar for medical reasons, the dog Is exempt from wearing a tag until it recovers, from the requirement that Its license tag be affixed to its collar, provided its owner or keeper has the tag In his or her possession and available for inspection by the ACO. Annual Renewal Dog owners and keepers must renew each dog license annually. The annual licensing period runs from January 1 through December 31. 14 License due Date and Late Fee The application form for obtaining, renewing or transferring a license shall be available to each household no later than December 31 each year. Dog owners and keepers must return forms and fees to the Clerk by March 31 (or the first business day thereafter, if March 31 falls on Friday, Saturday, Sunday or legal holiday). Any license renewed after this date Is overdue, and the owner or keeper must pay a late fee as determined by the Board of Selectmen In addition to the license renewal fee. The overdue license fee and the late fee may be added to the owner's or keeper's tax bill or may be recovered through the imposition of a municipal charges lien on any property standing in the name of the dog owner or keeperpursuant to M.G.L. Chapter 40 Section 58. License Fees The fees for licensing each dog shall be determined by the Board of Selectmen. The fees shall differentiate between neutered or spayed dogs, and non -neutered or non -spayed dogs. The fee for neutered or spayed dogs shall be less than the fee for non -neutered or non -spayed dogs. There Is no fee for a dog license for service dogs as defined by the Americans with Disabilities Act or regulations promulgated thereunder. No fee shall be charged for a license for a dog owned by a person aged 70 years or over. 8.8.2.2 Four or more dogs License and Vaccination Requirements Anyone who owns or boards four or more dogs within the Town of Reading must apply for and obtain a kennel license from the Town Clerk. (This requirement shall not apply to medical boarding by any licensed veterinarian practicing In the Town of Reading.) To obtain or renew the license, the kennel licensee who Is also the owner or keeper of the dogs must present proof of current rabies vaccinations for each dog older than six months in the kennel. When it Is off the kennel property, each dog In the kennel must wear a kennel tag, issued by the Town Clerk, affixed to its collar or harness. Kennel licensees who offer temporary boarding services must obtain valid proof that each dog in the kennel that is older than 6 months has received a current rabies vaccination which proof must be maintained in accordance with 8.8.2.1 bullet one herein. New Dogs and New Puppies The kennel licensee who Is also the owner or keeper of the dogs must report to the Town Clerk each new dog in the kennel within thirty (30) days of Its acquisition, show proof of current vaccination, and obtain a kennel tag for that dog. The kennel licensee must show proof of current vaccination and obtain a tag for each puppy when It reaches six months old. Inspection Process Before the Town Clerk can issue the kennel license, the Health Division Animal Inspector must Inspect the proposed kennel, file a report on the inspection, and favorably recommend that the kennel meets all the following requirements: • The location of the kennel is appropriate for housing multiple dogs. 15 • The location of the kennel on the property will have no significant adverse effect on the peace and quiet or sanitary conditions of the neighborhood. • The area provided for housing, feeding, and exercising dogs Is no closer than twenty (20) feet to any lot line. • The area provided for housing, feeding, and exercising dogs is no closer than fifty (50) feet to any existing dwelling on an abutting lot. • The kennel will be operated in a safe, sanitary and humane condition. • Records of the numbers and Identities of the dogs are properly kept. • The operation of the kennel will be consistent with the health and safety of the dogs and of the neighbors. Periodic Inspections Before a kennel license is renewed, and at any time they believe it necessary, the ACO and/or the Health Division may Inspect any kennel. If the ACO or the Health Division determine that the kennel Is not being maintained In a safe, sanitary and humane condition, or if the kennel records on the numbers and Identities of the dogs are not properly kept, the ACO will report the violations to the Animal Control Appeals Committee (ACAC) for a hearing on whether to Impose fines or revoke the kennel license. Kennel Review Hearings Within seven (7) business days after receiving the ACO's report of violations, the ACAC will notify all Interested parties of a public hearing to be held within fourteen (14) days after the notice date. Within seven (7) business days after the public hearing, the ACAC shall either revoke the kennel license, suspend the kennel license, order compliance, or otherwise regulate the kennel. Penalties Any person maintaining a kennel after the kennel license has been denied revoked or suspended will be subject to the penalties in Section 8.8.7 of this bylaw. Annual Renewal Each kennel licensee must renew the license annually at the Town Clerk's Office. The annual licensing period runs from January 1 to December 31. License Due Date Kennel license renewal forms will be sent to each licensed kennel no later than December 1 each year. Kennel licensees must return forms and fees to the Town Clerk by January 15 (or the first business day thereafter, if the 15th falls on Friday, Saturday, Sunday or legal holiday). Failure to pay on time will result in a late fee, due In addition to the license fee. The overdue license fee and the late fee may be added to the licensee's tax bill or may be recovered through the Imposition of a municipal charges Ilen on any property standing in the name of the kennel licensee, pursuant to M.G.L. Chapter 40 Section 58. Nothing In this bylaw shall prevent or abrogate the Board of Health's authority to license and inspect kennels In the Town of Reading. M Fees The fees for licensing each kennel shall be established by the Board of Selectmen. Incorporation The following provisions of M.G.L. Chapter 140 are expressly Incorporated herein: Section 1378 - Sale or other delivery of unlicensed dog by kennel licensee; Section 137D - Licensee convicted of violation of statutes relating to offenses against animals; and Section 138A - Importation of dogs and cats for commercial resale, etc. M191 irLRi;IL11 .T'T1F3 8.8.3.1 Endangering Safety - No animal owner or keeper shall allow It's animal to bite, menace or threaten, all without provocation, so as to endanger the safety of any person, domestic animal or livestock provided such threat or attack was not a grossly disproportionate reaction under all the circumstances. This section Is not meant to .preclude an animal from acting as a watchdog on Its owner's or keeper's property. 8.8.3.2 Disturbing the Peace No animal owner or keeper shall allow the animal to disturb the peace of any neighborhood by making excessive noise without provocation. Noise Is excessive if it is uninterrupted barking, yelping, whining, or howling, causing damage or other Interference that a reasonable person would find disruptive to one's quiet and peaceful enjoyment for a period of time exceeding 15 minutes. Or, by excessive barking or other disturbance, which Is a source of annoyance to a sick person residing in the vicinity. This section is not meant to preclude a dog from acting as a watchdog on Its owner's or keeper's property. 8.8.3.3. Damaging Property No animal owner or keeper shall allow the animal to damage public or private property or realty. 8.8.3.4 Running at Large When not on the private property of Its owner or keeper, or on private property with the express permission of that property's owner, an animal must be on a leash or may be under effective voice control In locations noted below. To be under effective voice control, the animal must be within the owner's or keeper's sight and the owner or keeper must be carrying a leash. 8.8.3.5 Voice Control In Place of Leash Control Allowed A dog shall be under voice control when within the Town Forest or on Conservation lands. 8.8.3.6 Public Gatherings - Leash Control Only An animal may be at any public gathering not otherwise specified in this bylaw only If it Is on a six-foot or shorter leash and the animal must refrain from Illegal activities. 17 8.8.3.7 School Grounds Animals are not allowed during school - leash control only at other times. Unless the school Principal gives permission In advance, no animal may be on school grounds from thirty (30) minutes before classes begin until thirty (30) minutes after classes end. At all other times, the animal may be on school grounds only if it is on a six-foot or shorter leash. An animal is not violating this prohibition if it remains within a vehicle. 8.8.3.8 Exception for Assistance Animals (service animals) Section 8.8.3.4 does not apply to any properly trained assistance animal or service animal while performing its duties. 8.8.3.9 Chasing No animal owner or keeper shall allow the animal to chase a person, motor - powered vehicle, human -powered vehicle, or animal drawing or carrying a person. 8.8.3.10 Dog Litter - Every dog owner or keeper is responsible for expeditiously removing any dog feces the dog deposits anywhere except on Its owner's or keeper's private property, on other private property with the property owner's permission. This provision does not apply to any assistance dog or service dog while It Is performing its duties. 8.8.4 Animal Control Officer 8.8.4.1 Appointment The Town Manager shall appoint an Animal Control Officer (ACO) under the provisions of M.G.L. Chapter 140 Sections 151 and 151A to carry out the provisions of this bylaw and to perform such other duties and responsibilities as the Town Manager or his designee may determine. 8.8.4.2 Duties ' The ACO's duties shall Include but not be limited to the following: • Enforcement of the Town of Reading Animal Control bylaw and relevant State regulations • Explanation of bylaw violations. Notification to the owner or keener of unlicensed dogs. 8.8.4.3 Issuance of Temporary Restraint Orders The ACO shall Issue an efdeir r Ttemporary Rfestraint Order -to the owner or keeper of any animal that Is a nuisance or that is awaiting a decision under Section 8.8.6 as to whether it Is dangerous. An--efdef af Ttemporary Rrestraint Order Is an order that the animal must be confined to its owner's or keeper's property when not on a six (6) foot or shorter leash or may be ordered to be sheltered at a local kennel or veterinarian facility at the animal owner's or keeoer's expense; muzzling will be at the ACO's discretion. It shall be in force for no more than thirty (30) days unless the ACO renews it In writing for subsequent thirty (30) day periods. The ACO shall rescind or stop renewing the order when, In the ACO's Judgment, restraint Is no longer required. The animal's owner or keeper can petition the Animal Control Appeals Committee (ACAC) under Section 8.8.5.2 to rescind the erdera Temporary Restraint Order. M 8.8.4.4 Issuance of an Orden, a Temporary Confinement Order The ACO may make arrangements for the temporary housing of any animal that is to be confined under the provisions of this bylaw and may issue an Temporary Confinement Order authorizing such temporary housina. The housing may be at local veterinary clinics, or at dog kennels within the Town or neighboring towns, and shall be at the animal owner's or keeper's expense. 8.8.4.5 Complaint Resolution The ACO shall Investigate all written complaints arising within the Town pertaining to violations of this bylaw and try to mediate disputes between Town residents complaining that a dog owned or kept in Town is a nuisance dog or a dangerous dog. 8.8.4.6 Recordkeeping The ACO shall keep accurate, detailed records of the confinement and disposition of all animals held In custody and of all bite cases reported, and the results of Investigations of the same. The ACO shall maintain a telephone log of all calls regarding animals and submit a monthly report summarizing the log to the ACAC. 8.8.5 Animal Control Aoueals Committee (ACAC) 8.8.5.1 Composition of the ACAC The Animal Control Appeals Committee Is comprised of three Reading residents, none of whom can be employees of the Town, appointed to three- year overlapping terms by the Board of Selectmen. The ACAC will annually select a member to serve as the Chair. At least one of the three members must be a dog owner. 8.8.5.2 Right to Appeal When the ACO has Investigated a complaint regarding an animal's behavior and has Issued a finding -er—an--erdeFa Temporary Restraint Order or a Temporary Confinement Order with which either the animal's owner or keeper or the complainant disagrees, then either party may appeal by sending a written request to the Town Clerk within ten (10) business days after issuance of the ACO's decision. Following the Clerk's receipt of a written appeal, the ACAC shall hold a public hearing on the appeal within fourteen (14) days, at which the dog owner or keeper, the complainant, and the ACO must appear. 8.8.5.3 Findings and Further Appeals The ACAC shall vote at the public hearing on whether to uphold, reverse, or modify the ACO's temporary order deeisler and shall mall Its ruling to the animal owner or keeper, complainant, and ACO within three (3) business days after the public hearing. 8.8.5.4 Hearings The ACAC shall hold public hearings and make decisions on any dangerous dog declaration under Section 8.8.6 or a nuisance dog declaration under Section 8.8.7. 19 8.8.5.5 Further Appeals An appeal from an order or decision of the ACAC may be made by either the Owner or Keeper or Complainant within 10 days at the Woburn District Court. 8.8.6 Dangerous Doas 8.8.6.1 Declaring a Dog Dangerous A dog that either; • without justification, attacks a person or domestic animal causing physical Injury or death; or • behaves In a manner that a reasonable person would believe poses an unjustified Imminent threat of physical Injury or death to a person or to a domestic or owned animal may be declared dangerous by the ACAC. An exception may be made for a puppy (animal under six (6) months old) that draws blood, or for a dog that attacks or bites an unaccompanied domestic animal on the dog owner's or keeper's property. 8.8.6.2 procedure for Declaring a Dangerous Dog Upon the written complaint of the ACO, any other public safety agent, or upon the petition of Individual the Animal Control Appeals Committee (ACAC) shall hold a public hearing, after which It will determine whether it should declare a dog dangerous and, If so declared, what remedy Is appropriate. 8.8.6.3 Exceptions No dog shall be deemed dangerous: • Solely based upon growling or barking or solely growling and barking; • Based upon the breed of such dog; or • If such dog was reacting to another animal or to a person and such dog's reaction was not grossly disproportionate to any of the following circumstances: • Such dog was protecting or defending Itself, Its offspring, another domestic animal or a person from attack or assault; - • The person who was attacked or threatened by the dog was committing a crime upon the person or property of the owner or keeper of such dog; • The person attacked or threatened by the dog was engaged In teasing, tormenting, battering, assaulting, Injuring or otherwise provoking such dog; or • At the time of such attack or threat, the person or animal that was attacked or threatened by such dog had breached an enclosure or structure In which the dog was kept apart from the public and such person or animal was not authorized by the owner of the premises to be within such enclosure Including, but not limited to a gated, fenced in area if the gate was dosed, whether locked or unlocked; provided, however, that If a person Is under the age of 7, It shall be a rebuttable presumption that such person was not committing a crime, provoking the dog or trespassing. 8.8.6.4 Remedies Upon Its finding that the dog is dangerous, the ACAC shall order one of the following remedies: permanent restraint or rreuthanasia in accordance with the American Veterinary Medical Association Guidelines on Euthanasia. 20 A Permanent Restraint Order is an order that the dog must at all times while on Its owner's or keeper's property be kept within the owner's or keeper's house or a secure enclosure. The secure enclosure shall be a minimum of five (5) feet wide, 10 feet long, and five (5) feet In height, with a horizontal top covering the entire enclosure; shall be constructed of not less than nine (9) gauge chain link fencing; the floor shall be not less than three (3) Inches of poured concrete; with the bottom edge of fencing embedded In the concrete; shall be posted with a clearly visible warning sign Including a warning symbol; must contain and provide protection from the elements; and shall comply with all applicable building codes and with the Zoning Bylaws of the Town of Reading. In addition, the owner or keeper of the dog shall annually provide proof to the Town Clerk of a liability Insurance policy of at least One Hundred Thousand ($100,000) Dollars for the benefit of the publicsafety; and whenever removed from the premises of the owner or the premises of the person keeping the dog, the dog shall be securely and humanely muzzled and restrained with a chain or other tethering device having a minimum tensile strength of 300 pounds and not exceeding 3 feet In length. A_Euthanasia Order Is an order to take the life of the dog by the administration of barbiturates in a manner deemed acceptable by the American Veterinary Medical Association Guidelines on Euthanasia. 8.8.7 Nuisance Animal 8.8.7.1 Declaring a Dog to be a Nuisance An animal that repeatedly violates Section 8.8.3 of this bylaw may be declared a nuisance dog by the ACAG• 8.8.7.2 Procedure for Declaring a Dog to be a Nuisance Upon the written complaint of the ACO, any other public safety agent, or upon the petition of Individual the Animal Control Appeals Committee (ACAC) shall hold a public hearing, after which It will determine whether It should declare a dog to be a nuisance dog. The ACAG may further order that the owner or keeper of such dog take remedial action to ameliorate the cause of the nuisance behavior. 8.8.8 Penalties 8.8.8.1 Fines Any animal owner or keeper who maintains a kennel after the kennel license has been denied, revoked or suspended, or who falls to obtain a kennel license; and any animal owner or keeper who fails to comply with Section 8.8.3 Conduct of Animals shall be subject to penalties as determined by the Animal Control Appeals Committee, not exceeding Three Hundred ($300) Dollars per day for every day of the violation. 8.8.8.2 Reimbursement of Costs If the Animal Control Officer confines a dog and the animal owner or keeper does not pay all fees directly to the kennel or veterinary clinic, then the dog's owner or keeper must reimburse the Town of Reading for any expenses Incurred In boarding that dog. If the dog has not been licensed, the owner or 21 keeper must obtain a license and pay any applicable late fee before the dog can be released. 8.8.8.3 Penalties for Violating Restraint Orders The ACAC shall determine a schedule of penalties not exceeding Three Hundred ($300) Dollars per day for each and every violation of restraint orders. 8.8.9 Miscellaneous 8.8.9.1 Enforcement In addition to any other means of enforcement, the provisions of this bylaw and the regulations adopted pursuant thereto may also be enforced by non- criminal disposition in accordance with the provisions of Section 1.8 of this bylaw, and M.G.L. Chapter 40 Section 21D. The Penalty for such violation shall be $300 for each offense Each day or part thereof shall constitute a separate offense. 8.8.9.2 ineerperation of State Law Ttlie IsFevislems of ­—+ 149 Sectlens 136A thiaeugh 156 and 158 ur take any other action with Board of Selectmen Background: A previous Town Meeting voted to change this section of the general bylaws. However, there was a caution issued by the Attorney General's office about the appeals process in this bylaw. in addition, underlying state law on animal control has been in the process of changing, which is why we hesitated to bring this back to Town Meeting. Our new Town Counsel has been working with the AG's office and we have developed a two-step plan to remedy the AG's caution and to conform to the underlying state law changes. The first step Is the proposed wording changes cited in this Article above, which will at a minimum satisfy the AG's office in the short term. Some changes include the following: 8.8.1.1 An added definition for the Animal Control Appeals Committee with proper citation of state law, 8.8.1.2 The addition of state law citation in the section about the Animal Control Officer, 8.8_1.6 The addition of a definition for a Keeper. Note that this term is added throughout several following sections; 8.8.1.13 A revised definition of a Nuisance Dog; 8.8.1.17 An added definition for a Temporary Confinement Order which is then used in some sections that follow. The second step will be a streamlined and revised version of this Bylaw completed by Town Counsel no later than the 2016 Annual Town Meeting. This process will include at least one Public Hearing by the Board of Selectmen to solicit input from the community on proposed substantive changes, If any. As revised above the bylaw will be acceptable to the AG's office and will not be in conflict with state law - but all are in agreement that we can provide a much improved version with the second step. Finance Committee Report: No report. 22 Bylaw Committee Report: The Bylaw Committee recommends this Article by a vote of 4-0-0 at their meeting on March 24, 2015. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 12 To see if the Town will vote to amend the General Bylaw by inserting a new Section 3.3.1.6 as follows: 3.3.1.6 Appointment of Associate Members The Board of Selectmen shall be authorized to appoint associate members to any board, committee or commission for which it is the appointing authority. or take any other action with respect thereto. Board of Selectmen Background: Special Town Meeting in January 2015 Indicated a desire to defer further details about Associate Membership to a future General Bylaw discussion, and to leave the language In the Home Rule Charter broad on this topic. Without such a new General Bylaw all Associate memberships will expire on June 30, 2015. The proposed language above is meant to be a starting point for discussion at Annual Town Meeting. While the Moderator will rule on individual amendments that are offered on the floor, he has Indicated that this beginning language should allow for a wide ranging discussion. The Board of Selectmen will discuss this issue further at their meeting on April 14, 2015, and may develop a motion for Town Meeting as a starting point in the discussions. Finance Committee R000rt: No report. Bylaw Committee Report: The Bylaw Committee recommends this Article by a vote of 4-0-0 at their meeting on March 24, 2015. -Board of. Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 13 To see if the Town will vote to amend Section 2.1.6 of the General Bylaw by adding the words 'but not more than twenty-eight (28) days' thereto so that said Section 2.1.6 will read as follows: 2.1.6 Posting of the Warrant The Board of Selectmen shall give notice of the Annual, Subsequent or any Special Town Meeting at least fourteen (14) days but not more than twenty- eight (28) days prior to the time of holding said meeting by causing an attested copy of the warrant calling the same to be posted In one (1) or more public places in each precinct of the Town, and causing such attested copy to be 23 published in a local newspaper or providing in a manner such as electronic submission, holding for pickup, or mailing an attested copy of said warrant to each Town Meeting Member. or take any other action with respect thereto. By Petition Background: The Petitioner will request that this Article be tabled. Finance Committee Report:. No report. Bylaw Committee Report: The Bylaw Committee recommends this Article by a vote of 0-2-2 at their meeting on March 24, 2015. ARTICLE 14 To see of the Town will vote to authorize the Board of Selectmen to enter into a lease for a term not to exceed ten years, with the additional authority to extend the lease at its conclusion for a single additional term not to exceed ten years, allowing the use of Town land located at Auburn Street, in the Town of Reading, more particularly shown on Reading Tax Assessor's Map 114 as Lots 12, 25 and 26, to the winner of a competitive bid and to.any additional winning co -locator bidders, selected pursuant to Chapter 30B of the Massachusetts General Laws, for the purpose of constructing, maintaining and operating a wireless telecommunication facility thereon subject to the grant of any special permit therefor as may be necessary; or take any other action with respect thereto. Board of Selectmen Background: Repairs to the water storage tank on Auburn Street have involved the current cell companies as they need to temporarily relocate their equipment in order for the Town to perform the improvements. The Town's property is of insufficient size to accommodate temporary cell facilities during the tank improvements and the cell companies have agreed to a shared staging platform during the repairs and subsequent repainting. The companies have also agreed to a revised equipment mounting system that will eliminate the access and safety issues that now exist and eliminate the conflict of cell equipment on future tank repairs performed by the Town. In the discussions to prepare for this arrangement, an additional carrier not on the tank is willing to share these costs in exchange for space on the newly renovated water storage tank. Note that by law the Town may negotiate the lease fees associated with such cell towers, but may not negotiate the rights of the cell companies to locate their equipment, provided there is enough space. In the past, leases were structured as an initial five-year term with three subsequent five-year terms. Each was a level payment for the term of the lease and then a 15% increase for the subsequent lease term (or about +2.8%/year compounded). In order to achieve the best financial deal for all involved, we will issue an RFP for all Interested cell companies. In general the cell companies would like the longest lease possible in order to allow them to amortize their relocation costs over that period, so we need authorization from Town Meeting to exceed three years. The RFP is likely to include terms similar to what has been done in the past and described above, with an emphasis of this asset as a revenue source. 24 Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted B-0-0 to recommend this Article. Bylaw Committee Report: No report. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 15 To see if the Town will vote to authorize the Board of Selectmen to sell, exchange, or dispose of, various items of Town tangible property, upon such terms and conditions as they may determine; or take any other action with respect thereto. Board of Selectmen Background: The following equipment is scheduled for disposal: Department Item Year Est. Value Comments DPW International 2554/Truck #8 2000 $20,000 Runs cracked frame DPWNVater Ford F550/Pickup #5 2002 $15,000 Runs 4x2 DPW Ford F450/Dump Truck #12 1997 $5,000 Fair, body rot DPW Ford F250/Picku 2 1997 $3.000 Poor, body rot DPW Chevy Blazer/Car#5 1997 $1,000 4.31- Engine D,PW Select Till Rototiller nil May not work DPW Holder V -Plow 4150 nil DPW McConnel Boom Flail nil DPW D nahoe Bucket nil DPW Craftsman 10" Radial Saw 1980 nil DPW FMC John Bean Sprayer nil Motor missing arts DPW DMT Generator nil Does not run DPW Wayne Ray Backhoe Bucket nil Police Crown Vic/Car #22011 <$2 000 90k miles Police Crown ViGCar#9 2004 <$2 000 80k miles Police Crown Vic/Car911 2011 <$2,000 100k miles Police Crown VidCar#14 2011 <$2,000 100k miles Fire I Frei Mline Pum er/En ine #3 1995 $18 D00 Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. *Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 16 To see what sum the Town will raise by borrowing or transfer from available funds, or otherwise, and appropriate for the purpose of making extraordinary repairs 25 and/or replacement of sanitary sewer collection ,systems, including the costs of consulting services, audits, plans, documents, cost estimates, bidding services and all related expenses incidental thereto and necessary in connection therewith, said sum to be expended by and under the direction of the Town Manager, and to see if the Town will authorize the Board of Selectmen, Town Manager, or any other agency of the Town, to apply for a grant or grants, to be used to defray the cost of all, or any part of, said sanitary sewer improvements; and to authorize the Town Manager to enter Into any and all contracts and agreements as may be necessary to carry out the purposes of this Article, or take any other action with respect thereto. Board of Selectmen Background: The MWRA's Infiltration and Inflow (I/1) Local Financial Assistance Program provides support to MWRA member communities to perform sewer rehabilitation to minimize excess flows due to infiltration and inflow into the sewer system. In previous years the Assistance Program provided financial assistance to member communities through a combination of a 45% grant and a 55% low-interest loan. MWRA has revised the program for the current Phase 9 and future Phase 10. The financial assistance for these two phases will be allocated to member communities in the forth of a 75% grant and a 25% low- interest loan. MWRA Assistance • The assistance is provided through a combination grant and low-interest loan • Phase 8 Allocation balance $71,000 (45% grant; 55% low-interest loan) • Phase 9 Allocation is $844,000 ($633,000 grant; $211,000 low-interest loan) • Phase 10 Allocation is $844,000 ($633,000 grant; $211,000 low -Interest loan) • Loan pay back to the MWRA - equal installments up to a ten year period beginning one year after distribution of the funds Acceptance of the grantlloan offer will enable the Town to continue with its III removal program to remove unwanted sewage flows from the sewer system which reduces excess assessments from MWRA and decreases the excess demand on the sewer system. The anticipated project for this Phase will be to perform manhole rehabilitation, spot repairs, lining and replacement of sewers. Infiltration occurs when surface water enters sewers through leaks, cracks and faulty joints in pipes and manholes. Inflow is caused from storm water runoff that enters the sewer system through improper connections such as cross connected drains, roof drains and sump pumps. Since the inception of MWRA's Assistance Program the Town's 1/1 removal program has consisted of the following types of projects: • House-to-house inspections o The house-to-house inspections identify inappropriate direct connections (inflow) to the Town's sewer system with the purpose of assisting residents with identifying methods to remove the connections. The Town also provides limited financial assistance to the homeowner. • TV inspections, testing and sealing of manholes and sewer mains 26 o TV inspections and the testing and sealing of manholes and sewer mains allows the Town to internally inspect sewer mains and manholes to with the purpose of identifying and eliminating points of infiltration into the sewer system. • Sewer system smoke testing o Smoke testing of the sewer system is a method of identifying points of infiltration or inflow into the sewer system where visual or TV inspection access is not possible • Spot repair, lining and replacement of sewers o Spot repairs, lining and replacement of sewers are performed when damage to the sewer system is not repairable or cost effective through internal sealing. • Flow metering, spot gauging and dye testing o Flow metering, gauging and dye testing is performed to assist the Town in determining the areas of the sewer system that are experiencing the highest levels infiltration and inflow. Flow metering also assists in determining how affective the Town has been in mitigating 1/1 for the past several years. • Sewer System Data management o Project updates the Town's GIS sewer database to incorporate historic closed circuit inspection data and enable future closed circuit inspection sewer system data. The resulting data will be used to assess future capital project needs and to perform asset management of the system. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted B-0-0 to recommend this Article. Bylaw Committee Report: No report. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 17 To see if the Town will vote to raise the sum of Two Million ($2,000,000.00) dollars by borrowing for the purpose of constructing a Cemetery garage and related facilities, including site preparation, construction, originally equipping and furnishing said facilities and all other costs incidental thereto including the costs of architectural, engineering and construction services, inspection and costs of financing in connection therewith; and to authorize the Facilities Department and or the Town Manager to proceed and enter into any and all contracts and agreements necessary therefore and incidental thereto, Including without limitation, contracts for architectural, engineering and construction services and to do all other acts and things necessary and proper for carrying out the provisions of this vote. Board of Cemetery Trustees Background: At present the Capital plan includes a total of $3.0 million in future debt beginning in FYI to address the cemetery and DPW garage space. Funding for studies of each portion were provided by past Town Meetings, and the Board of Cemetery Trustees has been very patient first through some procurement issues in the Facilities department which slowed early progress and then a disappointing pace of work during the past year under DPW's supervision. 27 One year ago a presentation was made to the Board of Selectmen to consolidate both operations in the current DPW location. While the presentation was a good one, no cost estimate was Included. Finally last summer initial cost estimates of $18 to $20 million were received and instructions were given to streamline that early design in order to significantly reduce costs. Several months later updated design and cost updates suggested little change to the early estimates. Meanwhile the Board of Selectmen has been meeting in Executive Session during the past several months in order to discuss a few real estate issues that concern the town. Details must remain confidential for now, but one of the issues is the best location for a DPW garage. The current location was satisfactory when a landfill was a neighbor, but clearly today this is not the highest and best use of the property in the midst of the best commercial development area in town. Conditions at the current Cemetery garage are certainly below standard, and there is a standing offer from the Town Manager that if employee safety is ever a concern that an immediate move to consolidate In the current DPW garage will be made on a temporary best-efforts basis. Along these lines the Town Manager certainly appreciates the concerns of the Board of Cemetery Trustees, however It is his recommendation that the entire DPW siting issue — including the location of the cemetery division - be turned over to the Permanent Building Committee and that they work collaboratively with the Board of Selectmen and the Finance Committee. This issue is significant to the community not only from a cost but from a future tax revenue standpoint. Board of Cemetery Trustees Report: The present building in Laurel Hill consists of the original structure plus four sections that were attached to the building when it was purchased along with land In 1924, and another section that was added in the 1950x. At that time (the 1950s) there were only two cemeteries in Reading. Almost all of the burial and maintenance was done manually; few winter burials took place. Over the years the equipment has gotten larger, and much heavier. At present one of the newest trucks will not fit into the building and must stay outside. A cube has been rented to free up space, making it safer for the employees to work. Some equipment is stored at the DPW because of lack of space. Employees take breaks and eat their lunch in a cramped machine repair and tool storage area. Simply put, the building is wom out and long past its useful life. Unless Town Meeting is willing to spend $22.4 Million to consolidate all DPW operations at New Crossing Road—a move the Town consultant Weston and Sampson strongly discouraged after several years of study—the Cemetery Trustees ask you to approve the funding to build a new Cemetery maintenance building. This building will be built to code, be safe for Cemetery employees to use, and provide them with basic amenities such as a separate lunch room. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 0-8-0 to recommend this Article. The committee believes that a town wide assessment is needed in looking at buildings and facilities for. DPW, Cemetery and other potential needs. The Permanent Building Committee is the correct place for this type of assessment to take place and then report back to the Town on proposed actions. Bylaw Committee Report: No report 9.1 ARTICLE 18 To see if the Town will vote to approve an Affordable Housing Trust Fund Allocation Plan pursuant to Chapter 140 of the Acts of 2001 entitled "AN ACT AUTHORIZING THE TOWN OF READING TO ESTABLISH AN AFFORDABLE HOUSING TRUST FUND", or take any other action with respect thereto. Board of Selectmen Background: Chapter 140 of the Acts of 2001 authorized the Town of Reading to establish a separate fund known as the Affordable Housing Trust Fund (AHTF). The AHTF requires Town Meeting approval of an annual allocation plan submitted by the Board of Selectmen. AHTF expenditures require approval by a majority vote of the full combined membership of the Board of Selectmen and the Reading Housing Authority. AHTF uses include: ♦ Create or preserve affordable housing; ♦ Maintain or operate affordable housing; ♦ Develop new or rehabilitate existing housing as affordable homeownership or rental units; The purpose of the Affordable Housing Allocation Plan is to provide a framework for the Town to expend funds on affordable housing. The current AHTF balance of $260,720.85 reflects revenue generated through the actions of the CPDC, as well as proceeds from the loss of an affordable unit. There are no Town tax generated funds in the AHTF. The only expenditure to date from the AHT was $200,000 to assist Oaktree development with financing affordable housing at 30 Haven Street. At the 2012 Annual Town Meeting, approval was given for funding to hire a consultant to assist a Town staff initiative to update the Town's Housing Plan, including the five-year "Housing Production Plan". This effort is important as a defense against unfriendly 40B developments in the community, and requires the Town to develop a phased plan to produce housing to reach the 10% threshold as required by MGL Ch. 40B. Reading's Housing Production Plan has been approved by the Board of Selectmen and by the Commonwealth of Massachusetts. The Town commissioned and received a supplemental report on how the AHTF can best be used to support the "Planned Production" goals of the Housing Plan. This report was presented to the Board of Selectmen and the Reading Housing Authority in April 2013. The report recommended a significant restructuring of the Town's AHTF efforts. The Board of Selectmen considered these recommendations, but decided against any changes. Therefore, the current recommendation is to adopt the AHTF Allocation Plan as shown below as the framework for the use of Affordable Housing Trust Fund in FY 2016. Note that Reading as the lead community is part of a regional effort (along with North Reading, Wilmington and Saugus) to share a Regional Housing Services Office (RHSO). The RHSO monitors and administers affordable housing requirements including tracking and updating the Subsidized Housing. Inventory (SHI) as well as maintaining ready buyer and ready renter lists. Affordable Housing Trust Fund Allocation Plan FY 2016 Pursuant to Article 18 of the 2015 Annual Town Meeting, an Affordable Housing Trust Fund Allocation Plan for the Fiscal Year 2016 in accordance with the provisions of Chapter 140 of the Aets of 2001 is as follows: 29 Available Balance — Unrestricted Funds: $280,720.85 Available Balance — Restricted Funds $ 0 Unrestricted funds shall be used for the following purposes: 5% up to a maximum Of $10,000 for administration of Affordable Housing Remainder for constructing affordable housing (including loan and grant programs); or for. maintaining and improving affordability of existing housing stock; or for the purchase of existing housing stock to add It to or maintain it as a part of the existing affordable Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 7-0-1 to recommend this Article. FINCOM Member Craig Merry abstained in order to avoid the appearance of a professional conflict of interest. Bylaw Committee Report: No report. *Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 19 To see if the Town will vote to authorize revolving funds for certain Town Departments under Section 53E % of Chapter 44 of the Massachusetts General Laws for the fiscal year beginning July 1, 2015 with the receipts, as speed, credited to each fund; the. purposes, as listed, for which each fund may be spent, the maximum amount that may be spent from each fund for the fiscal year, and the disposition of the balance of each fund at fiscal year- end. Revolving Account Spending Authority Revenue Source Allowed Expenses Expendi- ture Limits Year End Balance Fees as provided for in Consulting and Conservation Reading General engineering services for $25,000 Commission ylaws Section he review of designs and Available for Consulting Conservation 5.7, Wetlands engineering work for the expenditure Fees Commission Protection protection of wetlands. next year Legal, oversight and Building, inspection, plan review, Plumbing, initial property appraisals Wiring, Gas and and appeals, Public other permits for Services general he Oaktree, management, curb $200 000 Addison-Wesley/ sidewalks and pedestrian Inspection Pearson and safety improvements, kvailable for Revolving Town Johnson Woods records archiving and other, xpenditure Fund ana er evelo menu project related costs. next ear 30 or take any other action with respect thereto. Board of Selectmen Background: The revolving funds established in this article are subject to annual renewal by Town Meeting. Conservation Consulting Revolving Fund - These funds are used to receive payments from applicants, hire expert consultants where required, and return the balance to the applicant. There was no activity in the Conservation Consulting Revolving Fund during Fiscal Year 2015. The balance as of March 7, 2015 remains at $0. Inspections Revolving Fund - Beginning in 2004, Town Meeting approved the Inspections Revolving Funds as a way to deposit building and other permit fees from three large projects (the Oaktree, Pulte Homes and Johnson Woods developments). During the year under the direction of the Town Manager these funds are allowed to be used directly for purposes of plan review, inspections, legal expenses, initial property value appraisal and appeals, and general management of the Public Services department operations related to three developments as well as for the construction of curbs, sidewalks and pedestrian safety improvements and records archiving and management. The balance available as of March 7, 2015 in this fund is $782,110, and of that total $60,000 is proposed by the Town Manager to be used to help offset some of these related activities in the FY16 Public Services budget, as has been the case for several years and is planned for a few more years. This year the Town Manager is requesting that Town Meeting authorize the remainder of the $200,000 annual spending limit (or $140,000) to be used under Article 5 to help offset the snow & ice removal deficit during the current year. Note that while the Town Manager is subject to the spending restrictions above, Town Meeting may vote to spend these funds 'for any lawful purpose'. Health Clinic Revolving Fund - The Reading Health Division contracts for third party payments for a number of immunizations. The funds are used to augment the Influenza vaccine supply from the State Department of Public Health to insure vaccine for the 31 Clinic as, Public Health Charges and Materials and costs .vailable for Clinics and Board of hird party associated with clinics and $25,000 xpenditure Services Health reimbursements oublic health proarams ext year Library Library harges for lost Acquire Library materials vailable for Materials Director and r damaged to replace lost or damaged $15,000 xpenditure Re lacement Trustees -lbrary materials items iext year Mattera Utilities and all other vailable for Cabin Recreation maintenance and operating $10,000 xpenditure Operating dministrator Rental Fees expenses ext ear Director of Public Works upon the recommenda ion of the Sale of timber, ffees Planning and Available for own Forest for use of Improvements to the Town $10,000 expenditure own Forest Committee the Town Forest Forest next ear or take any other action with respect thereto. Board of Selectmen Background: The revolving funds established in this article are subject to annual renewal by Town Meeting. Conservation Consulting Revolving Fund - These funds are used to receive payments from applicants, hire expert consultants where required, and return the balance to the applicant. There was no activity in the Conservation Consulting Revolving Fund during Fiscal Year 2015. The balance as of March 7, 2015 remains at $0. Inspections Revolving Fund - Beginning in 2004, Town Meeting approved the Inspections Revolving Funds as a way to deposit building and other permit fees from three large projects (the Oaktree, Pulte Homes and Johnson Woods developments). During the year under the direction of the Town Manager these funds are allowed to be used directly for purposes of plan review, inspections, legal expenses, initial property value appraisal and appeals, and general management of the Public Services department operations related to three developments as well as for the construction of curbs, sidewalks and pedestrian safety improvements and records archiving and management. The balance available as of March 7, 2015 in this fund is $782,110, and of that total $60,000 is proposed by the Town Manager to be used to help offset some of these related activities in the FY16 Public Services budget, as has been the case for several years and is planned for a few more years. This year the Town Manager is requesting that Town Meeting authorize the remainder of the $200,000 annual spending limit (or $140,000) to be used under Article 5 to help offset the snow & ice removal deficit during the current year. Note that while the Town Manager is subject to the spending restrictions above, Town Meeting may vote to spend these funds 'for any lawful purpose'. Health Clinic Revolving Fund - The Reading Health Division contracts for third party payments for a number of immunizations. The funds are used to augment the Influenza vaccine supply from the State Department of Public Health to insure vaccine for the 31 homebound clients and first responders. The Division also uses these funds for materials for other screening clinics. Clinic client fees are also deposited into this fund to offset vaccine and clinical supply costs. The balance available as of March 7, 2015 this fund is $60,584. The State has been cutting back on the free flu and other vaccines to be distributed to cities and towns, and the Town therefore needs to purchase extra doses. The necessary amounts used for clinic vaccine, supplies and staff salaries related to the clinics each year directly from the revolving fund is therefore approximately $25,000. • Library Materials Replacement Fund — During the course of a year, the Library recovers funds from patrons who have lost or damaged books or other materials. Previously, those funds went into the Town's General Fund and at the end of the year went into Free Cash. Once this Revolving Fund was adopted (beginning in FY 2010), those funds recovered from patrons for lost or damaged materials were available directly to the Library for expenditure to purchase replacement materials and processing supplies. The balance available as of March 7, 2015 in this fund is $8,316. • Matters Cabin Operating Fund — The log cabin on the Matters conservation land was purchased several years ago, and was renovated by the Vocational School. Some of the use is revenue generating, and it is anticipated that over time the site will generate enough funding to pay the operating costs of the cabin — primarily utilities. This Article allows those revenues that are generated to be used directly for the operating expenses of the cabin. The balance available-as of March 7, 2015 in this fund Is $1,533. Note that due to a recent change in the Classification system that establishes Town government staff positions, a friendly amendment to change the position title from Recreation Administrator to Community Services Director will be offered. • Town Forest Revolving Fund was created-in 2011. The purpose is to allow revenues from controlled timber harvesting and permit fees to then be spent by the DPW Director upon the recommendation of the Town Forest Committee, on Improvements to the Town Forest, including planning efforts. The Town Forest Committee has had a forest stewardship plan created (through a grant) to make recommendations on forest management including controlled timber harvesting. The balance available as of March 7, 2015 in this fund is $0. It is anticipated that timber harvesting on a limited basis could begin at any time, and therefore there will be future proceeds which can be used for the purposes of the revolving fund. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. 'Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 20 To see if the Town will vote to determine how much money the Town will appropriate by borrowing, or from the tax levy, or transfer from available funds, or otherwise, for the operation of the Town and its government for Fiscal Year 2016 - beginning July 1, 2015, or take any other action with respect thereto. Finance Committee 32 Backaround: Please see the Yellow Pease of this document for full details of the FY 2016 budget. Finance Committee Report: Please see the Yellow Paaes - Spendina Scorecard of this document for the votes by the Finance Committee for line items in the FY 2016 budget. The Finance Committee recommends the subject matter of Article 20 as explained by these votes at their meeting on March 25, 2015. Bylaw Committee Report: No report. ARTICLE 21 To see what sum the Town will vote to appropriate by borrowing, whether in anticipation of reimbursement from the State under Section 6 of Chapter 44 of the Massachusetts General Laws, or pursuant to any other enabling authority or from the tax levy, or transfer from available funds, or otherwise, for highway projects in accordance with Chapter 90 of the Massachusetts Genera! Laws, or take any other action with respect thereto. Board of Selectmen Backaround: Incoming Governor Charles Baker released an additional $100 million in funding that the legislature had already approved for Chapter 90 (local road repairs), bringing the FY15 total to $300 million or a bit over $900,000 for Reading. However, the Governor recently filed for a total of only $200 million for FY16, bringing the local share back down to about $600,000. The motion made at Town Meeting will be to accept the Chapter 90 state assistance at whatever level is ultimately available, a trend in other communities in order to avoid this uncertainty and volatility. Finance Committee Report: At their meeting on March 25, 2015 the Finance Committee voted 8-0-0 to recommend this Article. Bylaw Committee Report: No report. *Board of Selectmen Report: The Board of Selectmen at their meeting on March 24, 2015 voted 5-0-0 to support this Article. ARTICLE 22 To see if the Town will vote, pursuant to Section 2-6 of the Reading Home Rule Charter, to declare the seats of certain Town Meeting Members to be vacant and remove certain described persons from their position as Town Meeting Members for failure to take the oath of office within 30 days following the notice of election or for failure to attend one-half or more of the Town Meeting sessions during the previous year, or take any other action with respect thereto. Board of Selectmen Backaround: The Reading Home Rule Charter provides for the removal by Town Meeting of Town Meeting Members who did not attend at least half of the Town Meeting sessions during the previous year. There have been a total of six Town Meeting sessions and a total of 13 nights to attend, and there are 19 members who meet the criteria for removal, as listed below. 33 The remaining Town Meeting Members from Precincts 2, 3, 4, 6, 7 and 8 will be asked to meet in a caucus before this Article is taken up, and to evaluate the particular circumstances of each of these situations for the listed Town Meeting members within their precinct. The affected precincts will then make a recommendation to Town Meeting as to whether the member should be removed. 2 Denise M Benard Term I Total Precinct First Name MI Last Name Ends Attended 2 Denise M Benard 2016 3 2 Walter J Carroll 2017 4 2 Peter C Coumounduros 2015 4 2 Marcia Nigro Dresser 2015 5 2 Carol Sampson 2017 0 2 George Snow 2015 5 3 Norman W Blanchard 2015 0 3 Michael Giglio 2016 0 3 Lawrence A Hurley 2035 2 3 Michael J McDade 2015 5 3 Joseph P Westerman 2015 4 4 Stephen A Goldy 2015 2 4 Andrew W Grimes 2015 2 6 Keith J Driscoll 2015 2 6 Kenneth Mathew Lafferty 2016 2 6 John M Mlles 2016 3 6 Lori Ann Russo 2016 0 7 Jesse M Downing 2015 2 8 Kristjan Arni Asgeirsson 2015 4 Finance Committee Report: No report Bylaw Committee Report: No report. 34 and you are directed to serve this Warrant by posting an attested copy thereof in at least one (1) public place in each precinct of the Town not less than fourteen (14) days prior to April 27, 2015, or providing In a manner such as electronic submission, holding for pickup or mailing, an attested copy of said Warrant to each Town Meeting Member. Hereof fail not and make due return of this Warrant with your doings thereon to the Town Clerk at or before the time appointed for said meeting. Given under our hands thisZy" day of 649V44 .2015. �La SELECTMEN OF READING TomyqfAmico , Constable 35 k ) ( �!§ §j k 2 s2 W., 37 , N^ N =V d a a p N C M �aa N,i'n vv U7v.o AGM ��O 41 U� 2JaO� E " 30 o�y •p .yg «u'5.. rte.`-' i -a to e 6 T U E ° 2 N y y O O 5� L% C % L b y •° ; p"51 a v°i U'O U y N roycb ea?v a30 Is S'•�^� a 5 m o a - v CE w U �0 o E v �b a Lm' E d Kv~i0 �O.Ew« r V y T p v 0 3 v U .� '� `°''"� � ✓� °' � «o ° v^ � �°'� 030 �fA 8-u �>'?w�,!aG ,ca �tCw o P, rl v,0 U a '^ OD •$ o a°U� .'�C .y � � � � '� � .g rye .Mr W � `,� U i p0 m ,g , 8A.8H� O 0 Sia o �''� PC con 0 09 0 a ai am - w Q 5�c N P. 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N m N ry ImY N rN1 N P d E N oa18 F N M m O O N 6 N ry 0 p 0 T n O O b O N ry OMO O n �NOOm yN N N�y C p O N N m N�E�-11O N N N YQNQ�yN� NOw o O V W �� N N ryN �� rqi PSC ONq QQ�� Vry0 p P r1 N� V UEUEUEUE �OyR E N N m� N� ppryZN manor N N y4 6W„1 K OE Zp ��yV�'11 H 00'x'0 N�m O{•V �q^N�M !rQFrQ!����JJ N�O"'O'+O OENOOE983 {T�jj 0 N •°, • N �p1 'm o gNgHGmgM„G„Om4ePN[i �e�e�m�nRm�m�o�w •; AH m �'O HNONq�. aqq@ r H.y � a 4,.iR mRr�a4ofdrvR� r f,.:.. W M ~ [�Nr9 �[�q�l iii~iCi~iNiryiryiry [�N�! .N .N [�0n] [�Nrl i [�N1� [jrL iNi [jril imi�m [�rl .PI .�•� m NQN b KK•i q H R r1 N N N y4 SMA Rn o o .� .1 .1 .� A 89 | !� ! ! ! \ § r \ /` P\\ / "� � � k� ■ . - /55 M. 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N°iOm m b p P E.'; w W p1NN- O N mam cR:+ N N%N yw vw1 a%lry vN! Ww WON. 1 yw % % N NNM 4 a .Ni N m N G. O W 9 N w W n N mr oGoa'.Rc!..oOrvOpp o_m Rc vn.m m P M p n O P� 'p� •IXpp •pIX no� •^O•a y •D O�n�h� •� rl C y� C O WHN W ww N %pNmWmwm%Nwm Nw1-% N%m m b p P %� w W p1NN- O N N O{VN N N%N yw vw1 a%lry vN! Ww WON. 1 yw % % N NNM 4 .Ni N m N G. O W 9 N w W n ■ mr M p n O M n m O e m C C C O P P N, m b p P O ry O N N N n .Ni N m ■ mr n h r V O N C C C N P P N, m b p P ry N m ■ mr n h r V N V r C C N 1 N b N N N N N ■ mr n r V N V r N M m p N N m ■ i' 7, 92 y e e e p y O O h N ti N N vii o v M Mev M rl .b. O O O O v1 v1 N 1`j VI N 0o N N l� b N r r^1 W � � h vi b O� O WW 3w°�9w F F aq�o 92 y e e e p O O h N ti r r vii o v M Yf H M rl O O O O v1 v1 N 1`j VI N 0o N N l� b N r r^1 W � � h a E � WW 3w°�9w F q 'C Cm « � v T . C v d .'N' N o Ei G � « q Y .'3 O ... 3s m o.� deh a RE d °.P �s °o .� $a ao� ova' «v o•�.� ��•o ag.'�a Fa x' w"= oth d°ax'�° 42 w h n. eq �o� �.4 •d � 'yrs � V1 � � � •g � rJ° �° �' n o a004 EN uggh a �. AIg °° mo a oaf'°°. rP, �u'•��.ffi�� 5ffi E I -.0 N g.'y 9u1$��,wyay o �a 1-0(a0� 93 M L4L F ONo ry o m p o m" n$o � o w o o m e wj UC O q m N Cm N Mye r o ry O C^ r y p upppN w W4W wNm ma .N.O. [FOOG'ri qaty .l.v M[yf ma p.pi�m F~Cwry rl 6yM Gyry ® [m0+ w m w m 4K1 N � uy�' � � boF UUQ 'E 2 y Wo & FSp a s ama aq�„a�avaN a1pia� NNatia a a v a I 95 N N N M Y C b ry b O O O O O 'pl u a n Y P r M� ' r Y r'I m N O n P r C Y N yw a p q wF m r1 q N Y m O V r r 1: r Y C r„ w n C N C m 1 ROK N c6[.1 d w 0. O O O O O O O O O O �F m m N y ry m N mi O 1w O O P mU m N N f r ry d n d O nl N b C O m P w m m Oli 9d O O d P ry O P O dm W N m M m� m N O O q O• N C N f g M N N f N L4L F ONo ry o m p o m" n$o � o w o o m e wj UC O q m N Cm N Mye r o ry O C^ r y p upppN w W4W wNm ma .N.O. [FOOG'ri qaty .l.v M[yf ma p.pi�m F~Cwry rl 6yM Gyry ® [m0+ w m w m 4K1 N � uy�' � � boF UUQ 'E 2 y Wo & FSp a s ama aq�„a�avaN a1pia� NNatia a a v a I 95 N N N M Y C b ry b O O O O O 'pl b Y n Y P r M� ry r Y r'I m N O n P r C Y yw a p q wF m r1 q N Y m O V r r 1: r Y C r„ w n C N C m 1 ROK N L4L F ONo ry o m p o m" n$o � o w o o m e wj UC O q m N Cm N Mye r o ry O C^ r y p upppN w W4W wNm ma .N.O. [FOOG'ri qaty .l.v M[yf ma p.pi�m F~Cwry rl 6yM Gyry ® [m0+ w m w m 4K1 N � uy�' � � boF UUQ 'E 2 y Wo & FSp a s ama aq�„a�avaN a1pia� NNatia a a v a I 95 nm ^. k ° om mo 0 k o w 2rvo O N p o o p O pam N m N UU�ym .1 .1 N O,P KKKKa O O O O O O p O O O O O O O O O O N N q P O N O umi N O O O O V k O o ry p e ry m ri e V m o e �N O m m P 0 O r n O 0 o P P m o o n V rl m N ry m O N N q yy9' rppiNr O Yrl r1 P m N O 1 P m m m P N n n O P r� N P� m .4 N M pp0 ymP FO C OwO� r Ory myaj�FN m q�op' naN mNoari p O O P ,ppM(jO W[�a]4m �T NgmK QbryPS V��{j .4 P uP OypO I�ry�OaO N m r P i H4P mCo4bpC mR [:. 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Iv n N N r N m N ! N r~ri P ti H 0 C M 0 N N O T P N N Ip N N P ry N N N O O P 0 by�yrvGG M oO! n IN'I O eao �em�m°i Io o BHN M NONNfOpWP: I0pN0. �i w r E w a op 3 iz 0 'o N N P ! r r O r'I m m N C rV rI ♦ N N INV N I!'1 r di N N N N P N M! N 0 N r~ri M N O O P 0 by�yrvGG M oO! n IN'I O eao �em�m°i Io o BHN M NONNfOpWP: I0pN0. �i w r E w a op 3 iz 0 'o N N P ! r r uNj N m m ro q N N Ip N N N r!i m r di N N N N O O P 0 by�yrvGG M oO! n IN'I O eao �em�m°i Io o BHN M NONNfOpWP: I0pN0. �i w r E w a op 3 iz N ti ? N 'o 0 N P P O Y C fl m m m q b N q N 0 m p a O q r O ry N 0 n ti H 0 C M 0 N N �mFr�m N N Ip N N P ry N N N ti ? N 'o 0 N P P q Y C fl m m m q b N q N V m p a q r O ry ! 0 b ti H 0 ry N N N ti ? N N P P q Y C fl m m q b N q N O V p N q r O ry ! 0 ! T allogmr H 0 N eql N ti ? N N P O N N N C fl m m N N b N q O m N m O ry N 0 , N ti ? N N ti O O O O o m m m ~iii E E O ry 0 , allogmr o 0 �mFr�m InN w N E m r o0 \ \\\ §|\\ \ 17 ]] )$ | | ` | | \ \ - ) \§\ §§§ 125 READING PUBLIC SCHOOLS Fiscal Year 2016 School Committee Budget July 1, 2015 - June 30, 2016 School Committee Members Christopher Caruso, Chairperson Charles Robinson, Vice Chair Jeanne Borawski Linda Snow Dockser Gary Nihan Elaine Webb Dr. John F. Doherty Superintendent of Schools Reading Public Schools 82 Oakland Road Reading, Massachusetts http://reading.kl2.ma.us February 19, 2015 126 District Administrators Craig Martin, Assistant Superintendent of Learning & Teaching Martha Sybert, Director of Finance & Operations Carolyn Wilson, Director of Student Services Sara Burd, District Administrator of Support Services Deborah Butts, RISE Preschool Director Kelly Colon, Director of Facilities Jason Cross, METCO Director Lynn Dunn, Director of Nursing Kristin Morello, Director of School Nutrition Micheala Saunders, Human Resources Administrator School Administrators Reading Memorial High School Adam Bakr, Principal Laura Olsen, Assistant Principal Michael Scarpitto, Assistant Principal Thomas Zaya, Assistant Principal, Athletics & Extracurricular Activities A.W. Coolidge Middle School Sarah Marchant, Interim Principal Marie Pink, Assistant Principal W.S. Parker Middle School Doug Lyons, Principal Brendan Norton, Assistant Principal Alice Barrows Elementary School Heather Leonard, Principal Birch Meadow Elementary School Eric Sprung, Principal Joshua Eaton Elementary School Karen Feeney, Principal J.W. Killam Elementary School Cathy Giles, Principal Wood End Elementary School Joanne King, Principal 127 Table of Contents IntroductorySection .....................................................................................................................................6 School Committee Message..._.....................:................................................................................._....._ 6 Superintendent's Message.......................................................................................................................7 BudgetDriven..................................................................................................._.................................22 Reading Public Schools Strategy for Improvement of Student Outcomes.........................................25 BudgetProcess and Timeline.............................................................................................................. 26 InformationOverview ............................................... ........ ............................................... _................. 28 District Enrollment and Student Demographics ..................................... ..................... ............... 28 PersonnelResources ................. ...................................................................................... ......._...._..31 StudentAchlevement.....................................................................................................................32 FinancialOverview.............................................................................................................................. 35 FY2016Revenue Sources................................................................................................................ 35 FY2016Expenses by Category .........................................................................................................36 FY2016Revenue and Expense Budget Projection.................................w......................................37 OrganizationalSection...........................................................::...................................................................40 Townof Reading.....................................................................................................................................40 OrganizationStructure.............................................................................................a.............................41 SchoolCommittee............................................................................._.......................................,........41 DistrictAdministration ....... ....................... ........ ........... ............... _................................. _............ ......41 DistrictPartnerships..................................................... _............. ............. »...._............................... ...42 District Strategy for Improvement of Student Outcomes...................................„.................................43 Informatlon Section Education Fundin Local Funding for Edo Allocation of District Re! PerPupil Spending.............................................................................................................................. 53 PerPupil Spending by Category......................................................................................................53 PerPupil Spending by School..........................................................................................................55 ComparableDistrict Spending........................................................................................................ 55 Special Education Spending... 57 Historical Budget versus Actual Spending....................................................................................... 59 Allocation of Personnel Resources..................................................................................................... 60 iradill%a Jay of learning and Inspiring the Innovative leaders oltanarrow Page 1 128 AverageTeacher Salaries........................................................................................................._..... 63 Student Demographics and Performance Measures.............................................................................. 64 StudentEnrollment............................................................................................................................. 64 ClassSize............................................................................................................................................. 66 State Accountability System ......................................... _........................... ..................................... ........ 68 MassachusettsStudent Assessment ........ _............. .................... ........................................................ 69 Other Measures of Performance........................................................................................................76- Student Attendance......................................._.._.11 .._:___._.. Student Discipline... Graduation Rates.... 77 78 SATScores....................................................................................................................................... 78 Advanced Placement Enrollment and Performance .......................................................................80 Students Attending Higher Education Institutions......................................................................... 80 Financial Section ............................................ e, GeneralBudget Summaries....................................................................................................................82 CostCenter Budgets...............................................................................................................................91 Administration ................._ .............. ,.. District Administration by Object 91 District Administration by Function........................................................................:........... .......91 RegularDay......................................................................................................................................... 96 Regular Day by Object ..............::...:...............:................................................................................96 RegularDay by Function................................................................................................................. 97 SpecialEducation......................................................................................................................... ....100 SpecialEducation by Object ..........................................................................................................102 Special Education by Function......................................................................................................103 DistrictwidePrograms.......................................................................................................................106 Health Services ............................................. _............................ ............ ................... .................. 107 Athletics.................................................... ...„..... ............. ................_........».........»......................108 Extracurricular Activities............................................................................................... ..........110 Districtwlde Networking and Technology Maintenance ..............................................................112 School Building Maintenance...........................................................................................................113 SpecialRevenue Funds.........................................................................»..................117 ......................... Federal,State, and Private Grants ........................................ .._...... .................... 117 ......................... SpecialRevenue Funds..................................................................................................................118 TownBuilding Maintenance ............................ ................ I ........... .......................................................... 120 6udllhg ajov of mming and inspiring the Innovatlw leaders oftomenow Page 2 129 Building Demographic, Staffing, Performance, and Budget Overviews................................................123 Hlstorhal Per Pupil Expenditures -Reading compared to the State Average Per Pupg...............................11 Appendix A: School Finance & Budget Laws, Regulations, and Policies..............................................140 Figure 2: Massachusetts General Laws (MGL).................................................................................................140 31 Code of Massachusetts Regulations (CMR)......................................................................................143 UnjundedW16 Budget Requests ........................... _.......................... ._............ .... _ ... .......................... School Committee Policies................................................................................................................145 Figure4: Fr16 Budget Calendar..................................................................................................................................27 Appendix B: School Finance and Accounting.......................................................................................147 Figure 5: Historical and Projected Enrollment by GradeLevel............................. _... _................................................. FundAccounting..........................................................................................................._...................147 Figure 6: Special Education Enrollment Trends........................................................................._....._..........................29 School Department Account Structure .............................................................................................146 Appendix C: School Committee Questions and Responses to the FY2016 SuperintendenCs Average Class Size by Grade and School (2014-15School Year)..................................................................30 Recommended Budget.........................................................................................................................153 Table of Figurel: Hlstorhal Per Pupil Expenditures -Reading compared to the State Average Per Pupg...............................11 Figure 2: Readings Per Pupil Expenditure Ranking ...... ... _... ....... _...... .................................. ........ _.......... _....__.............. 31 Figure3: UnjundedW16 Budget Requests ........................... _.......................... ._............ .... _ ... .......................... 12 Figure4: Fr16 Budget Calendar..................................................................................................................................27 Figure 5: Historical and Projected Enrollment by GradeLevel............................. _... _................................................. 28 Figure 6: Special Education Enrollment Trends........................................................................._....._..........................29 Figure 7: Enrollment Historyfor Other High Needs Populations........................................................................._......29 Figure B., Average Class Size by Grade and School (2014-15School Year)..................................................................30 Figure 9: SY'2014-15 High School Class Size................................................................................................................30 Figure 10. Current and Projected5taffing Levels................................................ _...................................................... 31 Figure 11: English Language Arts MC45 Performance History, class cf2015............................................................33 Figure 11: Mathematics WAS Performance History doss of 2015 ....................... _................................................. 33 Figure 13: Science & Technology WAS Performance History, Class of 2015 ..................................................... _... _.34 Figure 14: Scholastic Aptitude TestResults,Reading versus State....................................................................._......34 Figure 15: High School Graduate College Attendance Rates......................................................................................35 Figure16: Munkipal Revenue Sources ................. .......................... _......... ......_...... ........................ ... ......... .M......_36 Figure 17: Expenditures by Cost Center............................................................................_........._.............................37 Figure 28: Allocation ofFY'15 Superintendent's Recommended Budget by Mo%orFunction......................................37 Figure 29: Revenue and Expense Projections and Allocation......................................................................................38 Figure 20: District Organizational Chart ......................................................................................._.............................42 Figure21: Reading Net School Spending, Required versus Actual..............................................................................50 Figure 22: Historical Chapter 70 Funding Formula Elements ...... _.............................................................................51 Figure 23: Historical property valuations and tax rates.......................................................... _.................................. 51 Figure 24: What theAveroge Tax Bill In Reading Funds ........ .„...................................... _........ _........... _.............. 51 Figure 15: Comparison afAverage Tax Bills Reading versus Comparable Communities ............. _ ............................. 52 Figure 16: FW33 Per Pupll Spending By Category .......................................................................................................53 Figure 27: Instructional Per PupllSpending by Program, all funding sources.............................................................55 Figure28: FY'13 In -District Per Pupil Spending...........................................................................................................56 Figure 29: FY13 Per Pupil Expenditures byCategoryfor Comparable Districts..........................................................57 Figure 30: SY'151n-DLstrict5peciol Education Pro0ram Enrollment...........................................................................57 Figure31: HistoricalSpecial Education Spending ....................... _.............................................................................. 58 Figure32: Special Education Spending as a PercentofTotaleudgetforReadllp and Comparable Districts ............ 59 Figure 33: Historical Budget wausActuol5pending..................................................................................................59 Figure 34: Staffing By Location...................................................................................................._.............................60 IMdlling a Joyof Ieamingand Inspiring the Innavative leaders of tomorrow Page 3 130 Figure 35: Staffing by Position ............. _...................... _....................................... ... ............... _.......... ............. .......... 61 Figure 36: Staff/ng By Cost Center and Position..........................................................................................................61 Figure 68: Figure 37: Average Teacher Solarks.............._..........._........_..................................................................._.............63 Figure 69: Figure 38: Average Teacher5alarks, Comparison to Peer Districts.............................................................:.............64 Flgure70: Figure 39: Historical ondProjected Enrollment by School..........................................................................................65 Figure7l: Figure 40: Historical and Projected Enrollment by Grade Level............. _.... ........ _„............................................. ......65 Figure 41: Special Education Enrollment .................. __....... .......... ........................................................... ................ 66 Figure42: Enrollment by Other Subgroup ....... _......... ............................. __......................................... ...................... 66 Figure 43: Average pass Size, Grades K-12................................................................................................................67 Figure 75: Figure 44: High School Class Sizes by Grade andAcodemk Progrom.........................................................................67 Figure 76: Fi9ure45: Studentto Teacher Ratio by School ...................... ...................._......................................_....................67 Figure 77: Figure 46: SY14-15 DESE Accountability Rating by School ............. _.......... ........ _... _.... ... __.......... _.... _............................ 68 Figure 47: SY-2013-14 MCAS Performance, Reading versus5tate............ »............ _ ..................................................71 Figure 79: Figure 48. Percent of Students Scoring Proficient or Higher on EUA MCAS................................................................. 72 Figure 49: Percent of Students Scoring Profclent or Higher on Math MCAS..............................................................72 Figure 81: Figure 50: Percent of5tudents Scoring Proficient orAbove by Subject and School...»...............................................72 Figure 82: Figure 51: Percent of5tudems Scoring Proficient orAbom EIA MCAS.....................................................................73 Figure 83: Figure 52: Percent of Students Scoring Pmf/cient or Higher, Math WAS ................................ ............... _................. 73 Figure 53: Percent of Students Scoring Proficient or Higher, Science & Technology MCAS.........................................74 Figure 85: Figure 54A: Student Growth Percentile, EL4 MCAS....................................................................................................74 Figure 548: Student Growth Percentile, Math MCAS.................................................................................................75 Figure 55: M015 Performance by Subgroup .................. _.... ......................... .................. ........ .................... _ ............. 76 Flgure56: MOASStudentGrowth PercentilebySubgmup......................................................................................... 75 Figure ST Percent of Students absentfewer than lO Days .._....................................................................................77 Flgum58: Number oflncidents per lOOStudents Resulting in Outof•SchoolSuspenshm....................... _................ 77 Figure 59: 4-Yeor Cohort Graduation Rates................................................................................................................78 Figure 60: Reading SATScoresfor Comparable Communities ....... _.............. ................. »:.. 79 Figure 61: ........ ........ Writing SATScoresfor Comparable Communities ........ ..................... ....... ....... ._...... ...... ...... .».:....... Figure 62: Math SATScoresjor Comparable Communities ................................................................................_......79 Figure 63: Percent ofJunlorsAenlors Enrolled in at Least One AP Course......................................................... 80 Figure 64: Percentage ofgroduates enrolled In postsecondary education within 16 months oftilgh school _...... Figure65: Percentage of students at Massachusetts publiccallegesenrolled In one armor, Mnwdlalcaurses ......81 Figure 66: General Fund Expenditures by Cost Center........................................... _........ _.......................................... 82 Figure 67: Contribution of Cost Centers to FY'16 Budget Increase.............................................................................83 Figure 68: Cast Center Budget Proportions ............................ »._.............. _......... _................. _.................................. 84 Figure 69: Change in Cost Center Budgets Yearover Year ....... _................................ »........... »............. _................... 84 Flgure70: Geneml Fund Expenses and Budget byCategory ................................». ..............................85 Figure7l: General Fund Expenses and Budget by Cost Centerond Object .... ._ ................».......................................86 Figure 72: General Fund Expenses and Budget by Location ............................ _...... _.................. _...... ........ »........ _.87 Figure 73: General Fund Expenses and Budget by Location and Cost Center»...........................................................88 Figure 74: Administration Cost Center by Object Category .......................................................................................91 Figure 75: DistriclAdminittmtion Budget by Function .......................... »................................................................... 92 Figure 76: DistrictAdministrotion Smffing.......................... ».».............................................. _.................................. 91 Figure 77: DistdctAdministration Budget by Detail ............ ._»..................................... _........................................... 95 Figure 78: Regular Day Budget by Object ............................ ».......................... _.» ........ »............................................ .96 Figure 79: Regular Day Staffing......................................................................._.»............................................»........97 Figure 8O: Regular Day Budget by Function ................. _....... _..................................................................................... 98 Figure 81: Regular Day Budget by Detail .......... ........... ....... .... ..._....... _.... ......... ....... ............ ._........... ..... ...::..g9 Figure 82: Special Education Enrollment .............. .................. .................... .............. ... .....:........... .,........... _ ..... 101 Figure 83: SY'2014-15 Special Education Program Enrollment......................»_._........_.._...............................»....101 Figure 84: Special Education Budget by Object............................................................ _.......................................... 101 Figure 85: Special Education Staffing ........................................................:......... ................ _.................. _...... _ ..... 103 lnsWllrg alvJ of laming and lmgdng the lnnontive leaders of tomorrm Page 4 131 Figure 86: Special Education Budget by Function.....................................................................................................104 Figure 87: Special Education Budget by Detailed ExpenseCategory ........................................................................105 Figure 88: Districtwide Programs by Object... .... _... _..................................................... _.................... _............ ._...106 Figure 89: OBtrkt-wide Budget by Program ........ _........................................._..........a......................„.„.............106 Figure 90: District -wide Program Staffing................................................................................................................107 Figure 91: Health Services Program Budget by Detail .... :.._.....................................................................................108 Figure 92: Athletics Program Budget by Detail.........................................................................................................109 Figure 93: Participation In High School Athletic Programs.......................................................................................110 Figure 94: ElnracurrkVlarActivities Program Budget by Detail...............................................................................111 Figure 95: DWrictw/de Networking and Technology Maintenance Budget by Detail..............................................112 Figure 96: SY'2014-15 Technology Inventory ............................................................................................................113 Figure 97: School Building Maintenance Budget by Object ......................................................................................113 Figure 98: School Building Maintenance Budget by Function........................... _...................................................... 114 Flgure99: School Building Maintenance Expense per Square FootCompadson ............................................... _..... 115 Figure log: School Building Maintenance Stiffing ...................................................................................................115 Figure 101: School Building Maintenance Budget by Detail.....................................................................................116 Figure 102: Summary of Federal. State, and Private Grants.....................................................................................117 Figure 103: Change In Grant Funded Positions .........................................................................................................118 Figure 104: Revolving Fund Activity and Status as oflune 30,2014 ...... _................................................................119 Figure 105: Revenue Offset5ummaryfor FN15..................................... _................................................................ 110 Figure 106: Town Building Maintenance Budget by Object ..........................:.................................:.........................110 Figure 107: Town Building Maintenance Budget by Function .......... ..... _..... I.... ............. 4._ .............................. ......111 Figure 108: Town Building Maintenance Budget by Location . ............ ......... ........................................................121 Figure 109: Town Building Maintenance Cost Per Square Foot Expense by Building, FY'14.....................................122 ImBlIrig a joy of looming and Inspiring the Innovative leaders oftomorrow page s 132 Introductory Section School Committee Message The Reading School Committee, in collaboration with the Reading School District Administration, is pleased to present the FY 2016 School Budget to Town Meeting. This budget meets the fiscal guidelines mandated by the Reading Finance Committee In that the percentage Increase Is 2.5%. It Is important to note that as a School Committee we are respectful of the process and have great admiration for the volunteers who collaborated to set forth the aforementioned guidelines, but we would be shirking our fiduciary responsibility to the community If we didn't acknowledge that we have concerns with what was needed or required to meet the 2.5%. Frankly put, programmatic costs, mandates and Inflationary factors are rising at a rate higher than 2.5% causing the Administration and School Committee to repurpose and reallocate existing funds and raise fees and offsets to stay within the guidelines without taking a step backwards. Through the above, we are able to add two curriculum coaches and an additional grade 1 teacher at Joshua Eaton Elementary School. The curriculum coaches, whose Initial mission will be to align the teaching at our five elementary schools, were the result of much discussion. The Superintendent has provided evidence that these positions will be a great benefit to our teachers and ultimately our students as we navigate the ever changing curriculum frameworks coupled with the need to Implement more up to date and successful teaching methods. The grade 1 teacher Is necessary to maintain the School Committee goal of keeping K-2 class sizes at 18-22. However, as intimated, these positive steps were partially addressed financially through repurposing, but the balance required no other alternatives but to Increase the use of offsets, raise user fees and reduce paraeducatorhours. All three received considerable discussion leadingto a reasonable comfort level for the School Committee to move forward with the plan. Using offsets to balance budgets always seems like a "Rob Peter to pay Paul" approach to budgeting, but we were reasonably assured by our Director of Finance that while not optimal our offsets will still be at a safe level after doing this. Ralsing fees Is never popular, but it has been four years since this has been done, the amount was modest and we have In place a process to help those in need. Therefore, we moved this recommendation forward. And, a last minute $75,000 increase in available revenue helped us mitigate some of the cuts in parseducetor hours to a level where we were assured by the building principals that they are comfortable to move forward with. The Reading Public Schools will continue to be challenged both financially and educationally. Financially we met this yeaes challenges through one time methods and future budgets will need to be addressed by other means that will ultimately require a discussion by Town Leaders, Town Meeting and the community as a whole. Instilling aloy of Irentlng and Inspiring the Inriwutl. leaders of unromr Page 6 133 Educationally, The Reading Public Schools, with the support of the Reading School Committee, continues the journey of preparing our students to be Independent, successful and creative members of our ever- changing, global society. However, one goes with the other and we continue to bend but will ultimately break if we don't find away get the funds necessary to meet current needs and more Importantly additional needs to move the District forward. The Reading School Committee would like to thank the School Administration for Its efforts during the budget process. Additionally, the Committee appreciates the collaborative participation and hard work of the Town Manager, school department employees, parents, community members and elected and appointed officials Respectfully, Christopher Caruso Chair, Reading School Committee Superintendent's Message I respectfully present to the School Committee and the Community the FY2016 Superintendent's Recommended Budget of $41,350,043 representing an increase of $1,032,070 or 2.56%. This base budget follows the Reading Finance Committee's recommendations of developing a budget that aligns with the available revenue projections of the Community, which are restricted by an annual structural revenue deficit, combined with an Inadequate Chapter 70 funding formula and minimal state aid funding Increases. Unfortunately, the budget presented results In a reduction of $849,620 from a 4.7% level serviced budget. In order to reach the 2.56% base budget, $849,620 in budget reductions to both personnel and non -personnel areas, combined with offset Increases were made. In addition, there are proposed Increases In user fees for athletics, extra -curricular activities, and non -mandatory bus transportation. These fees have not increased since 2010. The base budget attempts to achieve the multi-year goals of our school system, while staying within the Oscal constraints of our available community resources. It also restructures several areas to fund needed positions and services In the areas of Teaming and teaching and special education. It includes funding to primarily address the following budget driven: • All salary and benefit obligations to employees per the collective bargaining agreement • Non-union salary and benefit increases in line with COLA adjustments for collective bargaining units • Anticipated increases In special education transportation and known out of district special education tuition Increases, along with a decrease In circuit breaker reimbursement due to less students who cost greater than the required threshold of services • Anticipated Increases In natural gas costs when our contract concludes In lune, 2015 Not Included in this budget are funds for extraordinary increases in water and sewer or electricity rates, unanticipated enrollment increases, or unanticipated special education costs related to out of district placement tuition, transportation, or other services as required by a student's Individualized education plan. Funding that remains within the base budget will be used to continue several strategic initiatives that have been and are continuing to be implemented in our schools Including: Imtlllirg a IW of learning and Inspiring the Innovative leaders of tomorrav Page 7 134 • Implementing the Literacy and Mathematics Massachusetts Curriculum Frameworks, Educator Evaluation System, and District Determined and Loral Measures of Student Success • Addressing the academic, social, and emotional needs of all students through the Implementation of the Multl- Tiered System of Support Our base budget also allows us to continue maintaining our low class sizes (I8-22) In Kindergarten through Grade 2, our middle school interdisciplinary model, our behavioral health Initiatives, our technology infrastructure, all of our regular day programs, and our school facilities. In order to achieve the above priorities and to continue to move forward our school district towards its mission and vision of Instilling d Joy of Learning and Inspiring the Innovative Leaders of Tomorrow, we have restructured several existing resources In the base budget to fund critical programs and positions. This restructuring of funds would have occurred regardless of next year's fiscal constraints and Include the following: Flame k FYL6 Budget Restructuring Restructured Position/Resource Restructured Area to Fund Position/Resource Grade 1 Teacher at Joshua Eaton Kindergarten Class Size Paraeducators at Joshua Eaton K-8 Mathematics Coach Professional Development K-8 Literacy Coach Professional Development Technician School Transformation Grant Savings Technology Replenishment Per Pupil Building Budgets Program Director for Student Support Program and Therapeutic Su ortPro ram Middle/High School Transition Psychologist Board Certified Behavior Anal st (BCBA) Special Education Consulting These above positions and resources are critical to the ongoing Improvement of our school district. The Grade 1 Teacher at Joshua Eaton is to address current over -enrolled kindergarten classes which currently have an average class size of 24.5. The K-8 Mathematics and Literacy Coaches are necessary to provide ongoing instructional support in mathematics and literacy as the district continues to transition to full Implementation of the Massachusetts Mathematics and Literacy Frameworks. An additional technician is necessary to address the ongoing technology network and hardware learning needs of our district as we Increase the use of technology and mobile learning devices in grades K-12. The additional technology replenishment funds brings the district back to pre-FY15 Budget levels and allows us to continue to strive towards a 5 to 6 year technology replacement cycle for student and staff computers. A program director for our K-12 Student Support Program and High School Therapeutic Support program Is critical in providing leadership and vertical articulation to a program that addresses the needs of our most emotionally fragile students. Finally, the Board Certified BehavlorAnalyst (BCBA) brings in house a person who can provide behavior consultation to our special education programs Ina cost effective manner. R should be emphasized that the above restructuring efforts do not increase the FY16 budget. In addition, we are fortunate that the Town of Reading and the Reading Public Schools have recently received three Federal grants, totaling 1.95 million dollars, to help address the overall behavioral health of our youth. The first grant, which is administered by RCASA, continues the great work that the Reading Coalition Against Substance Abuse (RCASA) have done over the last several years and expands it Imdllhg a Joy of leaming and Inspiring the Innovative leaders of tan.. Page 8 135 for at least the next five years. The second grant will allow the Reading Public Schools to train 584 school educators, school support staff, first responders, youth workers, and faith leaders In Youth Mental Health First Aid to Identify, understand, and respond to signs of mental Illnesses and substance use disorders in our youth. The third grant, the School Transformation Grant is a five year grant which will allow us to Implement a highly sustainable, multi -tiered system of supports to Improve school climate and behavioral outcomes for all students. These three grants ensure that we will be able to move forward in creating structures, systems, and processes throughout our community to reach and engage all f our youth, particularly those youth who may be vulnerable to risky behaviors such as substance abuse or creating harm to themselves orothers. The School Transformation Grant will also result in approximately $60,000 in savings to the FY36 School Department Budget. Budget Reductions/Offset Increases/Fee Increases In order to reach the base budget recommended by the Finance Committee, the following program reductions, offset increases, fee Increases and/or personnel reductions were Included In the Superintendent's FY36 Recommended Budget: Figure 6: FY16 Budget Reductions Area Amount Grant Writing Services $8,500 Reduction Regular Day Bus Transportation $23,000 Reduction Substitute Teachers $137,000 Reduction Per Pupil Building Budgets $26,000 Reduction Virtual High School Stipends $18,120 Reduction EMARC Restructuring of Services $30,000 Reduction Increase METCO Offset $25,000 Increase in Offset Increase Extended Day Offset $S0,000 Increase in Offset Increase Athletic and Extracurricular User Fee $60,000 Increase In Offset Increase offsets in special education tuition and RISE to accommodate decrease In circuit breaker $277,000 Increase In Offset Reduction In Regular Education Paraeducators and Tutor Hours $60,000 Reduction The reduction In Grant W rlting services will limit the district's ability to seek grant funding to help offset the costs of current or future Innovative programs that align with goals and vision of our district. The decrease In regular day bus transportation eliminates all non -mandatory bus transportation In Grades K- 12. Any additional bus transportation will need to be self-funded by user fees, resulting In an Increase In bus user fees for riders. Reduction in substitute teacher funding will require restructuring In the use and pay rate of substitute teachers. The reduction in per pupil funding will affect the amount of educational supplies and curriculum materials that are purchased at the building level. Virtual High School, an online service that provides unique high school courses will be restructured to allow access to students based on course need. In addition, we will be proposing a restructuring of the special educations services that we provide to our 18-22 year old population through EMARC so that the resources are more effectively and efficiently used for our students. Instilling ala/of learning and Impmng the Innovative leaders of t..m Page g 136 The Superintendent's FY16 Recommended Budget proposes an Increase in athletic and extra -curricular user fees to offset the Increased cost of living adjustments in coaches and advisors stipends since 2010, the last time the user fees were Increased. In addition, offset Increases are proposed in the special education tuition and RISE revolving accounts to offset the decrease in circuit breaker special education funding that we will be receiving in FY15 and using in FY36. We are also proposing an Increase in offsets In from the MEfCO grant back to FY14 levels and the Extended Day Revolving Amount to reflect the programmatic changes In these two areas over the last few years. Unfortunately, in order to reach the Finance Committee budget guidance, personnel reductions will need to be made in the area of our regular education paraeducators. This reduction will have a significant Impact at our elementary level In providing support for our teachers, staff and students. Our school district Is one of the most efficient districts in the Commonwealth when it comes to spending. In July, 2014, the Center for American Progress updated a report that they first released in 2011 on a district by district analysis of educational productivity. This project develops a set of relatively simple productivity metrics In order to measure the achievement that a school district produces relative to Its spending, while controlling for factors outside a district's control, such the cost of living and students living in poverty. In that report, the Reading Public Schools has the fourth highest educational productivity rating in our Commonwealth. This strong measure is due to prioritizing our resources on the classroom and strong fiscal management practices. However, while our academic achievement ranks above the state average, our per pupil spending ranks 305' out of 327 operating districts in the Commonwealth, based on state data from the 2011-12 school year. In fact, over the last several years, this gap between the state average per pupil and Reading's per pupil has been growing, as Figure land 1A below shows. Our current per pupil places us among the lowest 10% of all districts In the state. This steady decline in per pupil ranking is attributed to two major drivers: the revenue available to the town and school budgets each year and the Inadequacy of the Chapter 70 funding formula. Itis well documented that our community has a structural revenue problem as we become more and more reliant on cash reserves each year to fund our budgets. However, there is another piece to the funding puzzle that Is now getting more attention. That piece of the puzzle Is the Chapter 70 funding formula which has had only a few adjustments since 1993. The Chapter 70 foundation formula Is based on an outdated model that did not take Into account educational changes that have been made over the last 22 years In technology needs, Increased leaming time and different staffing needs. In addition, special education costs are grossly underfunded In the foundation formula. Health insurance costs are double the amount that are allocated, salary allowances in the foundation budget are well below actual salaries of staff, and Increased resources to address the needs of high poverty, English Language Learners, and homeless students are not captured in the formula. State government is listening and a task force has been created by legislative action to review the Chapter 70 funding formula. Hearings are being conducted throughout the state and the task force has to report back to the legislature by next lune. Although this will not affect the FY16 budget, there Is promise that some positive change could be made in future budget cycles if both the formula is adjusted and additional Chapter 70 funding is added to the stateformula. Without both occurring simultaneously, Reading may see a decrease in Chapter 70 funding In future years. Instilling a Icy of learning a Inspiring the Innovative leaders of tomorrow Page 10 137 Figure 1: Historical Per Pupil Expenditures- Reading compared to the 6tete Average Per Pupil is,= State Rank for Per Pupil Expenditure 3,000 14AM FY06 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 206 13,000 6 226 2,500 t 241 a 1;000 248 246 11000 t 3,000 10,000 266 272 R 286 292 a 304 309 n 306 k Mo 1,500 s,000 )ADO 1,000 6,000 —READING SAW 500 FYDg FV01 Frog FM) Pn0 wn FYU eeeeee6tate Average �Reeding eee DWemnm Figure l-Reedlnrs Per Pupil Expenditure Ranking (2006-2012) Irnt IlIng a py of learning P -d iriVring the Memel]" leaders oftonnorrow Page 11 138 State Rank for Per Pupil Expenditure FY06 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 206 6 226 232 t 241 a 248 246 264 t e 266 272 R 286 292 a 304 309 n 306 k 326 —READING Irnt IlIng a py of learning P -d iriVring the Memel]" leaders oftonnorrow Page 11 138 As in years past, there area significant number of Important needs that were identified by building administrators, staff, and the school community that were not addressed In this budget in light of fiscal constraints. These needs are identified below. Figure 3: Unfunded FY'16 Budget Requests Identified Need Budgetary Impact school adjustment counselors at the elementary and middle levels to provide more counseling ro 2.0 FTE struggling students who need targeted social, emotional, and behavioral supports to succeed $130,000 Tier 2 scademlc, social and emotional supports at all levels (e.g. general education tutors, staff 5.0 FTE trained In applied behavior analysis) $100000 Additional special education staff to address the growing teaching and administrative demands on teachers, the Increasing complexity of the needs with which students are presenting, the pervasive 3o FTE and growing proficiency gap between special education and general education students, and the $1951000 need to provide for more Inclusive settings throughout the district Additional time for praeducators to collaborate with teachers, serve as a teacher resource, learn $115.000 how to modify curriculum and Implement accommodations, and take advantage of professional development oortunities(haro hours pr week for instructional araeducators In—An cUmal technology specialist at the elementary level(currently five schools share one fulltime 1.0 FTE specialist) $65,000 Dan or lnformatlon management specialist to assist administrators and teachers In managing, 1.0 FTE monitoring, re orcin&and analyzing all of the educational data available to districts and schools $50,000 Dlstrlctvide technology leadership position to lead and manage the day to day operations of our 1.0 FIE technology and data rich 21e century learning and teaching environment $95,000 Increased funding for technology maintenance and replenishment $100,0DD Additional general maintenance staff for facilities department 1.0 FTE 50000 Additional funding to allow for planned paintrag cycle of 15.20% of classrooms per building r year $12%000 TOTAL BUDGETARY IMPACT $1,020,000 If all of the above had been added to the requested level service budget, the Increase would have been $2.9 million (a 6.8% Increase) rather than the $1.9 million Increase proposed In the level service budget. The needs and priorities of our school district are based on both the vision of the school district as well as what evidence is telling us about the performance of our schools and our students. In the section below, we discuss the vision of our school district. Here we focus on the trends, patterns, and evidence that we are seeing In our schools. Overthe last two years, the state has developed an Early Warning Indicator System (EWIS) to help districts Identify students who may be at risk of not achieving key education benchmarks. At the middle school level, the benchmark used Is whether a child is likely to pass all Grade 9 coursework. At the high school level, the benchmark Is whether the child will likely graduate. As of October of the current year, we have 83 students In our middle schools that are Identified as highly or moderately at risk of not being successful In the P grade. For the same time period at the high school, we have 54 students that are at moderate or high risk of not graduating. The challenge that we face Is that we do not have specialized supports in place for many of these struggling students and, at the secondary level, we lack any tutoring or behavioral health supports for general education students. This makes it difficult for schools to provide the Tier 2 supports necessary to minimize the risk of these students not succeeding. One commonly suggested solution was to provide up to five academic tutors —one for each middle school Instilling a joy of Warning and inspiring the Innovative leaden oftomor ar, Page 12 139 and three for Reading Memorial High School. This recommendation was not Incorporated into the FY2016 budget. The need for Increased mental health counseling was also highlighted in our 2013 Youth Risk Behavior Survey results. At Reading Memorial High School, the rate of students who report having seriously considered suicide in the past 12 months was 14% (which is higher than the statewide rate of 13% and the national average of 17%). The rate of students who report having made a plan to commit suicide (a marker of severe suicidality) was 13% (also higher than the state rate of 12% and the national average of 14%). Thirteen percent of students reported having actually attempted suicide In the past 12 months. That rate ranged from a low of 10% in 12r grade to a high of 16% in 1& grade. Twenty-two percent of students reported Injuring themselves on purpose, e.g. "cutting", in the past 12 months. In order to better address the needs of these students, administrators and staff felt that an Increase in the number of social workers and/or adjustment counselors to provide counseling services to students was needed. In the FY2015 budget, one additional social worker at the high school was added . Both the elementary and middle school levels also expressed a need for these services as there has been an Increase of students hospitalized at the elementary and middle school levels over the last two years. These requests were not Included in the requested FY16 budget. Special education Is another area where needs appearto be outpacing resources. Our administrators and educators are committed to providing education services to all students in the most inclusive environment possible. Over the last decade, the district has increased the number of in -district special education programs from one program to seven programs. When accounting for the programs that exist across all grade levels, there are nineteen building -based programs across our nine schools, Including the RISE Preschool program. The job of a special education teacher entails a number of responsibilities beyond instruction. Special education teachers must develop accommodations, collaborate with teachers on curriculum modifications, attend team meetings, and perform initial evaluations, annual evaluations and three year reevaluations. While caseloads vary from year to year, special education teachers are typically responsible for 2-4 Initial evaluations, 5-10 annual evaluations, and 3-8 reevaluations each year. Given the length of time these processes take, a teacher could spend over 10% of their time engaged in testing and evaluation of students. Two of the most common suggestions to address these growing demands were additional teachers to reduce caseloads or additional paraeducetors to assist with some of the clerical duties associated with special education processes. No special education teachers or special education paraeducators were added to the FY2016 requested budget. One need that was highlighted by all of our elementary schools was additional instructional technology support. Currently, Reading employs one Instructional technology specialist that services all five elementary schools. In essence, this means that this individual is able to spend no more than one day per week at each school. In contrast, our middle schools and high school each have their own Instructional technology specialist. At the middle and high school levels, the instructional technology specialists spend about half their time working with teachers on Integrating technology Into the classroom and the other half is spent working directly with children. At the elementary level, the instructional technology specialist is able to spend a limited amount of time with teachers but has no student contact. Furthermore, this individual is also tasked with deployment of technology in the elementary schools, e.g., pad setup and deployment, as well as data Integration tasks such as setup and changes to the elementary report card and data updates to our student Information management Instilling ajoy of leamirg and Inspiring the Innovative leaders of tomoMM Page 13 140 system. All of our elementary schools were able to fund additional technology purchases through gats and donations, year end funds, or grants. Many elected to purchase (Pads for classroom use. Because we have Just one specialist serving five elementary schools, full deployment of these (Pads was not completed until November.. While the devices were deployed late, teachers still needed to be trained In the use of the devices. This training did not begin until November and will continue through January and beyond. Clearly, we are not able to maximize the value of these technology Investments Ifwe do not have the staff necessary to effectively manage the devices and train staff on their use. As a district, we have Invested a significant amount of money in our technology infrastructure and our technology Inventory. Additionally, we have Invested heavily In our Information management systems to allow us to employ state of the art tools for more robust data analysis and data-Informed decision making. Clearly, to ensure that our Infrastructure,networks, technology, and data systems are optimized, compatible, and reliable requires strong management and leadership. However, Reading Public Schools currently has no districtwide Director of Technology position to oversee technology and Information management operations in our district. Most districts striving to create the type of 21x century learning environment that Reading has created have funded such a position. A Director of Technology would be responsible for strategic planning, educational technology selection and Investment, asset tracking, enterprise communications, Internet and data security, data management, system reliability and Interoperability, and technology optimization. A lackof leadership in this area leads to fragmented Implementation, suboptimal planning and communication, Increased downtime, and lack of consistency with respect to operations, maintenance, and deployment. The need for a districtwide technology director is something that has been discussed In this district for a decade. While not Included In the Py2016 budget, this need must be addressed within the next year or two. As mentioned above, we have Invested a significant amount of time, energy, and money in Implementing information management systems In our district These systems include: • Administrators Plus, our student Information management system • MUNIS, our ERP system for financial accounting and human resources management • Edline, our website and learning management system • Blackboard Connect, our emergency email, text, and phone communication system • BasellneEdge, our student intervention, benchmarkln& and teacher evaluation management system • Aesop, our absence management and substitute placement system • SchoolDude; our facility maintenance and building rental management program • SchoolSpring, our recruiting and applicant tracking system • Atlas, ourcurriculum mapping system -• eSchool, ourtuition and fee payment and management system • MySchoolBucks, our school nutrition planning and payment management system All of these systems house critical data that allow us to bettertrack, monitor, and report on key metria that measure student, school, and district performance. In addition to these systems, there are also a number of national and state databases that we use to access Important Information. Currently, we lack the supports necessary to ensure compliance with data security protocols and regulations, to assist administrators and staff in using the data In meaningful ways to Inform Instruction and assessment, and to assist district administrators in employing this data to facilitate In the day-to-day management and operations of the district. We are learning that an increasing number of districts are employing data Instilling aJov of kaming and inspiring the Innovative leaders oftonsonax Page 14 141 specialists or data managers to assist with this Important function. Currently, we call upon our help desk technician, who has a background In database management, to assist us as needed with some of these tasks. However, a full-time data specialist would enable us to address the critical needs in this area and make better use of the data and analytic tools available to us. Two years ago, an additional $100,000 was added to our base operating budget to allow us to employ a 5-6 year technology replenishment cycle. In the current fiscal year, this funding was reduced to $50,000 to address the $285,000 gap between the funding that was available and the needs of the district Presently, we are replacing technology that has been In the district for 6-7 years and has far outlived its useful life. As we know, technology is evolving at an exponential rate and keeping up with these changes will require a greater Investment than $100,000 per year. For example, our district has approximately 350 IPad 2 devices that were purchased over the last few years. In the near future, Apple will no longer be supporting this generation of (Pads which may render them nearly obsolete in the not too distant future. This means those devices will likely need to be replaced in another couple of years. These types of changes will, no doubt, continue in the future. We have restructured other funding to Increase the amount from $50,000 to $100,000, but ideally, an additional $100,000 Is needed. Our Facilities Department presently maintains our eight school buildings and seven town buildings. In addition, we have also been assisting with the maintenance of the Matera Cabin over the last three years. Furthermore, the Reading Public Library Is scheduled for a major renovation and addition over the next two years. Currently, the department maintains 1,300,000 square feet of space and employs three maintenance staff including one general maintenance person, one licensed electrician, and one licensed plumber. The recent re-classification of a general maintenance position to a licensed electrician position has resulted in significant savings to the department. We presently estimate the savings will be on the order of $30,000 to $50,000 per year. It had been the Intent of the department to translate those savings Into an HVAC position, thereby Increasing maintenance staffing to 4.0 FTE and reducing the total square footage per maintenance staff from 433,333 to 325,000. The creation of this position would likely result In additional savings as the individual would perform a significant amount of the HVAC work that Is currently being done by a contractor whose labor is billed at the prevailing wage which Is nearly twice the contractual wage for this position. This position was not Included in the FY2016 requested budget and, instead, the savings was used to offset Increases in other areas of the budget. Another request that we received from administrators and staff in nearly every building was for Increased painting of classrooms. Currently, we do not Include funding In the building maintenance and repair accounts for painting. Painting needs are typically addressed at year end with any funding that remains as a result of sound budget management, energy savings, or overtime savings. As a result, there is no funding for an annual cycle of classroom painting. An amount of $120,000, if added to the budget, would allow for approximately 15-20% of classrooms In each building to be addressed each year such that every classroom would be painted once every five to six years. This type of Investment allows for classrooms to be kept clean, fresh, and bright in appearance which leads to a classroom environment more conducive to learning. Economic Outlook While uncertainty dominated the economic landscape in recent years, there seems to be an increasing optimism regarding the economic outlook over the next few years. Current predictions by the Iredllap a lw of learning and Inspiring the Innova0m leaders ortomarroa Page 15 142 Congressional Budget Office' (CBO) are that the nation's gross domestic product will increase to an annual average rate of 3.4% through 2016 before moderating in subsequent years. The CBO forecasts a more rapid growth In business Investment and consumer spending will significantly boost economic growthln2015. The labor force and employment are projected to grow more slowly thanthe population after 2015, primarily reflecting a retirement of members of the baby -boom generation and despite the decline in the unemployment rate in recent years. Wages and salaries paid to employees continue to grow slowly. The federal government spends nearly $79 billion annually on primary and secondary education programs. Much of the funding is discretionary, meaning It is set annually by Congress through the appropriations process. Funds flow mainly through the Department of Education although other federal agencies administer some funding for education related activities. The two biggest programs are No Child Left Behind (Title 1) Grants to local school districts ($14.4 billion In fiscal year 2014) and IDEA Special Education State Grants ($11.5 billion in fiscal year 2014). Reading currently receives approximately $105,000 in Title I aid and $972,000 in IDEA support. While the FY'16 budget projects a modest increase In Title I aid the district may receive a larger percentage Increase based on the significant increase in our low Income population. The number of students In the district meeting the criteria for Free and Reduced Lunch increased by 35% or 104 students from SY13-14 to SY 14-15. The FY'16 School Committee Budget also projects a modest 1% Increase In our anticipated IDEA grant. The $981,659 budgeted amount for FY'16 is still 1.3% or $12,940 lower than our pre -sequestration award In FY13. This grant award is used to fund speclaI education teacher and special education team chair positions. The Massachusetts outlook also appears to be favorable despite the recently announced 9C cuts by outgoing Governor Patrick. In November, Massachusetts added 13,500 jobs, contributing to the Idea that the state is growing twice as fast as the Northeast region. "Economists said the growth last month was fueled by the state's significant education and health services sector, which accounts for nearly 30% of jobs in Massachusetts. The sector led November's gains, adding 3,900 jobs. Over the past year, health and education employment has grown by more than 18,000 jobs or about 2.5%"' The Patrick administration recently announced a $329 million shortfall in revenue and recommended the necessary cuts to bring the state's budget back Into balance. Michael Widmer, President of the Massachusetts Taxpayer Foundation, believes the budget shortfall is closer to $750 million an assertion the Governor's office counters is incorrect. There were a number of proposed cuts made to the Department of Education's budget. The districts METCO Grant award was reduced by $6,942 or 1.68%. This budget reduction should not Impact our ability to operate the METCO program. Governor -elect Baker has declined to discuss specifics of how he might address any budget gap until he takes office. While we will not know the specifics of the Governor -elects FY'16 Budget until March we may have some insight Into his thoughts on education from his election material and public comments. 'The Economic Outlook for 2014 to 2024 ' Massachusetts Posts Biggest Monthly Job Gain in More Than 3 years, The Boston Globe, Megan Woodhouse, December 18, 2014 ImVI11%a joy of lesming and Inspiring the Innoat1w leaders of tomorrow Page 16 143 When it comes to early education "In Massachusetts, low -Income families may recelve subsidies from the state for pre -K. However, almost 17,000 children remain on waiting lists for that aid, according to the Massachusetts Department of Early Education and Care. Baker supports a "targeted Investment" of early education in the state's low-income communities. He wants to focus on Improving education at the elementary school level and beyond, In order to maintain any early academic gains."' The Town of Reading continues to maintain a solid record of financial management, bolstered in part by the refinancing of some school debt In early 2012 which resulted In savings to taxpayers through a reduction in the cost of the RMHS debt exclusion. Reading currently has a very healthy free cash position with the highest level of free cash reserves in the last decade. Free cash reserves have Increased from $1,703,703 in 2003 to a July 1, 2014 balance of $8,531,022—an Increase of 401% over the last decade. With respect to per capita Income, Reading's value of $44,949 places us in the top quartile, at 6401 of 351. Our equalized property value rank Improved from 130'" to 71" of 351, placing us In the top quartile of Massachusetts communities. With 90% of the assessed valuation in our community coming from residential properties, the town relies heavily on local residential property taxes to fund municipal and school operations. Our average family tax bill, which currently stands at $6,576, Is ranked 5401 in the state and our total tax levy of $56,444,070, Is ranked 75t' of 351. While there are annual discussions around the tax rate and suggestions to assess commercial properties at a different rate than residential properties, 237 of the 351 communities in Massachusetts assess residential and commercial properties at the same rate. In ReadingC 8% of the total tax base comes from commercial and industrial properties. With respect to education spending, the total amount spent in Reading on education ranks 72 out of 351 communities. When education spending is normalized based on enrollment, Reading's SY12.13 per pupil spending ranks 3050i out of the 324 operating districts In Massachusetts, down from 293i0 In the prior year. Our community benefits from a significant amount of state funding in the form of Chapter 70 state aid as well as the special education reimbursement grant or "Circuit Breaker". In FW 15, Chapter 70 funding totals $10,126,574, an increase of 1.1% over FY'14 funding levels. Chapter 70 funding is based on a funding formula that begins with the calculation of a Foundation Budget amount for each district which Is the minimum amount necessary to provide an adequate education to the children In our district. The amount of Chapter 70 funding Is then calculated as the difference between the Foundation Budget amount and the community's ability to pay (as measured by Its equalized property value and per capita income. The Legislature has commissioned a Foundation Budget Review Committee that is currently holding public hearings for the purpose of soliciting testimony from members of the public. The commission's purpose is to review the way foundation budgets are calculated and to make recommendations for potential changes in those calculations as the commission deems appropriate. The foundation budget defines the minimum level of school spending necessary to provide an adequate education to students. Foundation budgets are established annually for each school district and reflect the specific grades, programs, and demographic characteristics of Its students. Any recommendations or changes to the Chapter 70 formula will not Impact the FY16 Budget. There may be a positive or negative Impact on the districts FY'17 funding depending on the commission findings and any 'jtttn•/4eaminarbwb r /7rs14/1 /wit bait rand kl d d do /Where Baker and Coakley Stand on Education, Peter Balonon-Rosen, October 21, 2014. Ladling a)o/ of learning and Inspiring the Innovative leaders of tomorrow Page 17 144 recommendations that may be Implemented. Reading is currently considered "over funded" based on the combination of equalized property values and per capita Income both increasing at a higher rate than the state average. The Circuit Breaker grant reimburses the town up to 75% for special education costs that exceed $41,408 (FY'14 threshold amount). In FY09 and FY'10, reimbursement rates were far lower than the current 75%, at 42% and 44% respectively. In FY'11, the rate was Increased to 65% and in F1"12, to 70%. For FY13 (funds distributed in FY'14), the reimbursement rate has returned to 75%. While the Governor has recommended 9C cuts to Circuit Breaker they are in the area of extraordinary relief and will not Impact our current year award. Over the last several year$, the School Department has worked diligently toward the goal of prefunding the Circuit Breaker offset. State regulations allow a school district to carry forward the balance of circuit breaker funds received In the prior year. The goal of this regulation was to allow budget certainty forthe amount of circuit breaker reimbursement offset. Those districts that were able to carry forward the entire amount of the prior year's grant would know with certainty the amount of offset to be used in the subsequent year's budget. We are pleased that we have achieved that goal and are able to carryforward our annual award into the next budget year. The FY'15 Circuit Breaker award of $952,837 Is used as an offset to our FY'16 budget. This amount is $233,410 less than our FY'14 reimbursement amount due to a lower SY13-14 claim. The FY2016 Superintendents Recommended Budget document reflects our commitment to excellence and continuous Improvement. In that vein, this document reflects In large measure the standards of the Association of School Business Officials International's Meritorious Budget. We continue our efforts to enhance the transparency of our budget, to Incorporate measures of performance for Improved accountability, and to assist the taxpayers of Reading in understanding how the dollars Invested In Reading Public Schools are allocated and utilized to educate the youth of this community. Final Thouahts and Challenges We have a lot to be proud of in the Reading Public Schools. However, there are also some areas that we need to address so that we can maintain the level of excellence that we have taken pride in over the last several years. Addressing these areas will be critical to the long term success of our school district. Our most recent challenge has been our declining MCAS scores and the designation of the Joshua Eaton Elementary School as a level 3 school, and consequently, our district being designated as a Level 3 district, by the Department of Elementary and Secondary Education. Although this designation is based solely upon state assessment results, the Improvement process that we are now embarking upon will provide us with an opportunity to review every aspect of what we are doing at Joshua Eaton and in our district to effectively address the needs of all our students. Recently, we formed a Task Force of parents, teachers, and administrators to oversee this important school Improvement process. Although this Is a significant challenge facing the Joshua Eaton school and our district, we will address this challenge successfully by tapping the collective efforts and talents of our entire district staff as well as our community. In the FY16 budget, existing professional development funding from the FY15 budget has been restructured to add a K-8 math coach and K-8 literacy coach to provide support and professional development as our teachers and students make this transition to the new Massachusetts Curriculum Frameworks. In addition, an additional teacher has been added In the FY16 budget to address next year's Grade 1 enrollment Issue at Joshua Eaton. ImtlAkp ajoy of laming and Inspiring the Innovative leaders of mmorrav Page 18 145 Another challenge we are currently facing Is the Increasing need for early childhood education. For the last three years, the Reading Public Schools has been working towards providing publicly funded full day kindergarten for all students, a program that Is currently being offered in 242 other Massachusetts communities (already nearly 7S% of the state) and is increasing annually. Each year, our demand for tuition based full day kindergarten has increased steadily (from 32% in 2005-06 school year to 71% during this current school year). Full day kindergarten has become a necessary component for our Reading families and Is an Important educational tool for early childhood development. To reach this Important goal, the Reading Public Schools has been actively researching solutions to address classroom space shortages for our growing Preschool, providing Full Day Kindergarten for all students, Improving our Special Education Programs, and establishing dedicated art and music classrooms. Currently, a short term solution is being discussed which will provide modular classrooms to meet the growing demand of full day kindergarten. In addition, the School Committee has formed an Early Childhood Space Needs Working Group of elected and appointed officials, educators, parents and community members to review possible options using an open meeting process. This dedicated group of 21 Individuals is committed to recommending a solution to our community that is educationally sound and fiscally responsible. Another area of focus has been the behavioral health and safety of our students. We are seeing some positive trends In the latest Youth Risk Behavior Survey Data, where there Is decreased use of alcohol and marijuana among our high school students. Unfortunately, our data also Indicates that there has been an Increase In the use of opiates such as heroin, methamphetamines, and cocaine. We have also seen an increase in students doing harm to themselves, including attempting suicide. Although these increases are not Isolated just to Reading, we are concerned that the numbers of incidents In Reading Is higher than the state average. Asa community, we have taken significant steps to address these increased concerns through World CaM conversations, collaboration with the Reading Coalition Against Substance Abuse, and your support In previous budgets with programs and staffing that supports behavioral health. In addition, the Town of Reading and the Reading Public Schools have recently received three Federal grants, totaling $1.95 million dollars, to help address the overall behavioral health of our youth. The First grant continues the great work that the Reading Coalition Against Substance Abuse (RCASA) has done over the last several years and expands It for at least the next five years. The second grant will allow the Reading Public Schools to train 584 school educators, school support staff, first responders, youth workers, and faith leaders in Youth Mental Health First Aid to Identify, understand, and respond to signs of mental Illnesses and substance use disorders in our youth. The third grant, the School Transformation Grant, will Implement a highly sustainable, multi -tiered system of supports to Improve school climate and behavioral outcomes for all students. This grant will also help offset some expenses in the FY16 budget. These three grants ensure that we will be able to move forward in creating structures, systems, and processes throughout our community to reach and engage all of our youth, particularly those youth who may be vulnerable to risky behaviors such as substance abuse or creating harm to themselves or others The final challenge Is our continuing decline in our ranking in per pupil expenditure. As mentioned above, Reading has been steadily declining in our ranking since 2006. Our continuing decline in per pupil expenditure Is beginning to have an effect on our school system, especially during the times of transition that we are currently facing. We are In the midst of tremendous educational change in our state and in our country with a new set of curriculum frameworks, a new state testing system, and a new teacher evaluation system that Is tied to student performance. During these times of transition, additional supports are needed to help our students, our teachers, and our administrators adjust to the instilling a lay of learning and Inspiring the Innovative leaders of tomorrow Page 19 146 higher expectations in a timely manner. It is also Important to retain our best educators and compete forthe highest quality candidates forthose educators who leave our district. While the base budget allows us to address many of the priorities which reflect the community's desire to continue a long-standing tradition of excellence in our schools, financial constraints limit our ability to pursue many of the Innovative programs, structures, and systems that we believe will make our students even more successful. The Reading Public Schools is at a crossroads when It comes to the amount of funding available and what we're are able to do to continue to Improve education in our district. While each district's per pupil spending might be impacted bV varying needs, what is evident has been our inability to sustain what had been effective levels of services from year to year. What we are finding Is that, in the last several years, we are losing ground, and finding it harder to compete with comparable communities. In FY35, the School Department needed to reduce a level service budget by $285,000. This year, the FY16 School Committee base budget has been reduced by $849,620 from a level service budget. The School Committee FY16 base budget Is designed to minimize the budget reductions on teaching and learning, while helping us move forward In key areas to reduce class size, provide support for our teachers in math and literacy and provide direction and leadership In our special education programs with our most fragile students. What this budget is not able to provide is funding for long term improvements that are needed in our school district to continue to be one of the best in the region. Areas such as funding full day kindergarten for all students, restructuring our elementary schools to eliminate the early release Wednesday and to provide more opportunities in computer science, science, the arts and engineerin& Implementing the new K-12 science curriculum frameworks, restructuring our high school schedule and programmIn& and Increasing health education across the district are important InItlatives that we need to provide for our students. However, these initiatives are not sustainable with the current revenue available. Without additional revenue, our ability to Improve and provide the best educational opportunities for our students will begin to decline. Moreover, this budget Is very dependent on Increases on offsets and reductions in non -personnel costs (i.e. building budgets, bus transportation) which are not sustainable long term. If the FY17 budget has similar limitations in available revenue, we will need to make significant reductions in staffing, including classroom teaching positions because there are no other non -personnel areas to reduce or offsets to Increase. Conservatively, if the same assumptions for revenues and expenses hold true in FY17 as they do for FY16, we will need to be reducing our FY17 budget by approximately $900,000. In conclusion, our district will continue to stay focused on the academic, social, emotional, and behavioral well-being of our students. While we are proud of the fact that we are a district that is on the forefront In many areas, we have many challenges that lie ahead, Including educational space needs, funding for full day kindergarten, making the transition to a more rigorous curriculum and improving the social and emotional well-being of our students. The Increasing accountability demands on public education and the needs of our students have Increased significantly over the last five years and we need to identify additional resources and restructure some existing resources so that our teachers and administrators can continue to do the hard work necessary to Improve student learning. We need resources to create more opportunities for teachers to collaboratively work together to share their work, and Improve their practices, and to provide Instructional coaching support so that teachers can see firsthand what It looks like In the classroom. The School Committee FY16 budget reflects those priorities. Instilling a joy of leaming and inspiring the Innovative leaders of tomarrvv Page 20 147 This Is an exciting, but uncertain time in public education and we have an opportunity to make positive substantive changes that have not been made since Education Reform was Introduced in 1993. It is difficult work, but we are up to the challenge of providing the best learning experiences for our students. We are proud of the work that our teachers and administrators do every day to improve teaching and learning in our district and I am excited by the enthusiasm and respectfulness of our students who arrive to school everyday eager to learn. This Is a testament to our parents and our community who value the Importance of education and the role that it needs to play Ina community. There Is no question that a major indicator of the quality of life for everyone in a community can be measured by the quality of Its schools and by a community's commitment to its children. In this way, the quality of a school district affects every single person in a community, and the Town of Reading is no exception. We appreciate the support that we have received from the community in the past and we look forward to working with town officials during this budget process and in providing sustainable funding solutions for FY16 and beyond. Insulting a Iw of learning and Inspiring the Innovative Imdarsoftomorrow Page 21 JIM Budget Drivers The FY2016 School Committee Budget is $41,472,368, an Increase of $1,154,395 or 2.86%. The discussion below provides details on the major budget drivers based on expenditure category. The major drivers of the Increase to the FY'16 budget include: • An Increase in salary expenditures to fund step and cost of living Increases for collective _ bargaining association members; • An Increase In special education costs combined with a decrease in special education circuit breaker reimbursement • An Increase in the use of revolving fund offsets to achieve the revised Finance Committee budget guidance of 2.7%. Salary and Other Compensation FY16 School Committee Budget: $35,667,846 FY15 Adopted Budget: $ 33,989,220 $ Increase: $1,678,622 The budget assumes step Increases, column changes (where applicable), and cost of living adjustments for all five collective bargaining units and cost of living adjustments for all non-union employees. The FY16 contracted Increase was 3.0% for teachers and 2.5% for all other bargaining units. A3.0%average cost of living increase for non-union employees was also factored Into the budget. It Is Important to note that our non-union employees do not have salary schedules or classification systems and, therefore, do not receive step Increases or any compensation adjustments beyond the cost of living Increase. 77.7% of the increase is to fund Increases for collective bargaining unit members. There are an additional 6.0 FTE's in the FY'16 budget. These FTE's Include; a K-8 Literacy Coach, K-8 Math Coach, a Technician (at the elementary level), a Grade 1 Teacher, a Board Certified Behavior Analyst and a Program Director for our districtwide Student Support and Therapeutic Support Programs. These positions were funded through a combination of restructuring of existing staff, other non - compensation related expenses and some School Transformation Grant funds. These positions do not add cost Increases to the FY16 budget. It is Important to note that significant reductions to Substitute Teacher funding ($137K) and to our Regular Education Paraeducator staff ($60K) as well as some smaller changes helped mitigate the overall Increase In Salary and Other Compensation. These reductions to expenses were necessary to achieve the revised Finance Committee budget guidance of 2.7%. Contract Services FY'16 School Committee Budget: $1,186,785 FYSS Adopted Budget: $1,397,946 $ Decrease: $211,161 In this category of expenditures, there are several significant decreases in particular line Items for FY'16. The most significant decreases Include: special education legal services reflecting current FYIS trends, special education consultation services due to restructuring and additional of district staffing, Instilling ajoy of learning and Inspiring the Innovattive leaders of tomorrow Page 22 149 elimination of all non -mandated busing and the elimination of grant writing services. These decreases will allow us to move forward in key areas. Materials, Supplies, and Equipment FY36 School Committee Budget: $792,144 FY15 Adopted Budget: $908,811 $ Decrease: $116,667 The decrease in this category is due to primarily a $76,000 reduction in the per pupil amounts allocated to each building Principal for the purchase of materials, supplies and other classroom equipment or needs. This reduction was necessary to help achieve the Finance Committee's recommended budget. Some of this per pupil funding ($50,000) Is being used to restore technology replenishment back to pre- FY15 levels. This per pupil funding would need to be restored in FY17. Other Expenses FY16School Committee Budget: $1,235,019 FYIS Adopted Budget: $1,312,044 $ Decrease: $77,025 Decreases In this category stem from a significant reduction in Professional Development funding to support the new Math and Literary Coaching positions previously mentioned. In the area of software licensing and support, additional funding was needed for our renewal of Microsoft 365. An additional $50,000 was allocated to network hardware to be able to fund equipment replacement for equipment that is currently beyond the warranty period. Special Education Tuition & Transportation FY'16 School Committee Budget: $4,038,269 FY15 Adopted Budget: $3,724,795 $ increase: $313,471 Special education tuition and transportation are one of two expenditure categories that are treated as "accommodated cost' In our municipal budget due to the unpredictable but unavoidable nature of these expenses. We are anticipating a reduction in tuition expenses for private residential tuitions but an Increase In expenses for public collaborative and private day tuitions. The net Increase in tuition due to these known or anticipated placement changes Is $35,536. We have five students that will age -out during FY36 and one student that has moved from the district. These factors contributed to the overall modest Increase Intuition and a modest Increase In our anticipated transportation expense. In addition, the offset from the states special education reimbursement grant, known as circult breaker, will be significantly lower In FY'16 than in FY'15. The FY'16 amount used in the budget is the amount granted to us In FY15. That amount will be carried forward Into FY'16. The amount is lower because the district's FY'14 claim amount was lower due to less students qualifying for the threshold. The net result is $233,410 less In offset than the current year. Energy & Utilities FY16 School Committee Budget: $1,152,789 FY15 Adopted Budget: $1,123,427 $ Increase: $47,324 Imtllling slay of Iteming and Inspiring the Innovative leaders oftomomm Page 23 150 Energy and utilities is the second category of "accommodated cost" In our municipal budget. Over the last several years, we have seen continued and often substantial savings in this area of the budget as a result of energy conservation measures, favorable weather trends, and favorable natural gas pricing. In FW16, this budget area is decreasing once again, due to a continued downward trend in energy consumption that we have been seeing over the last two years. The consumption decreases come predominantly in the area of natural gas and electricity. Our natural gas pricing remains very low due to a competitive contract that extends through lune of 2015. We do anticipate that our natural gas pricing will increase In the next contract. The FY'SS budget Included an Increase to electricity rates and the FY16 budget has been adjusted to updated rates provided by Reading Municipal Light Department. While we are not anticipating a considerable change in consumption, we have seen a decrease at the High School which has caused us to reevaluate the consumption figure upon which our FY'15 budget Is based. - Grant and Revenue Offsets FY'16 School Committee Budget: $2,600,485 FY'15 Adopted Budget: $2,138,270 $ Increase: $462,215 The district utilizes revenue from a variety of sources to offset Its expenses. These revenue sources Include the METCO grant, kindergarten tuition, preschool tuition, tuition forspecial education students from other school districts attending ourschools, athletic and extracurricular userfees, building rental Income, and extended day program revenue. (Circuit breaker Is another offset to the budget but is discussed In the special education tuition and transportation section as It is Included as part of that accommodated cost). Revenue offsets from kindergarten tuition was Increased by $50,ODD due to increased full day enrollment. The Superintendent's FY'16 Recommended Budget proposes an Increase in athletic and extra -curricular user fees to offset the increased cost of living adjustments in coaches and advisor stipends since 20120. The athletic and extracurricular revenue offset was increased by $60,000 based on the anticipated Increase In user fee revenue. The revenue offset for in -district special education tuition was Increased by $247,215 to support the students from other districts that will be attending our programs nextyear. Revenue from the preschool program Is Increased by $30,000 due to Increasing participation. The revenue offset for building rental Income remains at $200,000. The revenue offset for extended day programs was increased by $50,000. The METCO grant offset was Increased by $25,000. Instilling a Joy of leaMng and impl6ng the Innovative leaders of tomorrow Page 24 151 Reading Public Schools Strategy for Improvement of Student Outcomes Vision It is the vision of the Reading Public Schools to Instill a Joy of teaming by inspiring, engaging and supporting our youth to became the innovative leaders oftomorrow. We will accomplish our vision by focusing on a few key strategic Initiatives that lead to a meaningful and relevant curriculum, innovative instructional practices, strong analysis and thoughtful dialogue about evidence, a collaborative and team approach to teaming and teaching, and a safe and nurturing teaming environment. The overall physical and behavioral well-being of our children will be our top priority as students will not learn if they are not physically and psychologically safe. Education will truly be the shared responsibility of both the schools and the community, with families playing active roles In the schools and being full partners in ensuring the success of their children. In the Interest of the entire Reading community, the school district and town government shall work cooperatively and collaboratively. As educators and members of our community, we believe that Implementing this vision is our ethical responsibility to the children of the Town of Reading. Theory of Action If the Reading Public School District strategically allocates Its human and financial resources to support high quality teaching, a commitment to the academic, social, and emotional needs of our students, the hiring and support of effective staff, and measurements of school performance and differentiated support, then students will make effective progress and be appropriately challenged, graduating from high school ready for college, career, and life as contributing citizens in a global society. Strategic Objectives The Reading Public Schools Strategic Objectives for 2014-15 include: 1. Learning and Teaching -Deepen and refine our focus on the Instructional core to meet the academic, social, and emotional needs of each child. 2. Performance Management -Build a system that measures school performance and differentiates support based on need and growth. 3. Investment and Development -Compete for, support recruit and retain, tap talent while creating leadership opportunities and building capacity within our staff. 4. Resource Allocation -Improve the alignment of human andffnanclal resources to achieve strategic objectives. Strategic Initiatives 1. Implement the Massachusetts Curriculum Frameworks for Mathematics and Literacy, which Includes updated interactive curriculum maps, meaningful and relevant assessments, and strong instructional practices throughout all classrooms. a. Develop and pilot common assessments In all areas b. Transition to the PARCC assessment c. Improve state assessment scores in all areas d. Develop and Implement a system of parent education and engagement around care curriculum frameworks Instilling a for of learning and Inspiring the innordnve leaders oftomonow Page 25 152 2. Develop and implement a plan to address the academic, social and emotional needs of all students by implementing the Multi-Tiered System of Support. a. Improve safety protocols and procedures b. Increase tiered interventions based on data 3. Improve the Reading Educator Evaluation Process and other staff evaluation systems a. Develop and implement the use of student surveys b. Develop and Implement the use of staff surveys 4. Improve the use of professional time, communication, and resources to support staff a. Redesign the use of professional development time through professional learning communities b. Develop a communications plan for the district S. Develop and implement along range plan for expanding early childhood education Budget Process and Timeline The process used to develop the FY2016 School Committee Budget is designed to maximize participation by key stakeholders. This years budget process Included collecting input from district administrators, staff, and community members on budget priorities. This process began in October and continues throughout the budget process including budget presentations to the School Committee and deliberations by the Committee during the month of January. The budget process begins with the analysis of enrollment and performance data; the development and refinement of district, school, and educator goals based on the needs of students and performance gaps; and the identification of resources needed to achieve effective progress towards those goals and objectives. This process begins at the start of the school year and is completed by the end of October. In early October, as part of the budget process, the town convenes Its annual Financial Forum, a joint meeting of the elected and appointed Boards and Committees. At this time, the town establishes Its revenue projection as well as Its estimate of Its 'accommodated costs' which are the fixed costs to which available revenues are first allocated. These costs include employee and retiree health Insurance, debt service, energy and utility expense, and special education tuition and transportation expenses. These expenses are subtracted from available revenues and the remaining revenues are allocated to municipal and school budgets based on a historical ratio. Last year, sixty-five percent of the net revenue was allocated for the school department budget. At the October 28, 2014 Financial Forum, the proposed increase in general fund revenue allocated to the school department for non-accommodated costs was 2.5% oran Increase of $1,032,070. This was subsequently revised to 2.7% (and an adjustment to accommodated costs) for a total Increase of $1,154,395 or 2.86%. During the next step of the budget process which occurs In early to mid-November, the Director of Finance and Operations distributes budget development guidelines, Instructions, and forms to district and school administrators. Department and school budget requests are then submitted to the Finance Office by the arid of November. Throughout November and December, the Superintendent reviews the Imdlgng ajoy of leaming and lnspinngthe innovative leaders of tams Page 26 153 budget requests as well as the programmatic and financial implications of these requests taken as a whole. By late December, the Superintendent determines the size and scope of the budget. In early January, the School Committee Budget is submitted to the School Committee for consideration. During the month of January, the Superintendent and Director of Finance and Operation present the program budgets to the School Committee for review and deliberation. The School Committee either requests changes to the budget or adopts the budget as proposed. Once adopted by the,School Committee, the budget is then delivered to the Town Manager who, in accordance with Town Charter,_ must submit a balanced budget to the Finance Committee in February. During the month of March, the Finance Committee reviews the budgets of each municipal department, including the School Department. The School Committee, Superintendent, and Director of Finance and Operations present and defend their budget request to the Finance Committee in late March. The Finance Committee takes a vote on each departmental budget. It is the responsibility of the Finance Committee to make recommendations to Town Meeting on each departmental request. At Reading's Annual Town Meeting, which commences in late April, the Town Managefs Budget is presented to Town Meeting for Its review and approval. Once approved, the School Department's FY'16 General Fund Appropriation is set and Is Implemented for the fiscal year beginning on July 1, 2015. Figure 4: FY'16 Budget Calendar Town Meeting Warrant Closes September 3 FYJS-25Capital Plan to Fl name Committee Setember8 Financial Forum I Octobers BudgetPre aratlon lnformationsentto all administrators and MUMS budget training Mid -October Budget Inpun meetings with staff OctoberW—November] Budget Parents ldenttfled October PH nci pals present goals and budgetary needs October 15— November l Financial Farum II 0dober28 Bulldin de artment budget reuests submitted to Ce ntral ice November Town Meetl ng November ID super! menden Reviews bulldl ng/de artmentrequests and performance goals November l—November l5 Su ed me ndem holds community forums W discuss budget priorities Novemberl2—NovemberW Budget Parent meetings Late Nmemberthrov gh January Finalize FY16 salary Projections Decemberl Budget development deliberations undertaken by Adminlstradon December Su erintendenYs Budget Finalised DecemberW Budget document distributed January 2 School Committee questions submitted In preparatlon fordeliberatlons January 7 Budget overview pteserned to School Committee January 8, 12 Budget (c,st center) presentatlons and deliberations by School Committee January 22 Financial Forum 111 Janua 21 0 nPubilc Hearin an Bud et Janua 26 school Committee vote on Su erintendenYs Bud et Janua 29 SchoolCommittee Budget forwarded to Finance Committee and Town Manager February 4 School Committee meets with Finance Committee March 11 School Budget voted at Annual Town Meeting Aril 27, May 4, or May 7 Instilling a)oy of learning and Inspiring the Innovative leaders oftomonov, Page 27 154 Information Overview District Enrollment and Student Demographics School districts In Massachusetts are required to report student enrollment and demographic data to the Massachusetts Department of Elementary and Secondary Education (MA DESE) three times per year: October 1, March 1, and Year End. The October 1 figures are used to evaluate staffing needs and patterns forthe School Committee Budget each year. The enrollment projections used were developed using the "cohort survival method" which is based on a ratio of the numberof students in a grade in one year to the number of students in that grade in the prior year. Kindergarten projections are based on the number of live births reported by the Massachusetts Department of Public Health, Figure 5: Historical and Projected Enrollment by Grade Level 4,900 _..... Enrollment History & Projection _... 3.500 3Aoa— 1 b 2500 2000 — 2500 — 2000 5n0 — -W04 'Oi-' 'n5 -'M '06,100 10-'08 'm:m 'm-'10 '10.11 '11-'U -U-13 '13-'14 110.'15 '15:]4 '16'1) '1)-'16 aOVr K-5 •Mldde6-8 +HI6h9-U District -wide enrollment for SY'2015-16 is projected to increase by 119 students, from 4,407 to 4,515. While enrollment at the elementary school dropped this year by 16 students the middle school enrollment Increased by 54 students. The projectlon shows elementary enrollment for next year rebounding to nearly Its highest level in the last 5 years, an Increase of 108 students. Middle school enrollment is projected to decrease by 54 students as the current year's large eighth grade transitions to high school. High School enrollment Is projected to Increase by 53 students next year. While historically, anywhere from 4% to 13% of eighth grade students do not move on to Reading Memorial High School, the enrollment numbers shown above do not include any adjustment for this attrition. The Reading Public Schools provides special education services to eligible students ages three to twenty- two years of age deemed eligible through the special education team evaluation process. Eligibility is based on a determination that the child has a qualified disability that will limit the child's ability to achieve effective progress In the regular education program without special accommodations. Instructional or other accommodations are outlined In the child's Individual Education Program (IEP). Figure 6 shows historical data regarding the number of students with IEPs based on October 1 Instating ajoyof leaning and inspiring the innovative leaders oftomorrow, Page 28 155 enrollment data. As this table indicates, the number of students receiving special education services has increased by 5.5% between last school year and this school year and the total number of students is the third highest in the last decade. This increase of 42 students has contributed to the additional demands on our special education staff. Figure 6: Special Education Enrollment Trends Academic Year Total Enrollment #of Students on IEP s%of Students %of Students Statewide #of Students Out of District 2005-06 4282 _ 694- 16.0 16.4 _ 73 2006-07 4332 707 16.1 16.7 67 2007-08 4416 753 16.8 16.9 73 2008-09 4428 771 17.2 17.1 63 2009-10 4392 758 17.0 17.0 59 2010-11 4509 734 16.3 17.0 51 2011-124447 2.8 7 68 16.9 17.0 64 2012-13 4483 737 17.3 17.0 64 2013-14 4432 767 16.9 17.0 50 201415 4414 809 17.3 17.1 61 Figure 7 shows the enrollment for our high needs population, as defined by the Massachusetts DES[. What is apparent from the table below is that our ELL and low Income populations have been steadily rising over the last several years. We saw an Increase of 42% or 101 students that meet the federal Income guidelines for Free Lunch. Figure 7: Enrollment History for Other Nigh Needs Populations Academic Flrstlanguage Nat English Dmlted English Proficient Wt^r-IMoma .Free Lunch Reduced Lunch Year # % # % # % - If % If % 2006-07 72 1 1.7 11 0.3 129 3.0 82 1.9 47 11 2007-08 85 1.9 17 0.4 158 3.6 114 2.6 44 1.0 20D8-09 78 1.8 14 0.3 172 3.9 125 2.8 47 1.1 2009-10 93 1.9 16 0.4 204 4.6 152 3.5 52 1.2 2010-11 75 1.7 14 X0.3 231 5.2 176 3.9 55 L2 2011-12 72 1.6 35 0.3 254 5.7 204 4.6 50 1.1 2012-13 81 1.8 20 0.5 261 5.8 213 4.8 48 1.1 2013-14 79 1.8 26 0.6 294 6.6 239 5.4 55 1.2 201415 75 1.7 26 1 0.6 398 1 9.2 340 7.9 58 1.3 Class Size The Reading School Committee and Reading Public Schools do not haves policy that mandates class size. However, at the elementary level, the district conforms to a recommended class size of 18 to 22 in grades K-2, and 20 to 25 in grades 3-5. As Figure 8 shows, most elementary schools are within these ranges with the exception of kindergarten at Joshua Eaton and Grade 5 at Joshua Eaton. An additional Grade 1 teacher for Joshua Eaton is being recommended in the FY16 School Committee Budget. Instilling aJW of learning and Inspiring the Innovative leaders of tomorrow Page 29 156 Figure 8: Avenge Clem Slee by Grade and School 12014-15 Schad Yeerl Sdw01 G,MeX 6nda1 OMe2 GIaMI GnM. GndeS GMe6 finial GntlaB r Grade 6r.M10 Grtlell firehU &now, 19.3 M3 U.7 20.7 no 20A 9 30 11 12 9 Wnh Meadow M3 2L3 19.0 23.7 220 W 1mh..Eaton M5 M3 20.3 223 22.6 253 110 14.0 23.3 16.5 20.0 1011.. 22.0 17.5 20.0 Me 216 20.7 13.0 Math 114 15.4 18.8 Wood En( 19.3 2L5 2L5 R0 20.0 213 23.0 DA 1113 Sdenc, 13.3 Codltl a 16.4 14.S 16.7 23.0 232 10.7 147 26.2 265 ]a7 17.5 P.M1e, 14,0 16.0 19.5 2117 218 20.5 23.6 260 216 2A7 Highkhod 160 Are a 127 15.7 17.0 15.5 19.0 227 23.3 2A1 204 215 19.6 Are 2L3 M2 1A7 =5 M5 no 25d M9 2A6 28.2 Pa. 215 19.6 Middle school class size Ideally should be between 20 and 26 students. As Figure 8 shows, middle school class sizes are all essentially within the ideal range at parker Middle School, but slightly higher at Coolidge Middie School., At the High School level, "average" class size is more difficult to determine and assess given the various types of programs offered (college prep, strong college prep, honors, and advanced placement) and the number of courses taught, both required and elective. The average class sizes shown In Figure 8 above are for required classes at each grade level. As this figure shows, average class sizes are much Improved over S1"2012-13 due to the Investment in additional teaching staff made In the FY2014 budget. With respect to class sizes at the different levels, the High School aims to keep its college prep courses below 20 students given that these classes are usually more homogeneously grouped, co -taught classes with a higher percentage of special education students. As Figure 9 below shows, the investment of additional teacher resources at the High School in the FY'14 budget resulted In a significant decrease in the class size for the college prep course level. In the current school year, the average class sizes in College prep course are all below 20 students. In contrast, last year two-thirds of the sections had average class sizes at or in excess of 20 for the College prep courses. Figure 9: SY'2014-35 High School Clem Size Instilling a joy of leaning and Impbhng the Innovative leaders of tomanow Page 30 157 College Pmo coma Palo Hnwn AP Grade 9 10 11 1 n 9 30 11 12 9 10 11 12 Sub etl Engudh 110 14.0 23.3 16.5 20.0 23.2 224 224 19.6 21.4 23.8 26.0 13.0 Math 114 15.4 18.8 212 229 26.2 21.7 26.0 21.8 23.0 DA 1113 Sdenc, 13.3 12.5 16.4 14.S 16.7 23.0 232 10.7 19.7 24.0 25.0 ]a7 17.5 Sodal Studies 14,0 16.0 19.5 2117 218 215 25.0 216 2A7 160 Are a 127 15.7 17.0 15.5 19.0 227 23.3 143 226 R7 24,1 24.2 16.2 Instilling a joy of leaning and Impbhng the Innovative leaders of tomanow Page 30 157 Personnel Resources Education is, by Its very nature, a very staff dependent operation. The total number of staff as well as the allocation of staff resources is determined annually based on enrollment projections and shifts as well as student needs and services requlredto meet those needs. Asa result, 80% of our district operating budget is used for employee compensation which is not atypical of school districts in the state or across the country. Staffing is measured in Full Time Equivalents, or FTEs, which is arrived at by dividing the number of hours that an Individual works by the base number of hours for the particular position. For example, paraprofessionals and teachers base hours are 35 per week, while custodians work 40 hours per week. In SY'2014-15, we have 571.3 FTE employees working for Reading Public Schools. This figure Is permanent employees only and does not Include substitutes or other temporary employees or stipend positions. Of this amount, 556.80 are funded from the general fund budget while 14.5 are funded from grants. Figure 10: Qlrrem and Projected Staffing Levels The FY'16 Superintendents Recommended Budget Includes funding for an additional 6.0 FTE's from current FY'15 staffing levels which is offset by a workforce reduction of 4.85 FTE for a net Increase Of .15 FTE. These adjustments are summarized below. The Increase from FY'15 budgeted staffing levels is higher at 5.1 FTE's due to positions being added since the adoption of the FY'15 budget. The source of funding needed to support these positions In FY'15 was turnover savings from employees who left the district at the end of SY'2013.14 and were replaced by less expensive employees for SY'2014-15 as well as better than anticipated federal grant awards. The 6.0 FTE's that are requested for FY'16 include 2.0 FTE for Instructional Coaches for Math and Literacy as well as a 1.0 FTE Grade 1 Teacher and a 1.0 FTE Technician for the elementary level schools. In addition there is an Identified need for a 1.0 FTE Program Director to oversee the Student Support Program and the Therapeutic Support Program. The other 1.0 FTE Is to hire a Board Certified Behavior Analyst (BCBA). It is Important to note that all of these Incremental positions are funded through budget restructuring efforts. The 1.0 FTE reduction In grant funded positions are the Title I tutors. A determination on positions will be made based on FY16 Title I grant award and district needs. Instilling a Joy ofleaming and inspiring the Innovative leadersoftorom a Page 31 158 Fyn FTE I FM FTE FY14 FTE Budget FM FTE. Budgeted HIS Safety Actual F1'15 I FTE Actual I W15 Salary Budgeted fYlb FTE Budgeted FYI6 Salary Adminlstradon 9.31 9.1 9.1 9.1 793,256 9.11 741,156 1 9.1 767,539 Regular Education 342.5 346.3 355.1 39.0 23,11 513 356.51 22,984,435 350.5 24,221429 S ectal Education 119.6 1325 139.0 145.7 6,3841% 1449 6,535.875 1516 619K209 Health Services 9.5 9.2 43 9.3 546,433 9.3 559937 43 594,754 Athletics L2 L5 LS LS SB2 LS 951 LS 100,038 Extracurricular 0.3 03 0.3 o3 26,718 03 26,717 0.3 27,508 DlstriRTechnolo 44 5.9 5.4 5.4 308686 54 319,921 61 365,321 Facilities 25.0 70.5 20.6 24.6 1,178,178 25.0 1,159,875 25.0 1206630 Grant Funded 20.8 16.1 10.1 135 939,110 19.5 9K566 14.2 1,054,446 GmdTob11 5326 gag ._5981 '�� 33,387,815': 571.3 716 57LS ',39,291,x73 The FY'16 Superintendents Recommended Budget Includes funding for an additional 6.0 FTE's from current FY'15 staffing levels which is offset by a workforce reduction of 4.85 FTE for a net Increase Of .15 FTE. These adjustments are summarized below. The Increase from FY'15 budgeted staffing levels is higher at 5.1 FTE's due to positions being added since the adoption of the FY'15 budget. The source of funding needed to support these positions In FY'15 was turnover savings from employees who left the district at the end of SY'2013.14 and were replaced by less expensive employees for SY'2014-15 as well as better than anticipated federal grant awards. The 6.0 FTE's that are requested for FY'16 include 2.0 FTE for Instructional Coaches for Math and Literacy as well as a 1.0 FTE Grade 1 Teacher and a 1.0 FTE Technician for the elementary level schools. In addition there is an Identified need for a 1.0 FTE Program Director to oversee the Student Support Program and the Therapeutic Support Program. The other 1.0 FTE Is to hire a Board Certified Behavior Analyst (BCBA). It is Important to note that all of these Incremental positions are funded through budget restructuring efforts. The 1.0 FTE reduction In grant funded positions are the Title I tutors. A determination on positions will be made based on FY16 Title I grant award and district needs. Instilling a Joy ofleaming and inspiring the Innovative leadersoftorom a Page 31 158 Re Who Edueaaon Elementary Teaches Fare Educators 50001 Psychologist Instructional Coaches special U.N.. Board Certified Behavlor Analyst SSPMP Program Director gTechTCChna rode Ogy TlfilnClln Grant funded Tutor NetAdfustsnent StudentAchfevement 1.00 Additional Grade 1Teacher (3.85) Reductionlnhours 11.00) Restructuring 1.00 Restructuring 1.00 Restruaudng 1.00 Restructuring 1.00 Restructuring (1.00) Needstobedetermined an Reading Public Schools has a strong record of performance, not just In academia, but in athletics and extracurricular activities as well. There are a number of Indicators or benchmarks that are traditionally used to measure the performance of district. These Include performance on the Massachusetts Comprehensive Assessment System (MCAS), the Scholastic Aptitude Tests (SAT), American College Testing (ACh, and Advanced Placement exams. One way to measure student success is to compare the MCAS performance over time of a given cohort of students. The figures below show MCAS performance by the current graduating class (Class of 2015) In English Language Arts, Mathematia, and Science & Technology in Grades 4, 6, 7, 8, and 10. Installing a Iw of learning and Inspiring the Innovative leaders of hDrAOITM Page 32 159 Figure 11: English language Arts WAS Performance History, Claw of 2015 Figure 12: Mathematks MCAS Performance History, Gass of 201S Instilling ajoy of Icemlrlg and inspiring the Innovative leaders of t nnlprr0ly Page 33 160 Flgure 13: science 6 Techadogy MCAS Performance Rlstory, Class of 1015 As you can see from the figures above, student performance Improves quite dramatically between Grade 5 and Grade 10 for these current students. The percent of students scoring advanced or proficient Increased from 75% to 97% in ELA and from 58% to 92% in Mathematics. Performance In Science & Technology, which was only administered three times to this class, Increased from 59% to 89%. Reading students have had a strong record of performance on college entrance exams. The chart below compares the scores of Reading students to the state average for the four most recent years that data is available through the MA DESE. Figure 14: Scholesdc Apthude Test Results, Reading versus Stets Instilling a Jay of learning and Inspiring the Innovative leaders oftomonvw Page 34 161 An overwhelming majority of Reading High School graduates continue their formal education at two or four-year colleges. Historically, between 87% and 92% of all graduates continue onto higher education. The figure below shows the historical data on placement choices for graduating seniors. Figure I5: High School Graduate College Attendance nates Financial Overview FY2016 Revenue Sources There are two main categories of funding available to the District, the general fund and special revenue funds. The general fund consists primarily of Chapter 70 State Aid and the Town's local contribution to education. Special revenue funds consist of grants (Including entitlement, competitive, and private grants) and revolving funds where revenues such as kindergarten tuition, preschool tuition, or building rental fees are deposited. As the figure below shows, the Town's local contribution (Including funding necessary to cover school department accommodated costs) is projected to increase 12% In FY'16 and contributions from grants and revolving funds Increase by 22.14%. Instilling a joy of learning and inspiring the Innovative leaders of tomorrow Page 35 162 Hum Graduuatesates 4 -Year Graduation Rate Percentto 4 -Year Colleges Pementto 2 -Year Colleges Total Percent Continuing 2006 312 95.5 79 11 90 2007 289 89.6 85 7 92 1008 326 94.2 80 9 89 2009 317 93.7 83 8 91 2010 352 86.1 83 7 90 2011 295 95.9 82 5 87 2012 294 96.6 85 7 92 2013 328 96.0 86 7 93 2014 305 95.0 88 6 94 Financial Overview FY2016 Revenue Sources There are two main categories of funding available to the District, the general fund and special revenue funds. The general fund consists primarily of Chapter 70 State Aid and the Town's local contribution to education. Special revenue funds consist of grants (Including entitlement, competitive, and private grants) and revolving funds where revenues such as kindergarten tuition, preschool tuition, or building rental fees are deposited. As the figure below shows, the Town's local contribution (Including funding necessary to cover school department accommodated costs) is projected to increase 12% In FY'16 and contributions from grants and revolving funds Increase by 22.14%. Instilling a joy of learning and inspiring the Innovative leaders of tomorrow Page 35 162 Figure 16: Municipal Revenue Sources The largest share of revenue comes from local property taxes which, by statute, cannot Increase by more than 2.5% per year. The anticipated increase of 5.3% is due to new growth in the community. Thr second largest source of revenue comes from the State Aid receipts, most notably Chapter 70. Chapter 70 funding is determined by first calculating a Foundation Budget amount for each community based on Its enrollment and then comparing that Foundation amount to the community's ability to pay as determined by Its per capita income and property values. For FY'16, the Town Is predicting a modest 2.5% Increase In State Aid. It Is also Important to note that the Town Is utilizing $1,700,000 of its free cash reserves and the School Committee Budget Includes a significant Increase to Grant and Revenue Offsets to help support the FY'16 Operating Budgets. FY2016 Expenses by Category The School Committee Budget is organized Into five Cost Centers, representing the high level program categories that comprise the District Budget. These include Administration, Regular Day, Special Education, School Facilities, and Other District Programs which includes Health Services, Athletics, Extracurricular Activities, and District -wide Technology. These cost centers were established as such by a vote of the School Committee. In accordance with that vote, the Administration Is authorized to transfer funds within any cost center. The Administration must, however, obtain approval of the Committee to transfer funds between Cost Centers. As shown In Figure 17 below, the FY2016 School Committee Budget reflects an increase of 2.86%. The largest dollar increase to the budget is In the Regular Day Cost Center ($794,883) followed by Special Education ($253,842). These Increases account for 90.8% of the total increase of $1,154,395. The reasons for these Increases are highlighted in Budget Drivers section of this Executive Summary and described in more detail In the Financial Section of this budget document. Instilling a lay of learning and Inspiring the Innovative leaders of tamarroa Page 36 163 FY -2014 Protected FY15 % Chane Projected FYIG % Change Revenues Sources Property Taxes 55,774,186 58,337,728 4.6% 61,425,085 5.3% Other Local Revenues 5,652,474 6,072,516 7.4% 6,187,500 1.9% Intergov't Revenues 13,096,149 13,282,318 1.4% 13,614,376 2.5% Chapter 70 10,019,849 10,126,574 11% 10,236,574 1.1% Transfers & Available 4,835,042 3,755,816 -22.3% 3,677,003 -2.1% Free Cash 110501000 1,700,000 61.9% 1,700,000 0.0% Total Municipal Revenues 80,407,851 83,148,378 3.4% 86,601964 4.2% School Revenue Sources General Fund Revenues 36,624,806 38,306,344 46% 38,871,883 1.5% Grant& Revenue Offsets 2073,881 2,129,105 2.7% 2,600,485 22.1% Total School Revenues 38,698,687 40,435,449 4.5% 41,477,368 2. The largest share of revenue comes from local property taxes which, by statute, cannot Increase by more than 2.5% per year. The anticipated increase of 5.3% is due to new growth in the community. Thr second largest source of revenue comes from the State Aid receipts, most notably Chapter 70. Chapter 70 funding is determined by first calculating a Foundation Budget amount for each community based on Its enrollment and then comparing that Foundation amount to the community's ability to pay as determined by Its per capita income and property values. For FY'16, the Town Is predicting a modest 2.5% Increase In State Aid. It Is also Important to note that the Town Is utilizing $1,700,000 of its free cash reserves and the School Committee Budget Includes a significant Increase to Grant and Revenue Offsets to help support the FY'16 Operating Budgets. FY2016 Expenses by Category The School Committee Budget is organized Into five Cost Centers, representing the high level program categories that comprise the District Budget. These include Administration, Regular Day, Special Education, School Facilities, and Other District Programs which includes Health Services, Athletics, Extracurricular Activities, and District -wide Technology. These cost centers were established as such by a vote of the School Committee. In accordance with that vote, the Administration Is authorized to transfer funds within any cost center. The Administration must, however, obtain approval of the Committee to transfer funds between Cost Centers. As shown In Figure 17 below, the FY2016 School Committee Budget reflects an increase of 2.86%. The largest dollar increase to the budget is In the Regular Day Cost Center ($794,883) followed by Special Education ($253,842). These Increases account for 90.8% of the total increase of $1,154,395. The reasons for these Increases are highlighted in Budget Drivers section of this Executive Summary and described in more detail In the Financial Section of this budget document. Instilling a lay of learning and Inspiring the Innovative leaders of tamarroa Page 36 163 Figure 17: Expenditures by Cart Center As Figure 18 shows, the vast majority of the school department budget funds instructional services comprising 76.0% of the total. This is followed by operations and maintenance (including technology Infrastructure and maintenance) at 8.9%, payments to other districts (essentially outrof-district special education tuitions) at 7.4%, other school services (Including therapeutic and health services, transportation, athletics, and extracurricular activities) at 5.4%, and district administration at 2.2%. Figure 18: Allocation of FY'16 Sdkoal Commataa Budget by Major Function FY2016 Revenue and 67pense Budget Projection The Town of Reading's budgeting methodology begins with a projection of available revenues from all sources In the subsequent year. That revenue projection is typically based on historical trends In the various revenue sources. Once the revenue budget is established, which generally happens in late October, the next step is to determine the "accommodated" or shared costs. These are costs that town officials believe must be funded ahead of any other expense of any municipal department, These accommodated costs include Items such as health insurance costs, debt service expense, energy and utility costs, and special education tuition and transportation for out of district placements. The accommodated costs are then subtracted from the available revenues, and the remaining revenues are divided between municipal government and school department based on historical ratios. Available revenue to the school department is, then, the combination of the funds allocated for the school Insdllk%ajwcf learning and Inspiring the Innovative leaders of tomorrowMEMNON Page 37 164 Actual Actual Actual Adopted Requested xpended Expended Expended Budget Budget % Carver FY2012 FY2013 FM14 FY201S FYZ016 rlie Chation 893,443 915855 932,578 937,583 925,790 -1.3% y L 20,981,467 22,356,036 22,509,037 23,602,764 24,39],647 3.4% cation 9,74;215 9,338,940 9,546,764 .11,098,659 11,352,501 13% ilities 2,778,769 2,839,872 2,945,373 3,169,319 3,214,176 L4% e Pm ms 1l 39,6tl,61g 86, 6S"I 37,307,845 40,917,973 41pT2,368 2.8fi96 As Figure 18 shows, the vast majority of the school department budget funds instructional services comprising 76.0% of the total. This is followed by operations and maintenance (including technology Infrastructure and maintenance) at 8.9%, payments to other districts (essentially outrof-district special education tuitions) at 7.4%, other school services (Including therapeutic and health services, transportation, athletics, and extracurricular activities) at 5.4%, and district administration at 2.2%. Figure 18: Allocation of FY'16 Sdkoal Commataa Budget by Major Function FY2016 Revenue and 67pense Budget Projection The Town of Reading's budgeting methodology begins with a projection of available revenues from all sources In the subsequent year. That revenue projection is typically based on historical trends In the various revenue sources. Once the revenue budget is established, which generally happens in late October, the next step is to determine the "accommodated" or shared costs. These are costs that town officials believe must be funded ahead of any other expense of any municipal department, These accommodated costs include Items such as health insurance costs, debt service expense, energy and utility costs, and special education tuition and transportation for out of district placements. The accommodated costs are then subtracted from the available revenues, and the remaining revenues are divided between municipal government and school department based on historical ratios. Available revenue to the school department is, then, the combination of the funds allocated for the school Insdllk%ajwcf learning and Inspiring the Innovative leaders of tomorrowMEMNON Page 37 164 department's accommodated costs and the historical share of net available revenues after accounting for accommodated casts. Figure 19: Revenue and Expense Projections and Allocation Instilling a Jay, F learning and inspiring the Innovative leaders oftomorrow page 30 165 Recent Projected % Projected % 111'14 FYIS Change FY16 Change Revenue Sources property Taxes 55,774,126 58,337,728 4.696 61,425,085 5.29% Other Wol Revenues 5,652,474 6,07;516 7.4% 6,187,500 1.89% Intergoyemmentel Revenues 13,096,149 13,282,318 IA% 13,614,376 2.50% Chapte,m 10ims'se9 10,12aS74 1.1% 10,236,574 1.0% Transfers&Anllable 4,134,942 3,755,816 -22.3% 3,677,003 -2.1014 Free Cash 10SO,000 1,700,000 6L9% 1,700,000 0.00% Tobi Revemrs 80,401,751 33.144378 364% 86,603,964 4.16% aaanmobbdfosts eene0ts 13,515,050 14,116,590. 45% 15,073,243 6.78% Capital 2,355,.500 2,30$000 -10% 2,200.000 -4.68% Debt 3,970,500 3,222,730 48.115 4,538,687 40.13% Energy 1,938,945 1,898,465 -11% 2,004,794 5.60% Financial 750,000 005,000 33% 810,000 :452% Special Education 3,598,098 3,858,194 7.2% 4,025,00D 4.32% Vocational Education 371,250 -467,000 25.8% 490,35D 5.00% Miscellaneous 2,957,750 4,933,913 %.8% 3,013,985 -38.91% Total Accommodated costs 29,457,093 31,579,892 7.2% 32,156,060 1.22% Revenue to Operating Budgets Muni d pa l 04yemme nt(32.13%) 15,423,120 .16,240,552 5.3% 16,930,235 4.25% School Department (65.96M) 34947,993 35A11,173 4.3% 36,294,578 2,47% Tovah Facilities (0.9%) 410,962 425,346 3.5% 435,980 2.50% Schaal Expemes (Non -Accommodated) Salaryand Other Compensation 32,498,9D1 33,981,500, 4.6% 35,667,846 4.96% ContractSeMms 1,292,768 1,290,485 0.4% 1,186,785 -8.60% Materials, Supplies & Equipment 886,126 904,497 2.1% 792,144 -12.42% Other Expenses 1,344,079 1,365,796 1.6% 1,244226 -8.60% Revenue Onsets (;073,881) (1129,105) 2.7% (1600,485) 22.14% School Expenses (tion-A[commodated) 33,947,993 3SAZL173 13% 36,294,578 2.47% School Ease., (Aamn oodated) Special Education 4,78,978 5,044,442 5.5% 4,977,837 -1.32% Omit Brisker (1,196,628) (3,186,247) 4.9% (951837) -19.68% Energy&Utilities 1,166,344 1,156,081 43.9% 1,152,790 -0.23% Sdpol Expenses(accomnncxJted) 4,750,694 5,014,276 SS% S,3T7,790 316% School Comminee's Budget 38,703,365 40,317,973 4.2% 41,472,368 L86% Total Revenue 38,699,687 44435,449 4.5% 41,471368 2.56% Total Expense 38,698,687 40.435,449 4.5% 41,472,368 2.56% 6aceaso neyenoe Over(Under) Expen Instilling a Jay, F learning and inspiring the Innovative leaders oftomorrow page 30 165 As Figure 19 shows, the FY'16 School Committee Budget meets the guidance provided by the Finance Committee. To reach a level service FY16 budget, we would require an additional $949,620. Next Steps and Contact Information The FY'16 School Committee Budget will be presented on the following dates: • Thursday, January 8(Overview, Administration Cost Center) • Monday, January 12 (Regular Day and Special Education Cost Centers) • Thursday, January 15 (District Wide Services and Town/School Facilities Cost Centers) • Thursday, January 26 (Public Hearing, Questions) • Monday, January 29 (School Committee Vote) When the School Committee votes in late January on the budget, It will become the School Committee budget, which is then presented to the Town Manager, The Town Manager then presents a full Town budget to the Finance Committee which is within the available revenues for the Town. The School Committee budget will be presented in March to the Finance Committee of the Town who votes whether to refer the budget as Is to Town Meeting or refer with changes. Town Meeting then has final approval authority. By statute, Town Meeting can only vote the "bottom line" of the School Committee budget. It may vote to Increase or reduce the total dollar value, but It cannot specify the line item to which the Increase or decrease is to be made. Once the School Committee votes on the budget, the timeline for the next steps In the budget development process is summarized below. Financial Forum January 21, 2015 F1"16 School Committee Budget Presentation to Finance Committee March 11, 2015 Annual Town Meeting April 28, May 1, May 5, 2015 Copies of the budget document are available at the Office of the Superintendent, the Reading Town Library, the main office of each school, and on the Reading Public School's website at waiw.reading.kl2.rri For additional Information or clarification, please feel free to contact the Central Office Administration for assistance. Dr. John F. Doherty Superintendent of Schools 781-944-5800 1ohn.doherty0 read inc.kl2.ma.us Martha 1, Sybert Director of Finance & Operations 781-670-2880 Martha.SvbertgDreadine.kl2 ma us Inadlling a Jay of learning and Inspiring the innovative leaders of torn mm Page 39 166 Organizational Section Town of Reading 95 Alice Barrows Elementary School (grades K-5) 359 Birch Meadow Elementary School (grades K-5) 397 Joshua Eaton Elementary School (grades K-5) 471 J. Warren Klllam Elementary School (grades K - S) 440 Wood End Elementary School (grades K-5) ^la A.W. Coolidge Middle School (grades 6-8) 476 Walter S. Parker Middle School (grades 6-8) 593 Reading Memorial High School (grades 9-12) 1251 Total Enrollment 4407 z k member Board of Selectmen and a Town Manager The Town of Reading Is In Middlesex County, Massachusetts, United States, some 30 miles (16 km) north of central Boston. Reading was Incorporated on lune 10, 1644 taking its name from the town of Reading in England. Reading encompasses 9.9 square miles and is located approximately 12 miles North of Boston with easy access to major routes Including 125/1-95,193 and routes 2g and 129. In addition, commuter rail anc bus service Is available in Reading. The Town of Reading has a Representative Town Meeting form of government. Town Meeting is comprised of 24 members from each of Reading's eight precincts for a total of 192 members. Reading also has a 5 There are eight schools in the Reading Public Schools: Reading Memorial High School (grades 9-12), A.W. Coolidge Middle School (grades 6-8), W.S. Parker Middle School (grades 6-8), and five elementary schools (grades K-5): Alice Barrows, Birch Meadow, Joshua Eaton, J.W. Killam and Wood End. Reading also has the RISE Preschool program, an Integrated preschool, with classrooms located at Reading Memorial High School as well as the Wood End Elementary School. As of October 1, 2014, the enrollment at our schools is RISE Pre -School (grades Pre -K) 95 Alice Barrows Elementary School (grades K-5) 359 Birch Meadow Elementary School (grades K-5) 397 Joshua Eaton Elementary School (grades K-5) 471 J. Warren Klllam Elementary School (grades K - S) 440 Wood End Elementary School (grades K-5) 335 A.W. Coolidge Middle School (grades 6-8) 476 Walter S. Parker Middle School (grades 6-8) 593 Reading Memorial High School (grades 9-12) 1251 Total Enrollment 4407 Reading participates in the Metropolitan Council for educational Opportunity (METCO), a voluntary desegregation program which brings approximately 75 students, grades K-12, from Boston to Reading. Reading is also one of ten member districts of the SEEM Collaborative and one of eighteen member districts of the North Shore Education Consortium. Through these collaboratives, Reading Public Schools is able to partner with other districts in the area to provide special education as well as professional development and other services to our students and staff at a lower cost than a single district alone Instilling a py of laming and Inspiring the InnwaM leaders of tMOMM Page 40 167 could secure the same services. Reading Public Schools Is also a member of The Education Collaborative (TEC). To reduce costs, Reading Public Schools utilizes the TEC collaborative bid process for school and custodial supplies. Through this collaborative purchasing arrangement, Reading Public Schools is able to Purchase Items at a reduced cost. Organization Structure School Committee The Reading School Comm Ittee consists of six members elected by the voters of Reading for threa-year terms. Each year, two memben'term of office expires and become open for re-election. The current membership and terms of the Reading school Committee are as follows: Christopher Caruso, Vice Chairperson, Term Expires 2015 Charles Robinson, Vice Chairperson, Term Expires 2016 Jeanne Borawskl, Term Expires 2017 Linda Snow Dockser, Term Expires 2017 Gary Nlhan, Term Expires 2015 (one-year appointment to fill vacancy left by Harold Croft) Elaine Webb, Term Expires 2015 (one-year appointment to flll vacancy left by Rob Spadafora) Under Massachusetts General Laws, Chapter 70, the School Committee has the power to select and to terminate the Superintendent, review and approve the budget, and establish the educational goals and policies for the schools In the district consistent with the requirements of law and statewide goals and standards established by the Board of Education. District Administration The District Is led by the Superintendent of Schools, the Central Office Leadership Team, District Leadership Team, and Administrative Council. The Central Office Leadership Team includes the Superintendent of Schools, Assistant Superintendent for Learning and TeacWg, Director of Finance and Operations and the Director of Student Services. The District Leadership Team Includes the Central Office Leadership Team as well as the eight building principals. The Administrative Council Includes the District Leadership Team as well as all Assistant Principals, Special Education Team Chairs, RISE Preschool Director, Human Resources Administrator, District Administrator of Support Services and Department Directors (Facilities, Food Services, and Health Services). The Superintendent is the supervisor and evaluator of all District Level Administrators and Building Principals. Each District Level Administrator is responsible for a number of different departments and functional areas of district operations. Principals, under the 1993 Eduution Reform Act, are the supervisors and evaluators of all building based staff Including professional and support staff (paraprofessionals, clerical, custodial, food services). The district also employs one Network Manager who supervises and evaluates technology support staff that Is district, not building -based. Figure 20 provides an overview of the organizational structure of the district. Insuring aloyofleaming and Inspiring the Innovative leaders oftomartov Page 41 HIM Flgureto: District Organizational Chart opandlom e—t schooh/BullEing I"� principals Student5vvicas y� Wild Student $eD00ft --`J FoedSVWps L Ed tion eraresear.'reant Dhtrkt Technology Pennell se`� �� getessd Sued Health Savkes There Servio s v ELL P.5ftol District Partnerships Trensporretion Reading Public Schools are part of a larger community that believes in collaboration for the purpose of benefiting the children of Reading Public Schools. We are fortunate to have many important partners who enrich the lives of our students through their contributions of resources — both financial and volunteer time. Town of Reading The municipal government of the Town of Reading is the district's most important partner. Of course we share in the tax revenues that represent the voters' commitment to a quality of life that values education, public service, and community engagement. Wealsoshare many resources and collaborate to efficiently manage the operations of the community. Insallirg a lard learning and Inspiring the Ineentelve leaden of tomorrow Page 42 169 Reading Education Foundation Parent-Teacher Organizations Parent Booster Organizations The Reading Education Foundation is a volunteer organization of Reading residents working in partnership with the Superintendent of Schools and Reading Public Schools. Its mission is to support innovation and excellence within the Reading Public Schools by raising and providing private money to fund initiatives that are beyond the reach of public funds. Each of our schools Is fortunate to have a PTO comprised of parent volunteers who support teachers in each building. This support includes parent education, teacher appreciation events, mobilization of classroom and school level volunteers, and funding for technology, enrichment, and other special programs. Reading Public Schools are supported by a significant number of parent booster organizations comprised of parent volunteers who raise, contribute, and dispense funds for the benefit of specific extracurricular activities Including athletic teams, academic teams, and fine and performing arts. District Strategy for Improvement of Student Outcomes Reading Public Schools Strategy for Improvement of Student Outcomes was developed based on Information gathered by the Superintendent from extensive staff, parent, school community, and general community Input, as well as input from the Administrative Council and the School Committee. The Strategic Initiatives are all aligned to the District's Strategic Objectives and are evaluated and refined each year based on progress, Input, and reflection. Below are the District Improvement Goals for Sy'2014-16. District Improvement Plan Goal 1: Over the next two years, the Reading Public Schools will support Central Office administrators and building principals so that they are able to work with teachers to improve curriculum alignment, instructional strategies, student support and assessment methods in Literary, Mathematics, and College and Career Readiness Skills. The overall outcome will be that all students will demonstrate an increased growth and level of performance in their understanding of math and literacy Massachusetts Curriculum Framework standards, as measured by locally determined measures and state assessment scores. Strategic Objectives Addressed: Learning and Teaching, Performance Management investment and Development Action Steps: • Develop and Implement Professional Learning Community Structures at each level • Work with the Northeast District and School Assessment Center (DSAC), to develop a strategy and plan to move our district out of Level 3 accountability status. =a joy of Ieaming and Implring the Innovative leaden oftomorrow P4. 43 170 • Administer Conditions of School Effectiveness Survey to parents and staff • Appoint a School Wide Task Force for Joshua Eaton, led by the Assistant Superintendent and consisting of parents, teachers, and administrators that will oversee the Joshua Eaton School Improvement process. • Each school council will use the data from the CSE to develop shorter, more focused surveys around key areas to strengthen. In addition, principals may hold forums to present and discuss the data further. As a result of the information gathered from surveys and forums, each building principal will work with their school councils to revise their current school Improvement plans to reflect the survey results and other data. • Continue to make transition to Massachusetts Mathematics and Literacy Curriculum Frameworks by Implementing the Math in Focus program In K-6, redesigning the middle school and high school math curriculum, and continuing to implement Lucy Caulkins writing Strategies In K-8. • Through the Multl-tiered systems of supports and PLC discussions, academic interventions are identified for students who are struggling. • Complete a thorough analysis of special education services and programs throughout the district. From the data, a plan will be designed to Improve programs and services. Usingthe entry plan process, the Special Education Parents Advisory Council and consultant services, the Director of Student Services will be conducting an analysis of special education programs and services. throughout the district. • Form an IT District Governance Team of teachers and administrators to set direction for future technology integration decisions. • Implement Years 1 and 2 of District Determined Measures (DDM) • Provide ongoing monitoring of key measures to revise action steps, If necessary. • Provide ongoing proactive communication to parents and community about different Initiatives. District Improvement Plan Goal 2: During the 2014-16 school years, the Superintendent will lead the District Leadership Team in Increasing the learning capacity of all staff, the quality and diversity of professional development offerings and the effectiveness of the use of non -student time with staff and Professional Learning Communities as measured by staff survey feedback, an Increase in the opportunities for teachers to act as leaders, and the quality of artifacts and minutes of PLC meetings. In addition, we will increase the learning capacity of our District Leadership Team by the effective feedback received by the DLT and the quality of the artifacts generated from each DLT meeting/retreat. Strategic Objectives Addressed: Learning and Teaching and Investment and Development Action Steps: • Gather baseline feedback data from the TELL Mass survey which assesses the quality of professional development in the district. • Identify and train teacher leaders on the skills of facilitative leadership. • Train Administrative Council on facilitative leadership using the School Reform Initiative Network • Develop and implement Professional Learning Community Structures at each level which will focus on the following four questions: ImtiWry ajoyof kernIng end inspiring the Innovative leaders of tomomm Page 44 171 • What is it we want our students to learn? What knowledge, skills, and dispositions do we expect them to acquire as a result of this course, this grade level, and this unit of Instruction? • How will we know if each student is learning each of the skills, concepts, and dispositions we have deemed most essential? • How will we respond when some of our students do not learn? What process will we put In place to ensure students receive additional time and support for learning in a way that is timely, precise, diagnostic, directive, and systemic? • How will we enrich and extend the learning for students who are already proficient? Administer feedback tools periodically to assess the effectiveness of professional development experiences and Professional Learning Communities. • Create a District Action Plan and monitoring/public reporting process. . • Assess effectiveness and make adjustments, when necessary. • Implement Structure for District Determined Measures that are aligned with Educator Evaluation System and Common Core State Standards • Work with administrators and Central Office Administrators to Identify, pilot and/or develop District Determined Measures. • Continue to Improve the use of the educator evaluation system as a tool to Improve teacher practice. Work with TAP Committee and Building Principals to develop and administer student and teacher surveys • Provide ongoing proactive communication to School Committee, parents, teachers and community about different initiatives District Improvement Plan Goal 3: During the 2014-16 school years, the District Leadership Team will successfully implement the Multi - Tiered System of Support Structure at each school as measured by a decrease in the following data points: tardiness, office discipline referrals, number of students who have 10 or more absences Ina school year, and the achievement gap between the high needs subgroup and the aggregate subgroup on standardized assessments and District Determined Measures. In addition, if successfully Implemented, there will be an Increase in our accuracy In Identifying students with special needs, as measured by the referral data from SST and the utilization of regular education initiatives to support students prior to a need for special education testing (MTSS interventions, SST, Intervention support, etc.). Moreover, we will see an Improvement in the behavioral health of all students as measured by the Youth Risk Behavior Survey, Early Warning Indicator System, and other locally determined measures. Finally,wewill measure the effectiveness of our implementation by using the Tiered Fidelity Instrument (TFI). Strategic Objective Addressed: Learning and Teaching and Performance Management Action Steps: • Secure grant funding for Implementation of key MTSS Initiatives. • Implement Initiatives Identified in the grant. • Building MTSS Teams work with Central Office Administrators and consultants to implement Year 2 components of MTSS, Including behavioral matrix, care values, office discipline referral plans, and supports to help students who are struggling. Instilling a lay of learning and Inspinng the Innovative leaders of tomomm Page 45 172 • District MTSS Team formed to oversee implementation of MTSS grant and building based MTSS Initiatives. • Implement Health Curriculum in grades 3-8. • Review and update the Bullying Prevention Plan Develop a long range plan for full Implementation of health education. • Continue to Improve each school's safety and security procedures. The District Safety Committee to conduct a needs analysis of the safety and security procedures in the district and continue to Improve those procedures through an Interdepartmental collaboration with police, fire, and facilhles. • Assistant Superintendent for teaming and Teaching will reconvene the District Wellness Committee to review current policies and building principals will develop building based wellness committees to Implement building specific initiatives related to safety. • Administration will analyze YRBS and other data, make recommendations and Implement changes, If necessary. • Staff will administer the SRSS screener as a tool to Identify students who may be at risk. • Provide ongoing proactive communication to School Committee, parents and community about different Initiatives. District improvement Plan Goal 4: During the next two years, the district will develop plans to address the resource needs facing our district, including additional time for staff, additional programmatic space needs at the elementary schools, RISE preschool, and Reading Memorial High School; the implementation of full day kindergarten for all students, and additional Instructional and administrative support needed to continue to move the district forward. This will be measured by developing timelines for the Implementation of Full Day Kindergarten, the identification of additional permanent educational space, the renovation of Klllam Elementary School, additional professional time added to the existing school year, and a restructuring plan for Instruction and administrative support. District Strategic Objectives Addressed: Learning and Teaching and Resource Allocation Action Steps: Form an Early Childhood Space Needs Working Group which will review alternatives regarding space needs to address preschool, full day kindergarten for all students, special education program and learning center space, and dedicated art and music classrooms. An analysis of high school space needs should be included. Based on the findings of the Working Group, Identify an option or a series of options that is educationally sound and economically feasible for the Town of Reading. As part oftheir role, the Working Group will be gathering feedback and communicating frequently with the community during the steps of the process. These options could include: • Relocation of Central Office and expansion of RISE at RMHS • Modular classrooms at elementary schools • Permanent additions at elementary schools • Early Childhood Center • Identify short term space Issues for the next 1-3 years and propose solutions. Instilllrg a joy of Ieaming and Inspiring the Innovatl eleaders oft ornm Page 46 173 Review options for upgrading systems, space, and structures at Killam. Create a task force of teachers, administrators, community members, and parents to identify the different time and learning needs necessary to move forward as a school district. This group will meet by level and receive feedback through surveys and focus groups as to these needs from preK-12. Some of the issues that this group will address could Include: • Elimination of early dismissal at elementary schools • Extended school day • Increased STEAM opportunities, K-12 • Full Day Kindergarten • Expanded Preschool • Certificate programs at the high school • Reexamination of Elementary, Middle, and High School schedules • Work with School and Town officials to identify the best options for Killam, Elementary Space, and Full Day Kindergarten that is educationally sound and Is financial feasible for the community • Based on available space needs, Implement Full Day Kindergarten for all students. District Improvement Plan Goal S: During the 2014-15 and 2015-16 School years, the Reading Public Schools will develop and Implement a comprehensive communication plan for the school district. The effectiveness of this plan will be measured by stakeholder surveys, the quality of the communication plan, and noticeable Improvements In district and school communication. District Strategic Objective Addressed: PerJcrmonce Monopement Action Steps: • Identify a committee of staff and community members that will give Input into the development of a Reading Public Schools Communication Plan • School Committee will discuss the possibility of moving forward with the District Governance Program and take action, where appropriate. • Conduct a communications audit which will assess the current level of effectiveness of communication In the district. • Using the recommendations from the audit and other survey data, develop a draft communication plan. As part of this plan, the need for a part time communication specialist will be explored and a system to develop and implement a system of parent education and engagement around core curriculum frameworks. • Develop a final plan for implementation. • Implement the plan and monitorfor effectiveness. Administrator District Determined Measures The following is a list of district determined measures that administrators will be using to gauge progress and Improvement In the above goals. The District Leadership will continue to review this list to revise, when necessary. By January, 2015, three year measurement targets will be developed. Instilling a Joy of learning and Inspiring the innovative leaders of toon..m Page 41 174 1. Percent of students who are reaching moderate or high growth an the District MCAS/PARCC SGP for Math and Literacy 2.. Percent of Students who are Advanced and Proficient on the state assessment 3. DESE Accountability Rating 4. Percent of Unegcused Tardiness S. Number of Office Discipline Referrals 6. Percent of students with 8 or more absences in a school year. 7. Achievement gap between high needs subgroup and the aggregate subgroup on standardized assessments and DDM S. Achievement gap between male and female students 9. Number of students in high needs subgroup and METCO students who are in honors level, advanced, or AP level classes 30. Gender breakdown of students in honors level, advanced, or AP level classes 11. Accuracy of Student Support Team referrals for5pecial Education 12. Tiered Fidelity Instrument to gauge progress In MTSS implementation Instilling a Joy of leeming and Inspiring the Innovative leaders of tomorrow Page 48 175 Information Section The Information Section of the budget is designed to provide the reader with information necessary to set the context for the funds requested in the FY'16 School Committee Budget. This section includes key metrics and performance indicators for the district as a whole, for individual schools within the district, as well as benchmark comparisons with peer districts in Massachusetts. The Information provided will assist the reader in understanding the financial realhies confronting our district, areas where the district or schools are performing well, and, more Importantly, areas where there may be need for Improvement. It Is also intended to give readers a better understanding of the investments necessary for the district to achieve Its strategic performance goals and objectives. Education Funding State Education Aid In.1993, Massachusetts passed the Education Reform Act. One of the major themes of this legislation included greater and more equitable funding for schools across Massachusetts. The means for providing this increased funding was through the establishment of a"Foundation Budget" The foundation budget is defined as the minimal level of funding necessary to provide an adequate education to the children in Massachusetts districts. Each district's foundation budget Is updated each yearto reflect Inflation and changes In enrollment. Enrollment plays an important role not Just because of the total number of pupils, but also because of the differences In the costs associated with various educational programs, grade levels, and student needs. Districts differgteatly in the percentages of theirstudent population that fall Into these enrollment categories. As a result, when districts' foundation budgets are presented In per pupil terms, there is considerable variation. The FY13 statewide average is $10,352 per pupil, but the range for academic districts is from $7,026 to $15,144.4 The Foundation Budget establishes required net school spending for a community which is the minimum funding that, bylaw, a community must allocate to education. A community's actual "local contribution` Is based on Its "ability to pay" which is calculated using a formula that takes into consideration a communitys per capita Income and equalized property value. Once required net school spending and local contribution are calculated, Chapter 70 funding (also known as state educational aid) Is determined as the difference between required net school spending and local contribution. It Is Instructive to note that many districts' actual net school spending, particularly high performing districts, actually exceed required spending levels. Flgure 21 shows Reading's history of required net school spending versus actual net school spending. As you can see, Reading Is one of those districts that historically have exceeded its required net school spending amount. However, It is Important to remember that the required net school spending is based on the foundation budget which Is the minimum amount necessary to fund an adequate education. A recent study by the Massachusetts Budget and Policy Center entitled, "Cutting Class: Underfunding the Foundation Budget's Core Education Program,"' examined the adequacy of the Foundation Budget and a Massachusetts Department of Elementary and Secondary Education web site. 'hup://www.mambudget.org/mport-windm.php?loc-CuWng_Clan.htm] Instilling a Joy of teaming and Insphing the Innovative leademaftommrow Page 49 176 identified "major gaps" between what the foundation budget says districts need for certain cost categories and what districts actually require. Some of the more significant conclusions of the study Included: • Foundation understates core SPED costs by about $1.0 billion • Foundation understates health Insurance costs by $1.1 billion • Most districts hire fewer regular education teachers than the foundation budget sets as an adequate baseline • Inflation adjustments have not been fully implemented, causing foundation to lag behind true cost growth Apre2l: MoAng NOSd10ol Spandng,aequlredv sActual Chapter 70 Trends, FY93 to FY14 READING assai chapter 7D Aid $60.00,00o mFoundatlon Budget $a$,aoq,000 — Required Net School Spelling ' —*—Actual Net School Spending $40,000,000 $36.000.000 $30,000,000 $26.00,000 $20,000,000 61$,000,000 $10.00.00 $' =.DW $0 93 94 65 96 W 9a 99 On 01 02 03 N 05 06 07 OB 09 10 11 12 13 14 Fiscal Year On average, districts in Massachusetts spend 1996 above Foundation (based on FY'12 data). However, there is great variation across the state with the least wealthy districts spending at Foundation and the wealthiest 20% of districts spending 39% above Foundation. The areas of greatest excess spending Include health insurance and other benefit costs, special education teachers, and special education out. of -district. In essence, these three categories of the Foundation Budget appear significantly underfunded. As Figure 22 below indicates, Reading spends less above Foundation than the state average. In F1"13, Reading's actual net school spending exceeded required net school spending by 14.6% compared to the state average of 19%. Figure 22 also shows that the trend over the last three fiscal years has been a decline in the percentage above Foundation that we have been spending. This figure also shows IrtaNry ajoy of learning and Inspiring the Innovative leaders oftonnornav Page SO 177 historically the amount of Chapter 70 aid that the town has received to support education. In FY'13, Chapter 70 aid represented 22.6% of actual net school spending in Reading'. Figure 22: Historical Chapter 70 Funding Formula Elements Reewne Bwwed nnui paian e Fall FWNaum M .We. M tell Ota ter" q5 Net s[bd ht an RMM 9n ov,Neda aa/ Yur ErtalMdl Gy F Ft 00. OaglOuam Yd tla SryNn91rvI5n (IV Sx.. 06 N.,atpeM V FY93 3,Q6 lbW9,2% le9]<,]63 1/)ODMS I6,e0g110 ilt.ea10 FY% 370]0 3.9 ]&16&519 0,9 15,n"Mi i1Rb426 Sp.B 1I.M., J.5 11extN$ 13 F. 3,537 19 10.91;..1 41 1&33}49) 3 LBee.6.1 9.] 1k1N,130 9.6 ]&.35,703 7,0 56],656 9.1 Me 0.650 3.3 19961}0$ Si 10.915}- ].ale's 1R) 15 45 30..&]40 Fb ],364,935 ).l tell 3,]14 3.1 31,055,90 5.5 ]),009918 3,-,146 35.0 19,445- e3 31,JB46H 6.6 1,.5370, g! M. 9}39 3701 $$,W),9<] 45 ]]r30aJ51 9,U93.0 311,5 30.648,3. 3.5 $3,3]0$95 J1 ],)33,701 ]93 FM ],939 $,6 ll.7)801 51 1&145.304 4,399,31. l" 2M ]410 al 35.35),0, 05 U12ell 13. FM 4,lol 4.34344,5. 4 .6 .,6654} 4,993,953 la.1 4.,175435 99 31,305}71 ]b ;6.,146 10.{ FY01 4,143 10 35,xoxan 4A 30.114966 5,)])}14 145 356327. 4.1 $19,&145 39 ]AA,9D 319 FY02 4114 . 36.5..514 49 307su,. 5,9)6,143 33 2b65Q7. 31 AR49,M 55 3,199,]6] P. 4,1'79 L3 27,435,850 is 311.,1. klil.7. 9.5 37..,,.. S9 0.}624}31 3.6 111.,701 ]1,6 Me 4,1. 83 27,7349)4 " Wee, ] 170 107 .0.6 27,136.. 1.1 31935,76 43 4,146,041 151 7095 4,116 .0.i 24312906 17 32311}A 11411,7 0l .293.483 SFl 15971.. 670 &.3,56. ail 7046 kill p.6 344941. 4A 351046. ball.] ].4 39A,". 43 /6537690 73 7.061, ti Ins FY0) e,'. 0.9 114.70. ed $345136 7119,10 13.2IL4gp36 6] 3be33,W] 5.1 6,9.,775 23,1 Fell AM 0.9 35194,19 53 24151,6} S'NO 7 150 31,4 5.5 34.3,.6 33 6,.,71) 19,1 r.4,370 LS 35,.5349 6.6 Klll,.4 ,."I1 9,1 34411,5. .] 39,97466] 0) 5560.281 76.2 FY. l2n 0.1 36,414,849 3.1 24451,714 1,iM931 65 .35}30.117 3.3 40,076. ]6 W.A5J 14. Fell 4M5 d3 35,6]],661 -24 36779,9M 9,437516 3.9362168- 1,9 42ale}71 06 6,&031 161 FYl3 4i. 0,4 5.37713 13 211264}1 1,486.1 U3676L9R 1.1 41,047}. 1.0 6}54,441 -]7.1 FY. 4911 0.7 30,136,01 4 33 ) 3&3.1 9.9o3p@ e, 3&.6801 33 e5]13A50 2,) "No".10.6 FY14-EI .,817 53] La253 )07031,43) 11 99,014.0 3.3 --t Ans • 4.6 4,7343% - 273 Local Funding for Education Reading relies heavily on local revenue sources to fund public educatlon, most notably, local property taxes. In 1980, a ballot initiative In Massachusetts to limit the growth of local property taxes passed. This law, referred to Proposition 214, went into effect in 1982. Essentially, the personal property tax may not Increase more than 2.5% of the prior year's levy limit, plus new growth And any overrides or exclusions. A community may vote to allow for a Proposition 2 74 override vote to permanently Increase the tax burden. The last successful ProPosItlon 2 31 override in Reading was In April 2003 to fund the 2004 Operating Budget. Below Is a table showing the historical property valuations and tax rotes. Figure 23: Historical property valuations and tax sates In Reading, Chapter 70 aid is treated as a general fund receipt rather than a school grant or revenue receipt as is the case in other districts. Instilling ajoy of learning and llHgdng the kinavathe kedem of tomarav Page 51 178 FY 110 Year End FY'11 Year End FY'12 Year End : FY'13 Year End FY -14 . Year End Population 24,139 24,528 25,011 25,624 25,799 Number of Voters 16,872 16,858 17,611 17,821 17,765 Val uation of Real Estate $3,599,982,041 $3,702,250,747 $3,719,855,326 $3,640,51,1,408 $3,785,230,715 Valuation of Personal Property $45,778,760 $45,295,130 $44,158,780 $46023,120 $44,082,060 Total Assessment Val us $3,645,760,801 $3,747,545,877 $3,764,013,606 $3,686,637,528 $3,829,312,775 Tax Rate Per$L000 Val uation $13.75 $13.80 $1415 $14.94 $14.74 In Reading, Chapter 70 aid is treated as a general fund receipt rather than a school grant or revenue receipt as is the case in other districts. Instilling ajoy of learning and llHgdng the kinavathe kedem of tomarav Page 51 178 The school department budget is the largest budget of any municipal department in the town of Reading. The figure below shows the breakdown of how the average tax bill in Reading is spent. As you can see, the funding for the education of children In our district represents S3% of the average tax bill. Figure 24: What the Average Tax Bill in Reading Funds Prlorto 1991, Massachusetts had a separate tax rate for education at the municipal level. The current tax rate of the Town supports educational and municipal expenditures and Is set by the Town Assessors Office, with approval by the Massachusetts Department of Revenue, on an annual basis. In the figure below, we compare the average tax bill In Reading to 12 other communities that are often used as peers for benchmarking and comparison purposes. As you can see from Figure 25 below, over the past five years, the size of Reading's tax bill has maintained a rank of 7 out of 13. With regard to the statewide ranking, that flgure too has remained relatively consistent ranging from 50 to 54 over the past five years, placing Reading's average tax bill among the highest 15% in the Commonwealth. Figure 25: Comparison of Average Tax Bills Reading versus Comparable Communities Com9MYle Co—h, FY'14 Dollars FY'14 Percent Schools - $3,493 53% Public5afety $686 10% Public Works $469 7% General Government $304 5% Library & Recreation $158 2% Finance $354 5% Insurance and Other Unclassified $993 15% Health & Human Services $44 1% Intergovernmental $74 1% Total Median Property Tax Bill $6,576 SOD% Prlorto 1991, Massachusetts had a separate tax rate for education at the municipal level. The current tax rate of the Town supports educational and municipal expenditures and Is set by the Town Assessors Office, with approval by the Massachusetts Department of Revenue, on an annual basis. In the figure below, we compare the average tax bill In Reading to 12 other communities that are often used as peers for benchmarking and comparison purposes. As you can see from Figure 25 below, over the past five years, the size of Reading's tax bill has maintained a rank of 7 out of 13. With regard to the statewide ranking, that flgure too has remained relatively consistent ranging from 50 to 54 over the past five years, placing Reading's average tax bill among the highest 15% in the Commonwealth. Figure 25: Comparison of Average Tax Bills Reading versus Comparable Communities Com9MYle Co—h, Wul Awnre SMewlde `sb4s Twoul awY NM m'll Aw9µxfWwYr Tess Tula hilt:'.: Mk Wla M.., S.I.. Isar Tbfiill RN NM W-13 Awnp $gnWde UW Term .Pass 9sk H-14 Awrye SMextle Tu&II are Table MY ulmonl $%,t16 1x 1 Ms. a 1 $9196, a l $10339 1$ $W,566 13 3 M.1. .rd '$$:m 67 9 $3.R] A W ':'$49$3 N 9 $S]9l A 30 $61319 sr 9 tadhe. $g717 A W $$146 6 a $5,]W 65 9 $5,93] I6 6 ss]u, G FYt Asia. A. a. sc. se 9 $S.Wx ]1 b $3.9W 67 9 $a. rB $b:.. Mgbm VM 36 3 $7.224 37 3 V7Qx` 37 3 $1.9A 31 3 Is. 93 :3 nrNdd K. 92 II $S.IM e3 11 $s'. 6 11 $3.3A a9 11 A. 65 It WnMlrld KIM In ::f1 Rot ll8 I1 Ass, IM n s4.a's to 12 M. )W - ]$ MIM K. 3] 4 $7.W 3B 4 $7.321 39 4 $7,411 . 4 $1,]MI. 39 4 NMe Md— $§9]$ W 5 $4161 6 a skm W 6 6496 sl $6,338. to 4' ...a Kala s1 7.. A. so 7 $6.x911 .R ..2 M. 2 $61W Y ] shm-bur, $3.63 193. 1s $3.95$ 157 13 si. I56 13 $A322 1513 A. 191.. 13 ..0.. $4s94 41 9 $4719 42 $ K. Q$ 3 $7. 45 $ $],su 6 5 �d,rn�r m ss x ri 16 IS ss x 67 14 2 ss as 14 x Wdr Aw r m PM The School Committee and Administration are appreciative of the support that the taxpayers of Reading provide to the schools and are mindful of the budgetary Implications on the taxpayers when developing our budget proposal. We feel a strong obligation to be transparent and accountable as to how we use the resources we are provided. The sections that follow are intended to provide readers with a better sense of how resources are utilized in the district to Improve student outcomes as well as to report on those outcomes and other measures of performance. Instilling a Jay of learning and Inspiring the Irmo adve leaders oftomormse Page 52 179 Allocation of District Resources Resource allocation Is one of our four district strategic objectives. The objective is to Improve the alignment of human and financial resources to achieve all of our strategic objectives and initlatives to support teaching and learning and,ultimately, ensure students are college and career ready. The intent of this section Is to provide the reader with an understanding of how district resources are spent, both at the district level as well as at the school level. Per Pupil Spending As we know, educating children is a labor intensive enterprise. Our school district spends 78.6% of the funding R receives on the staff salaries. The remainder is spent on such items as Instructional supplies, materials, and equipment, technology; out -of -district tuition and transportation; energy and utilities; and building repair and maintenance. All districts in Massachusetts file an End of Year Pupil and Financial Report with the MA DESE. This report allows a district to examine per pupil spending across a number of broad spending categories. Using a per pupil amount allows for better comparability both within the district and between school districts as it normalizes for enrollment. Examining per pupil spending by category helps us better understand where investments are made and where they may be lacking. Comparison between schools helps us determine If our resources are allocated equitably and g resources can be reallocated to target higher need schools or populations. Comparison between districts allows us to target districts with comparable financial means that may be achieving better results In areas that we are looking to Improve, seek out the best practices and/or strategic Investments being made in those districts, and potentially transfer those best practices or investment decisions to our district to Improve our outcomes. Per Pupil Spending by Category The MA DESE reporting system categorizes expenditures Into eleven general functional areas that are listed In Figure 26 below. The expectation would be, of course, that the highest level of per pupil spending would be In the 'Classroom and Specialist Teacher" category. As one can see, however, the "Payments to Out -of -District Schools" category is actually the highest per pupil amount. Figure 26: FY'13 Per Pupll spending By Gtegory Se Bperpu II MiOees G4Pen1 Punic! Apeppahel Greene, BnelaMry6 bMerrunde.: TOW eilNles M%03 TPW dpenElture PorPual sten kerge Pere II am.. b/walnea &state MminlrtrNlon $L:eor3 $127,366 $L4aa,5D 3.9% $336 $CyC (SVz) IrtRNalonal Leadership $%736,611 52 5L $z922,13Z 5.7% $659 $I@ IS224I Clmsmomand 5pedall reaMerz $18,5mllu SL466,693 $191971494 39.296 $4494 AM ($757) GMerTearhingSaMres sL9al $125,654 $6016961 7.9% $9m $L6n (S1e5) Pmfesslo,ulpa 1,nnent $911079 $zn'sss sL196]49 2.4% Soo 5225 S15 Inswnlonal Minden, ECUIae Mend TeMnulogr $%616223 $366439 5%996651 3.9% $44] sees, s99 Wain, CounselingaMTeseng $L3]6571 $19,174 $%424,705 2996 $3Z1 W (5821 Pupil S,M,xs SL4n,$i9 $1,166,006 ssM 6.4% slip $1293 ($563) Operatidnsand Maintenance $163ZM S355,657 5;99].]10 7.9% $07 $L00 (5169) Insuranm, Retirement Pmgra..nid Gthe, $6916"M $93594 $7,0021052 339% $LS75 $2236 (W) P MEMW2u6INAISNn5Mod6 $ 2@ $ Gxl oA ].Z% $ @R TOW M%,ReO TaLSW $61&450 A6.. OR au $llpil' SZ Instilling ajlry of learning and Impinng the Inrnva%ve leaders of tomorrow Page 53 1M This category captures the expense for any student who is attending school outside the district. This includes not only special education out of district placements, but charter school or school choice placements as well. Since we have very few children in charter schools or school choice programs, our reported figure is essentially made up entl rely of special education placements which are much higher in cost than the average charter school placement ($10;000 - $30,000) or the average school choice placement ($5,000). As this is also a per pupil calculation, the amount reflected Is the total out -of - district tuition divided by the number of students attending out of district schools. For us, for FY'13, the basis was 64 students. This Is the reason that our figure is so much higher than the state average. In calculating the overall state average, however, R Is important to note that this category does not receive a lot of weight In our per pupil calculation due to the number of students In this category. The Classroom and Specialist Teachers category Is the next highest per pupil amount. A comparison to the state average shows that this is the category with the second largest difference between district and state per pupil spending. Average teacher salaries in Reading are lower than the state average teacher salary with Reading at $66,048 compared to the state average of $71,620, a difference of $5,572. This is due In part to our salary schedule being lower than other comparable districts but also due to the fact that we have a more Junior staff than many of our comparable districts. In Reading, thirty-nine percent of our staff has fewer than ten years of experience teaching; on average In Massachusetts, that figure is around thirty percent. Another category in which we are significantly below the state average per pupil is in Insurance, retirement and other benefits. This is likely due to the GIC -type tiered health Insurance plan that we have for our employees which is very cost competitive. Furthermore, the employer-employee cost share In Reading Is 71% employer paid and 29% employee. The average In the state is closerto 80% employer and 20% employee. Pupil Services is another category that appears underfunded when compared to the state average per pupil. This category Includes transportation and other student activities such as athletics or extracurricular. The reason why Reading is significantly below the state average Is due to the fact that we have such little bussing In the district. Because we have neighborhood schools, we require only two buses for each school day for transporting children. This Is significantly below most other districts in the area as well as the state. When the figure for this category is adjusted fortransportation, the difference between Reading's per pupil and the state average per pupil Is $189 per pupil, much more aligned to the other categories. The one area where we have historically spent more per pupil than the state average is the professional development category. FY'11 is the first year In many years that the district's per pupil amount was lower, although not significantly lower. Between FY'10 and FY'12 we reduced our professional development as well as our curriculum expenses significantly In order to minimize personnel cuts during these lean budget years. In FY'12 this trend reversed as a result of the Increase to the professional development budget due to common core and educator evaluation Implementation as well as other training needs. The overall message to be gleaned from this comparison of categorical per pupil expenditures is that all of our expenditure categories appear underfunded when compared to the state average and that re- allocation of resources from one category to another would merely cause a particular category to be even further underfunded. The one area that we have looked to as a source of funds is out -of -district tuition. With the average out -of -district special education placement costing the district over $62,000, Insulling a joy of learning and Inspiring the Innovative leaders of t maw Page 54 181 the ability to offer in -district programs for these students is not just best for students but also financially beneficial as well. Per Pupil Spending by School Figure 27 shows the Instructional per pupil comparison by building and by program for all funding sources (general fund, grants, and revolving funds). As this figure shows, there Is a rather significant variation for special education with a high of $16,981 for Barrows Elementary School to a low of $3,696 for Reading Memorial High School. This data indicates that we are under -funding special education at the High School. While this was addressed through the addition of 1.5 FTE in the FW14 Budget, the per pupil expenditure at the High School based on special education enrollment still lags significantly behind other schools and programs. The addition of one special education paraeducator and one social worker for the TSP Program will have a modest Impact on the special education per pupil for the High School. Figure 27: Instructional Par Pupil spending by Program, all funding sources .School 'FYIS Enrollment FY15 Budgeted PPE -Re'I Ed FYIS Budgeted PPE-Spedal Eduction FYISSPED Enrollment PPE-Speclal Education (using Special Ed Enrollment Alice M Barrows Elementary 359 $5,069 $1,514 32 $16,981 Birch Meadow Elementary 387 $4,778 $1,979 62 $12,352 Joshua Eaton Elementary 471 $4,190 $867 46 $8,882 1 Warren Klllam Elementary 440 $4,470 $1,113 51 $9,599 Wood End Elementary 335 $4,700 $1,611 49 $11,017 Arthur W Coolidge Middle 476 $6,106 $1,535 98 $7,456 Walter S Parker Middle 593 $5,643 $1,443 99 $9,642 Reading Memorial High 1251 $5,807 $798 270 $3,6% Mean $5,094 $1,357 $9,828 Median $4,924 $1,478 .. 9,241 Comparable District Spending As mentioned in the introduction to this section, comparing our district's per pupil spending with comparable peers helps us to determine how we might consider allocating resources differently to be able to achieve key performance goals, be they student or other goals. The first step In this process is to determine a reasonable set of comparable peers. For our comparisons, the peers that have been selected are those that have similar enrollment and similar financial profiles. An analysis was performed using nine different demographic and financial metrics including population, per capita Income, equalized property value, average single family tax bill and size of municipal budget. The chart below shows that Reading ranks 13c^ out of 13 in per pupil spending for in -district students at $11,281. The average per pupil spending forthese thirteen comparable districts Is $12,273 or $992 above our district per pupil. If our district were funded at the average per pupil for these comparable districts, it would translate to an additional $4,387,516 in funding to the districts budget. Instilling slay of learning and Infpldng the innovative leaders of tomorrow Page 55 182 Ftp m 28 FV131n.Dkkrict Per Pupil Spending In comparing per pupil spending for the various functional categories that DESE tracks (see Figure 29), one can see that Reading ranks among the five lowest of the comparable districts in all categories with the exception of professional development and supplies, materials & equipment. Included in our professional development spending is tuition reimbursement for staff. This is a benefit that many districts have eliminated over the past several years. Reading Improved from Its 8"' place ranking In FY12 supplies, materials & equipment per pupil spending to its current 2n° place ranking In FY13 spending due to the onetime Investment Ina new Math curriculum. The table below also shows that we are most significantly behind both the state average and our comparable average in the Classroom and Specialist Teachers category which represents salaries paid to these staff. Instilling a Joy of leaming and Impldng the Inncvadw leaders of tomorrov Page 56 183 $18,000 $16,000 $14,000 $12,000 $10,000 $8,000 '9 In comparing per pupil spending for the various functional categories that DESE tracks (see Figure 29), one can see that Reading ranks among the five lowest of the comparable districts in all categories with the exception of professional development and supplies, materials & equipment. Included in our professional development spending is tuition reimbursement for staff. This is a benefit that many districts have eliminated over the past several years. Reading Improved from Its 8"' place ranking In FY12 supplies, materials & equipment per pupil spending to its current 2n° place ranking In FY13 spending due to the onetime Investment Ina new Math curriculum. The table below also shows that we are most significantly behind both the state average and our comparable average in the Classroom and Specialist Teachers category which represents salaries paid to these staff. Instilling a Joy of leaming and Impldng the Inncvadw leaders of tomorrov Page 56 183 u rerr s Toni, ln- Bank for tom arakk Districts are ars Erg 6r7 are Adminis- Supplies, pMeulonG Dassroom8 radd MstAN Name District •3 2 1 1 tratlon Bank Matedals,8 Bank 'Development Rank SpeGellst Rank BELMONT M09 3 $347 )Teachers E ul meM $413 3 7 9 11 IS CHEUIEFORD $]2,168 5 1fi 19 2! 1] $130 $193 7 DEDWIM $36434 3 $I'm 1 $282 6 $ 220 4 3 $4,6115 10 E/STON $11,476 10 $385 5 $233 11 � 31 $5,954 $4.688 1 NINGHAM $13,430 11 $291 12 $134 ]3 10 $4,883 9 6 MAI4SHElD sizio1 6 $264 13 $1M 10 $$� $4,9]4 5 MNASHFIEW $1;424 12 $384 6 $274 ] $S6 12 $5,01) MMN $1;992. 2 $488 3 S22S 8 $24 9 $5,409 2 2 NOANDOVER $12'al 8 $312 $153 $24 13 $4,441 13 PFADiNa $11,383 13 $334 9 8 $447 2 2 $1m 3 $41 12 SHREWSBURY $31,612 9 $312 11 $378 4 $129 8 $4,6]3 11 wMCH RD $1;838 ] $317 9 $224 9 $186 5 $4,7/1 7 WINCHESTER $12,3ro 4 527 142 6 � VERAGE 512,21! $419 $142 y7s .4,905 3 REAMANT S.AVEAUGE - A2$327 $128 .$4131TATEAVFRAGE $10.021 XO .$15p 225 $Os s 29RFAMNGVSSTAIFAVERAGE -$A7 Special Education Spending Special education expenses present a unique challenge to school districts due to their variability and lack of predictability. Our goal Is always to provide the highest quality services to students and to provide those within the district. Over the last ten years, our district has Increased its in -district special education programs from one program 10 seven different programs across the district. The figure below shows the number of students in each of the programs In the current school year. Descriptions of each program can be found In the Special Education Cost Center discussion in the Financial Section of this document. The total number of children in special education programs is 197 with the greatest number of students currently in the Language and Learning Disabilities program. Figure 30. SY'15 IwDlstrict5pedal Education Program Enrollment When we are unable to provide the necessary services for a child to be able to make effective progress, then it becomes necessary to place the child in an out of district program. In that case, the district is responsible for the tuition and transportation expense for that child. Depending upon the placement, out -of -district tuitions can range from a low of $40,000 to a high of over $300,000 for a private residential placement. Figure 31 shows the historical special education expenditure trends for Reading Public School. This data shows the extreme variability in special education expenditures, particularly out -of -district tuition expense. Between SY'2004 and SW2005, for example, out of district tuition IrBnlling a Joy of learring end Inspiring the In ata alive leaders oftomormN Page 57 ��� K 1gf1' :Gr2 Gra are ars Erg 6r7 are Gr9 or" Gr11 Gr12 radd Compass Dev. Warning Ctrl Dev.Waming Ctrl) Integm[ed blaming Prog.l Integrated Warning Prog. 11 language Waming Dlsabllltles Student5upportProgram Titers eutcSu rtirm nem 5 0 •3 2 1 1 4 1 1 1 2 4 2 2 3 4 I 3 3 3 i 4 1 4 4 2.. 5 2 5 4 10 5 1 3 3 7 3 5.''2 1 10 2 1 1 2 < 10 5 1 9 5 ; 3 6 4 3 13 ) 39 5 II 7 65 42 12 TMaI s - 7 9 11 IS 9. 11 10 1fi 19 2! 1] 3fi 191 When we are unable to provide the necessary services for a child to be able to make effective progress, then it becomes necessary to place the child in an out of district program. In that case, the district is responsible for the tuition and transportation expense for that child. Depending upon the placement, out -of -district tuitions can range from a low of $40,000 to a high of over $300,000 for a private residential placement. Figure 31 shows the historical special education expenditure trends for Reading Public School. This data shows the extreme variability in special education expenditures, particularly out -of -district tuition expense. Between SY'2004 and SW2005, for example, out of district tuition IrBnlling a Joy of learring end Inspiring the In ata alive leaders oftomormN Page 57 ��� increased 25.4%. In SY'2010, this expense decreased 13.1% from the priorschool year. The data also show the significant in -district Increases that occurred in the years between 2003 and 20D9 as our in - district programs were growing with staffing added to support those programs. Flgun3l: Historical special Educanon Spending Fiscal Year In -District Instruction Yr/Yr% Chane Out-Of-Olstdct Tuitions Yr/Yr% Change %of School Operating Budget State Average Percents e 2003 3,498,538 2,726,148 20.3 17.7 2004 4,002,687 14.4% 2,929,036 7.4% 21.3 18.6 2005 4,468,696 11.6% 3,671,734 25.4% 23.2 18.9 2006 4,250,615 -4.9% 4,018,504 9.4% 21.8 19.1 2007 4,603,329 8.3% 4,241,134 5.5% 22.2 19.4 2008 5,011,644 8.9% 4,387,747 3.5% 22.8 19.8 2009 5,407,638 7.9% 4,503,089 2.6% 23.6 20.1 2010 5,316,345 -1.7% 3,913,861 -13.1% 222 19.8 2011 5,391,569 1.496 3,552,879 -9.2% 20.9 19.9 2012 5,575,865 3.4% 3,702,507 4.2% 21.5 20.6 2013 6,674,941 19.7% 3,085,288 -16.7% 21.7 20.9 The data shows that our In -district expenses have significantly Increased from FY12to FY'13 this Is due to a 12.7%or $650,279 Increase to teaching and a 95.6% increase to other instructional expenditures which Includes supervisory, textbooks, materials and Instructional equipment. During this same time period we benefited from a 16.7% reduction In out -of -district tuitions due In part to our In district programs and students aging out of the school system. The data show that the gap between the percentage of budget for special education costs between our district and the statewide average has been narrowing over these same years. We also observe that we are spending less on special education as a percent of the total budget than our comparable peen. From FY'08 to FYSO, we ranked fourth In the percent of the total budget that special education expense comprises. As of FY13, we dropped to 12� place when compared to these other twelve districts. In essence, this Indicates that our district has been working hard to stabilize special education expenses and has been successful relative to other comparable districts. Instilling ajoy of leaming and Inspiring the Innovative leaders of tomorrow Page 58 185 Figure 32: Spatial Educedon Spending as a Percent of Total Budget for Beading and Comparable Districts District FY -09 %of Total Table Budget Rank FY -10 %of Total Table Budget Rank FY'11 %of Total Tads Bud et Rank FY -12 %of Total Table Suellen Bank FY'13 %of Total Budget Table Bank Belmont21.2% 7 19.8% 9 20.2% 8 21.8% 9 21.9% 9 Chelmsford 23.2% 5 22.0% 5 21.3% 6 23.3% 4 23.3% 4 Dedham 25.7% 1 26.2% 1 25.6% 1 26.2% 1 27.4% 1 Easton 19.4% 12 18.5% 11 18.3% 11 18.7% 12 21.7% 11 Hingham 20.1% 30 21.4% 6 19.6% 10 23.1% 5 23.3% 5 Mansfield 20.9% 8 20.6% 8 21.3% 5 22.1% 7 22.5% 8 Marshfield 22.3% 6 21.1% 7 22.4% 4 23.6% 3 24.0% 3 Milton 20.8% 9 19.0% 10 18.2% 12 21.9% 8 21.9% 10 North Andover 23.7% 3 23.3% 3 22.9% 3 22.1% 6 23.3% 6 Reading 23.6% 4 22.2% 4 20.9% 7 21.5% 10 2L7% 12 Shrewsbury 25.6% 2 23.7% 2 24.6% 2 24.6% 2 25.2% 2 Westford 13.4% 13 14.1% 13 14.1% 13 15.3% 13 16.9% 13 Winchester 19.6% 11 18.3% 12 19.6% 9 20.3% 11 22.6% 7 Statewide Ave ...20.19619.9% 19.8% 20.6% 20.9% Historical Budget versus Actual Spending Asa school district, we pride ourselves on responsible fiscal management, spending our resources as requested and returning funds that are not utilized during the course of a fiscal year. As part of our efforts to ensure accountability, we report on our budget to actual for prior fiscal years in Figure 33 below. As Indicated, the school department has returned funds each of the prior five fiscal years and has not required or requested additional funds for school department operations. Figure 33: Historical Budget versus Actual Spending Insdlling a joy of learning and inspiring the lnnwatIve leaden of tomarr v Page 59 ®' Allocation of Personnel Resources Staffing is driven primarily by enrollment changes and program needs. The tables below show staffing resources for the prior year, current year, and requested for SY'15-16 by location, by position type, and by cost center. As Figure 34 below shows, staffing at the elementary schools is fairly consistent and is reflective of overall enrollment at each school. In this table, there is a pronounced change In staffing from FY13 to FY'14 actual and FY'16 budgeted. This is due to the shifting of the DLC programs from Barrows to Birch Meadow, which had no special education programs In FY'13. In the current school year, the DLC programs for the primary grades were shifted from Barrows to Birch Meadow. This shift will continue and will be completed in FY'16. The shift for FY'16 is not Included in the table below; rather, it only contains the staffing shifts that occurred In the current year that will continue Into next year. itis anticipated that two teachers and three paraprofessionals will shift from Barrows to Birch Meadow next year. Parker is the larger of the two middle schools with 117 more students than Coolidge. While Parker does have more staffing, Coolidge's staffing is higher than enrollment might suggest because Coolidge is home to five special education programs while Parker has Just one program. The High School has the largest number of staff for its 1,255 students. FlgumM: Stamng By Weation Teachers comprise the largest percentage of our district staff at 56.8%. This includes both regular education and special education classroom and program teachers. This does not Include specialists (reading, technology integration, and library/media) which make up another 2.8%. When combined, teachers and specialists account for 62.2% of all staff. Paraprofessionals(regular education, special education, and tutors)comprise 18.2% of our staff. Thus,BOA% of district staff is providing instructional services to students. Another 8% of our staff provides counseling, medical, and therapeutic support to students. District and building administrators, instructional leaders, and secretaries make up 9.4% of our staff. Custodial staff comprises 3.3% of our staff. Finally, the area where we are most understaffed -technology - comprees 1.1% of our total staff In the district. Instilling a ksyaf laming end Impldng the Innovative leaderscf tomorrow Page 60 187 FY12 FTE FY13 FTE FY14 #TE Budge[ FY15 FTE I Budgeted FY15 Salary Actual FYIS FTE Actual FY15 Salary Budgeted FY16 FTE Budgeted FY16 Salary District 31.4 32.9 32.7 33.2 2,390,231 33.8 2,338,073 38.8 2,788,704 Barrows 52,8 541 49.4 49.9 2,635,987 47.4 2,547,600 47.4 2,674,098 Birch Meadow 4L7 41.4 49.9 49.8 2,672,103 533 2,833,831 52.8 2,966,626 Joshua Eaton 45.9 46.3 46.7 47.8 2,704,320 509 2,823,591 48.4 2,933,397 Killem 47.8 47.6 48.6 49.6. 2,798,258 51-0 2,815,798 504 2,952,673 Wood End 42.2 46.8 45.7 45.2 7,379,049 45.1 2,366,142 43.6 2,462,409 Coolidge 62.9 63.7 63.9 66.8 3,944,853 66.8 3,865,606 66.6 4,011,595 Parker 663 69.0 70.5 70.5 4,317,091 70.0 4,287,206 69.8 4,449,642 RMHS 122.1 125.3 132.3 134.3 8,645,084 133.7 8,615,419 134.5 9,093,023 0.15E 17.6 18.4 18.5 19.2 905,839 19.9 895499 19.4 939707 band Total 53L6 545.3 SSB.2 566.2 33,387,675 57L3 33,388,716. 57L5 3 Teachers comprise the largest percentage of our district staff at 56.8%. This includes both regular education and special education classroom and program teachers. This does not Include specialists (reading, technology integration, and library/media) which make up another 2.8%. When combined, teachers and specialists account for 62.2% of all staff. Paraprofessionals(regular education, special education, and tutors)comprise 18.2% of our staff. Thus,BOA% of district staff is providing instructional services to students. Another 8% of our staff provides counseling, medical, and therapeutic support to students. District and building administrators, instructional leaders, and secretaries make up 9.4% of our staff. Custodial staff comprises 3.3% of our staff. Finally, the area where we are most understaffed -technology - comprees 1.1% of our total staff In the district. Instilling a ksyaf laming end Impldng the Innovative leaderscf tomorrow Page 60 187 Figure 35: Stating by Position In011ing ajoy of teaming and Inspiring the innovative leaders of tomorrow Page 61 W.U. Budget Budgeted Actual Actual Budgeted Budgeted H32 FY13 FY14 Fy15 FY1S FY15 FY15 FY16 FY16 FTE FTE FTE FTE Salary FTE Salary FTE Sale ry Administmti"Assistanl 5.0 4.8 4,8 4.8 248,986 A8 240,986 0.B 248,155 Assistant principal 5.0 5.0 5.0 5.0 57$696 5.0 51&094 5.0 53;918 BehavlorAnalyst(Klui) Compoter Technldan 3.5 5.0 4.5 4.5 129,000 4.5 2411000 LO 53 5Q000 2IM038 Custodian 3.0 1&5 A6 18.6 778,698 1&6 771,468 1&6 802,469 Data Analyst OlstdRAdminisrator &2 &2 &2 &2 926,739 &2 85&260 0.3 &2 15,193 gal District Admin of Support Sellas 10 LO LO Lo 5%450 LO 60,000 LO MOOD District Evaluates 10 LO 1.0 76,157 10 76,157 LO 78,02 District 55p/TSP Pro�am Dimctor Elementary Teacher 12&9 131.5 13LG 1325 &747,117 133.5 8,863,052 LO]S,D00 130.5 9,394990. ELL Teacher LO 10 LO 1.5 81,159 15 &5,828 15 91.634 Guidance Counselor 4.6 4.6 SA 5.0 324,109 5.6 369027 5.6 379,906 High School Dept Chair 3.6 3.6 &3 0.3 325,975 4.3 301,01 0.3 364,59D High School Teacher 866 87.2 918 9L8 6,321,460 90.6 6294,555 918 6681,196 Info Systems Spedallst 0.2 0.2 0.2 0.2 15,231 0.2 15,231 0.2 15,688 Instructional Coach K-12 Department[hair 0.6 0.6 0.5 0.5 40,338 0.5 39,952 10 0.5 150,000 library/Media Spedallst 7.0 7.0 7.0 7.0 466032 7,0 462,979 7.0 SQ805. 486075 Malntenance Staff 3.0 3.0 3.0 3.0 177,751 10 176384 3.0 18&806 Middle School Teacher 827 919 834 80.4 5,773,873 814 5,645,944 914 5,92QWB Occupational Therapist 13 3.1 19 2.9 21Q700 29 272,412 19 278,515 occupational Therapy Assistant 0,3 0.6 0.5 0.6 30,871 0.6 27,930 0.6 17,930 Paraprofessional 811 no 911 97.0 2,252,W 1016 4312,629 %5 2,310,527 Physical Therapist 15 LS LS 1.5 112,036 LS 113,192 1.5 119,134 Pre -School Teacher 62 61 60 6.7 418,693 6.5 44211 6.5 437,049 Principal 8.0 8.0 &0 &O 894,740 8.0 884131 8.0 915,804 8eading5pecalist 7.0 7A 7.0 7.0 546,217 7.0 546732 To 569,10 School Adjustment Cpunselor M 20 10 10 134,753 20 11;&59 2.0 11%664 School Nurse 9.8 9.8 &8 8.8 5201005 8.8 53;018 &8 566101 School Psychologist 96 95 10.5 10.5 70%810 10.5 691,469 95 M1,674 Secretary 15.0 15.2 15.3 15.3 5841451 15.7 617,658 15,7 62207 Soca[Worker - 15 20 3.0 199,255 30 193,966 3.0 2W,63B Speedh/Ianguage Pathologist no 1112 10.7 10.7 778,009 1&g 777,413 10.8 801,878 Supe,shorof Students - 1.0 LO LO 32,810 LO 3&000 10 33,000 Team Chair 5.2 5.2 5.4 5.4 01,991 5.6 438,896 5.6 44&7&1 Technology Spedallst 2.0 2.0 2.0 2.0 155,851 2.0 155,087 2.0 1019n Tumr 9.9 11.5 10.7 10.7 242,827 11.3 248,319 10.3 731,].99 OT Tout 532.6 I 545.3I.:55&1 1 5116.21 33,387435I ST13 716 S7L5 Y91,873 In011ing ajoy of teaming and Inspiring the innovative leaders of tomorrow Page 61 W.U. Instilling a day of learning and Implring the Inn� leaders of tomorrmy Page 62 M Average Teacher Salaries With teachers and specialists comprising 62.2% of our district staff, teacher salaries are a major driver of the district budget. Average teacher salaries In our district, historically, have been below the statewide average salary. Obviously, a large determinant of average teacher salary is the experience level of district staff..In general, Reading Public Schools, over the last five years, has had a smaller percentage of more veteran teachers and a larger percentage of less veteran teachers. While this makes the base salary level lower than other districts, it translates Into larger year over year increases as teachers move up the steps of the salary schedule. In Reading, the average step Increase for a teacher is 4.9%. A less veteran staff can also translate to higher professional development expenses since Massachusetts requires a master's degree for teachers to advance from Initial to professional licensure. Teachers who are enrolled in a master's degree program in Reading are eligible for tuition reimbursement. Figure 37 compares average teacher salaries in Reading to statewide average teacher salaries over the last several years. As the data below Indicates, average teacher salaries in Reading have averaged just over $5,000 below the statewide average over the past seven years. The gap was largest during the 2009-10 school year but has since improved modestly. Figure 37: Average Teacher Salaries SY Reading State Difference 2005-06 55,678 56,366 (588) 2006-07 55,008 58,258 (3,250) 2007-06 61,212 64,164 (2,952) 2008-09 59,661 67,572 (7,911) 2009-10 60,300 68,733 (8,433) 2010-11 64,129 70,340 (6,211) 2011-12 65,194 70,474 (5,780) 2012.13 66,048 71,620 (5,572)1 Figure 38 below shows Reading as compared to our financially comparable peers. As the chart Indicates, when mmpared to these peer districts, Reading's current average salary is the lowest as of the 2012-13 school year. Imalling a Joy of learning and Inspiring the lnnovadve leaders of turn. Page 63 190 ngere 98: Average Teacher sdarles, Comparlmn to Peer Dlstrldn $90,000 $85,000 $80,000 $75,000 $70,000 $65,000 $60,000 $55,000 $50,000 ? C,` q0 0�V yyF O�pSP �Pry4y�4 �� P� P9y0 ��,(tp `a�49 p �O 8 2008-09 0 2009-10 ■ 2010-11 0 2011-12 0 2012-13 Student Demographics and Performance Measures This section provides student demographic information such as enrollment by school, by grade, and by population; class size information; and measures of student performance and student success, such as WAS results, graduation rates, and other key Indicators. This Information Is Intended to provide readers with a picture of who our students are and how they are performing and to Identify areas of need. Student Enrollment Enrollment in our district has remained relatively stable and while we have declined slightly (1.54%) since our highest enrollment level In SY12-13. Over the last ten years we have Increased our enrollment by 132 students. The three largest Increases In enrollment came during SY'2007-08, SY'2010-11, and SY'2006-07. Next years projected enrollment Increase of 2.7% will be the largest in the last decade, with the highest enrollment growth at Reading high school level (4.2% average Increase). Imnlling alay of IearNrg and Inspiring the Innovative leaders of tanorrow Page 64 191 Figure 39: HtStednl and Projected Enrollment by School' 0301 04-05 0s.% 06:0] MIS 0&0 09-10 1H1 I1 -a2 ss.13 13-14 14 -is Is -16 16-11 Nice 6ar,ows 396 405 409 375 302 NG 407 3% 3% 369 380 %9 359 383 382 Bush Meadow 539 522 532 350 MR 418 an 411 4% 412 393 364 a0 432 413 Joshua Eaton S39 490 525 4% 482 465 45C 442 435 446 453 455 'ni 473 465 3.Wan4n Milano 534 SN .1 Sal 453 427 air 455 442 451 266 463 NO MS 433 Wood End 351 361 343 318 346 350 367 359 333 335 388 Me 0.W. Coolidge 496 509 473 442 426 436466 426 490 466 461 449 416 453 465 Walters. Faker 531 534 532 Sal 566 592 MIR 562 S93 5% 393 %4 393 566 531 Reading Memanal 1,222 1,170 1,211 Lila Mai 1,2% 1,231 ,a,1,246 ],162 1,285 ],302 1,251 3,3% f,, RISE s8 65 67 72 68 65 26 67 90 1W 105 1p3 p5 105 105 Dind. 4,293 4,261 4,393 4,2a1 032 4,416 4µg 4A92 4,69 4,121 4,419 1,4R 4,401 4A3I 4}H %pu a 02% -0.713 0.)% 43% L2% 1.9% OM 4. Lad, OA% 0.1% . A.6% Flgure40: Hlstoriwl and Projected Enrollment by Grade Level So g 1 2 3 4 5 513 321 336 356 310 306 357 65 300 361 349 350 312 309 67 337 331 3a1 345 349 307 72 ]83 369 323 393 346 351 fie 324 316 375 328 353 353 65 324 345 318 :: 388... 335 349 76 324 343 358 318 393 342 i d80 345 369 .363 318 : 390 90 me BOB 351 349 369 315 100 319 ME 315 356 347 3% 105 302 342 361 324 356 353 103: 287 319 :351 310 :'.327 355 95 322 299 314 362 366 330 105 321 :':347 323 353 1345 360 375 105 318 347 356 355 347 358 6 7 8 _.S Be I1 U '-Teel Bad 363 310 263 325 292 302 4,293 348 335 360 :277 298 328 175 ` L262 315 ME 340 327 272 MR 3W 4,293 312 313 .344 315 327 1 1'381 299 4.282 355 320 317 315 314 331 263 4,332 348 364 ]21 .305 319 323 :312 1.416: 303 %1 362 293 3% 319 307 4,128 353 341; 344 ,3B4 :1298 293 1..-112 "14392 387 353 343 Bad 327 301 294 4,459 311 390 3d9 '.311 327 336: 297 -.402 362 303 Bed 323 314 321 327 4,483 342 362 Sol 353 323 308 323'1'"4,432 3% ME 362 270 357 319 Bus 4,402 318 357. 326 -.',340 - 389 360 .319 .,4,533 372 339 355 319 No 288 355 4$34 Much of the financial support that the district receives from state and federal grants and reimbursement programs (e.g. Title I, school nutrition reimbursements, or circuit breaker) is driven by enrollments of certain populations of students. These groups often need additional services beyond the general education classroom. These populations Include students receiving special education services, students whose first language is not English or who have limited proficiency in English, or low income students. The figures below show enrollment for these subgroups in our district. 2 Projections based on the Reading Public Schools Enrollment Projection Report, Dejong Healy, May 21, 2012 Insdlling a joy of learNng and Inspiring the innovative leaders of tomorrow Page 65 192 Figure 41: Special Education Enrollment Academic Year Total EnrollmentS dent t s on IEP %af Students Students Statewide #of Students Out of District 2005-06 4282 694 16.0 16.4 73 2006-07 4332 707 16.1 16.7 67 2007-08 4416 753 16.8 16.9 73 2008-09 4428 771 17.2 17.1 63 2009-10 4392 758 17.0 17.0 59 201011 4509 734 16.3 17.0 51 2011-12 4447 768 16.9 17.0 64 2012-13 4483 737 17.3 17.0 64 2013-14 4432 767 16.9 17.0 50 201415 4414 809 17.3 17.1 61 What is apparent from the table below is that our ELL and low income populations have been steadily risingoverthe last several years. Wesaw an increase of 42% or 101 students that meet the federal income guidelines for Free Lunch. Figure 42: Enrollment by other Subgroup Academic Fitstlseguage Not Bullish Limited English _Proficient Lawlncome'--1 Free LunchReduced _.•. , ,.: - .. Werth.. ';. g % b % g % . rg % 8 %. 200647 72 1.7 11 0.3 129 3.0 82 1.9 47 1.1 2007-08 85 1.9 17 0.4 158 3.6 114 2.6 44 L0 2008-09 78 1.8 14 0.3 172 3.9 125 2.8 47 1.1 2009-10 83 1.9 16 0.4 204 4.6 152 3.5 52 L2 201011 75 1.7 14 0.3 231 5.2 176 3.9 55 1.2 2011-12 72 1.6 15 0.3 254 5.7 204 4.6 50 1.1 2012-13 81 1.8 20 0.5 261 5.8 213 4.8 48 Ll 2013-14 79 1.8 26 0.6 294 6.6 239 5.4 55 1.2 2014-15 75 1.7 26 1 0.6 1 398 9.2 340 7.9 58 L3 Class Size Reading Public Schools has no formal policy on class size but does have a recommended range of 18 to 22 in Grades K-2 20 to 25 for Grades 3-5, and 20 to 26 for Grades 6 through 8. There is no recommended range, per se, for High School grades, although the college preparatory level of classes should ideally have no more than 20 students per class. Instilling aloy of lemming and Inspiring the Innovative leaders of tomorrow Page 66 193 Figure 43: Average Class Ase, Grades K-12 aerial Barrovn Grade 193 GM -1 2a3 fi 1 2 17.7 straits 10.1 Gnea4 710 Grades 200 GruM6 Gaea7 9 f0 eastern l2 BIrrA MnalVw aA3 213 19.0 ii.) 2l0 227 20.0 233 22A 22A 19.6 nerve EaNn M5 203 M3 223 226 253 158 .W. Klllam 20.7 22,9 262 WIN. 220 17.5 250 l58 216 al) 13.3 175 16A f45 16) Woof. 193 225 21.5 220 20.0 213 1)3 Salol stWles MO EX51 193 ceoli 1B.7 219 215 Readin Memodal 25.0 216. 267 263M5 16A 15.0101 127 ]5.) f7A ]5.5 19.0 72.7 233 183 R6 23.6M MS MS 161 sepal 96221 iai 19) 7]5 215 220 '48 Daum 44: High School pass SIM by Grade and Academic Program Gratia ub eR P m 11 li a 9 ca f0 PnHonors 11 12 9 f0 11 u M En ]In 120 140 ]35 16.5 20.0 233 22A 22A 19.6 2" ZLB me 131) Malb 12.4 ISA 158 .W. Klllam 20.7 22,9 262 2L7 260 216 23.0 D.0 153 seen 13.3 175 16A f45 16) 23.0 13.2 10.7 19.) M.0 15.0 19.7 1)3 Salol stWles MO 16D 193 126 tot 1B.7 219 215 Readin Memodal 25.0 216. M.) 15.1921 16A 15.0101 127 ]5.) f7A ]5.5 19.0 72.7 233 183 R6 22.7 MS MS 161 As Figure "shows, the average class sizes for all of the college preparatory level are below the desired cap of 20 students. These optimal class sizes were able to be achieved due to the Increase in staffing Included In the Fy'14 budget which has led to an Improved learning environment for students In these sections. Fiaure4S: Student toTeacher Ratio by Schools -Sy - 300T-92 2008'09'.. 392410 :301411. '2011.12 2012-13. 201114 Alice Barrows 20.5W1 187W1 15.9to1 15.6W1 13.8to1 13.2 tot 14.0 tot Birch Meadow ]RAItol 17.7921 181921 17.9921 17.Oto1 I6.OW1 13.7921 Joshua Eaton 17.4to1 17.3 tot 184921 17.3921 17.5923 188921 160to1 .W. Klllam 17.4W1 30.8921 10.4W1 181101 10.7101 m6W1 182921 Wood End 13.9 tot 129 tot 13.1921 13.4101 111to1 ISS101 10.2921 A.W. Coolidge 11.7921 127to1 113W1 123921 126 tot 211923 120921 W.S. Parker 10.0921 125921 31.8921 126 tot 125101 12.6tol 119921 Readin Memodal 15.3921 10.8101 10.9101 15.1921 151921 15.0101 14.3921 Figure 45 shows the student to teacher ratio as calculated and reported by MA DESE. The total number Is not as meaningful due to the way that teacher is defined by DESE in Its EPIMS reporting tool. However, the comparison between schools as to the relative size of the ratio Is valid. The data Indicate that student to teacher ratios tend to be lowest at the middle school level followed by the high school. This is due to the fact that you have multiple core subject teachers per student, unlike the elementary school level e Student to Teacher mtb is calculated by the MA DESS based on SIMS and EPIMS submissions. It h uicul.11 as the fatal number of tearless as defined by DESE divlded by enrollment as submitted by dhtdRs In SIMS. Instilling aloyof leaming and lmpidng the innovative leaders of tomorrow Page 67 194 state Accountability Sygitem Beginning with the 2012-13 school year, accountability reports changed significantly as a result of Massachusetts' waiver of certain No Ch lid Left Behind (NCLB) requirements: the NCLB goal of 100 percent proficiency was replaced with anew goal of reducing proficiency gaps by half by 2017; the NCLB accountability status labels of improvement, corrective action, and restructuring were eliminated; only state accountability and assistance levels amused for districts and schools, Including charter schools; Adequate Yearly Progress (AYP) has been replaced with anew performance measure (the Progress and Performance Index, or PPI)that incorporates student growth and other indicators, Including science and dropout rates; and reports show a new `high needs" subgroup, an unduplicated count of all students in a school or district belonging to at least one of the following Individual subgroups: students with disabilities, English language learners (ELL) and former ELL students, or low Income students. The Massachusetts' Framework for District Accountability and Assistance classifies schools and districts on a five -level scale, with the highest performing in Level 1 and lowest performing in Level S. The system Is also a measure of each school and district's progress toward reducing the proficiency gap In half between 2010/11 and 2016/17. Schools making sufficient progress toward narrowing proficiency gaps are classified Into Level 1, while the state's lowest performing schools are classified Into Levels 4 and S. In general, districts are classified into a level based on the level of their lowest performing school. For Individual schools, all schools with sufficient data are classified Into Levels 1-5. Eighty percent of schools are classified Into Level 1 or 2 based on the cumulative Progress and Performance Index (PPI) for the aggregate and high needs group. Schools are classified Into Level 3 I they are among the lowest 20 percent relative to other schools in their grade span statewide, if they serve the lowest performing subgroups statewide, or if they have persistently low graduation rates. The lowest achieving, least improving Level 3 schools are candidates for classification Into Levels 4 and 5, the most serious designations In Massachusetts' accountability system. Schools with one or more subgroups that are among the lowest performing subgroups statewide are classified Into Level 3, and the names of those groups are displayed. These schools are referred to as Level 3 Focus schools. For a subgroup to be low performing, it must meet two criteria: (1) the subgroup must place In the lowest performing 20 percent of like subgroups within the school type category statewide, and (2) the subgroup must place In the lowest performing 20 percent of all subgroups statewide within the same school type. The U.S. Department of Education also requires Massachusetts to determine which districts have specific needs for technical assistance or Intervention In the area of special education. A district's determination Is based on six c itegorles: Meets Requiremenn-Provisional (MRP); Meets Requirements (MR); Meets Requirements -At Risk (MRAR); Needs Technical Assistance (NTA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's accountability and assistance level, except when the district has specific compgance needs. This designation helps signal whether outcomes for all students in the district Indicate progress, Including that of students with disabilities, or whether technical assistance and/or Intervention Is needed to Improve outcomes for all children, especially students with disabilities. Information above Is excerpted or adapted from the Massachusetts Department of Secondary and Elementary Education website. Additional information about the state's accountability system can befound at: htto:llwvvw.doe.mass.edulapoloccountabllityl2014/GlossamTems.odf Reading Public Schools Accountability Instilling aJay of learning and building the Innovative leaders of tomorrow Page 68 195 In 2014, the Reading Public Schools district was classified Leve13, as the Joshua Eaton Elementary School was given a Level classification by the DESE, indicating R to be among the lowest performing 20% of subgroups— with a focus on High Needs. Currently, the district has been working with the state and the Joshua Eaton team to address these Issues. In addition, a Joshua Eaton task force (consisting of both educators and community members) has also been established. The charge ofthe task force is to develop and oversee a comprehensive plan to elevate Joshua Eaton from the DESE's Level 3 accountability rating and to continually move the school forward in a positive direction. This Includes looking at all aspects of the school community, reviewing Input from the OSAC survey, providing additional avenues for community Input, recommending specific and sustainable action steps to the School Advisory Council and/or Reading Public Schools administration, and establishing an effective means of communication among all school stakeholders. The FY16 recommended budget also Includes some key restructuring of funds to address this Issue and to better assist the district in moving forward. Figure If— below indicates each school's current accountability level. Figure 46: SV -14-13 DESE Aawntabllity aline by 6ahoal School Tita s Accountablllryand Assistance level Alice MBarrows Elementary Non-Titll( NT) Level2Rirch Meadow Dementary Non-Titll(NT) Level2Joshua Eaton Elementary Tice ITA) Level;J Warren Klllam Elementary Tide ITA) Level2Wood End Elementary Non-Titll (NT) Level 2Arthur W Coolidge Middle Non-Titll (NT) Level 2 Walters Parker Middle Non -Title l School (NT) Level Reading Memorial High Non -Title l School (NT) Level3 Massachusetts Student Assessment The Massachusetts Comprehensive Assessment System (MCAS) was designed to meet the requirements of the Education Reform Law of 1993. This law specifies that the testing program must: • test all public school students in Massachusetts, including students with disabilities and English Language Learner students; • measure performance based on the Massachusetts Curriculum Framework learning standards; and, • report on the performance of Individual students, schools, and districts. Currently, Massachusetts Is transitioning to a next generation assessment and Is testing the PARCC to be a new state test that could replace MCAS for English/language arts and math in 2016 for grades 3-8. PARCC stands for the Partnership for Assessment of Readiness for College and Careers. The2014-2015 school year Is the last year of a 2 -year PARCC "test drive" for Massachusetts. In the first year, selected classes participated In the PARCC field test, in which students "tested the test." This year, school districts had the opportunity to choose MCAS or PARCC, and 54% of districts chose PARCC—Including lmdlAng oJov of learningand Inspiring the Innuvadve leaders oftomonoe Page 69 196 the Reading Public Schools. The shift in assessments Is part of an overall transition to the state's new curriculum standards that began a few years ago. in order to make sure students are learning what they need to know and be able to do at each grade level, the Department of Elementary and Secondary Education and local educators periodically upgrade Massachusetts' curriculum standards. Also, although Massachusetts 0 and a graders had been ranked 41 in the U.S. for reading and math, more than 1 In 3 Massachusetts high school graduates (who passed MCAS) had also been determined to require remedial courses when they enrolled in public higher education. As the MCAS was over a decade old and not designed to be a predicator of college readiness, the state began an effort to upgrade state standards and to explore a next generation assessment. The state and educators were already working on this upgrade when development of the Common Core State Standards (CCSS) began in 2009, and the two efforts merged. DESE staff and the Curriculum Framework Review Panels for Math and ELA compared the Common Care Standards with the state's 2000/2001 frameworks, and determined that they were not only consistent with the state's own emerging revisions, but were stronger In several regards. In July 2010, the Massachusetts Board of Elementary and Secondary Education voted to adopt the Common Core Standards. In September 2010, the department staff, in collaboration with the members of the original Framework Revision Committees, then made unique state additions to the CCSS. Specifically, Massachusetts added more than 20 math standards, as well as pre -kindergarten and ELA standards. The final versions of the new frameworks for math and ELA standards were adopted by the board In December 2010 and published In March 2011. Since the publication of the new standards, the Reading Public Schools (alongwlth all Massachusetts school districts) have been updating their EIA and math curricula and have been conducting professional development to align with new standards. Teachers have also been shifting Instructional strategies to align with the upgraded standards. For Instance, the new math standards focus on fewer topics each year so students have time to learn concepts deeply, and the new English language arts standards require students to speak and write in a variety of formats and support thelr Ideas with evidence from authoritative sources. Reading Public Schools'educators, along with the majority of Massachusetts districts, chose to participate in PARCC in order to give students and teachers a head start on experiencing a next generation assessment system which is aligned to our new learning standards and could be replacing the MCAS permanently. Although this spring's PARCC assessments are still considered part of the states 2 -year "test drive," the 2014-2015 PARCC results will be official. lust as with MCAS, students will receive performance results. Parents and teachers will receive reports, and teachers can use that Information to help pinpoint students'strengths and weaknesses. Districts administering PARCC In spring 2015, however, will have their 2015 accountability levels "held harmless," which means that a districts accountability level can only Improve or remain the same based on student performance on the assessment—it cannot decline from Its 2014 level next year. PARCC will also not cause any Interruption in a districts ability to use student growth percentiles (SGPs). SGPs are calculated using a relative comparison of each student with his or her "academic peers." with a sufficiently representative sample, the state has Indicated that It can rellably calculate SGPs when a student takes MCAS one year and PARCC in the next year. Grade 10 students will not take PARCC this year—they still must pass MCAS as a graduation requirement. MCAS science and MCAS -Alt will continue as is for all grades. Instilling a Joy of Iwming and Inspiring the Innovative leaders of tomorrow Page 70 197 Like MCAS, PARCC is not meant to tell the whole story about what students know and can do. Rather, the state assessment is like an annual "check-up" that can provide valuable Information. PARCC includes two parts In English/language arts and two parts In math. The first part (a "Performance -Based Assessment" in late March or early April) focuses on writing and analytical skills, and is primarily hand - scored by people. The second part (considered an "End of Year Assessment" in May) is computer -scored and targets reading and math comprehension. Combined, the two parts are designed to provide an Important assessment of a student's knowledge, skills, and ability to think critically. Information above is excerpted and/or adapted from the Massachusetts Department of Secondary and Elementary Education website. Additional information about PARCCcan befound at. 110 --&www d a edulbmcd Figure 47 below shows MCAS performance data for last year Figure 47: 5112013-14 MCAS Performance, Reading versus State Grade and subject P1 1 ntwmoer Mvewed :PmOaent Needsimpmrement Weming/Fv01ng CPI SGP .03 READING OISTRIQ 5 STATE OISTRICi STATE OISTRIm STA1E' DISTgICT STATE OISIRICT $qtF GRAM03-M MEWPO A S] W ]2 55 q6 29 33 a ID g].] N/A GRADEN-ENGIISHUNGDAGEAgR W St N 14 13 7 ]3 g].2 NA GRADF06-M4THEhNTICS. 53. 52 : W dl W 33 6 ll R5.3 RS AGEARR GRADERS-NAPR 76 61 1g Lt 35 32 4 36 5 ]2 82A 10 GMOEG$-AwTXEANTlrS Axna 69 >B 38 58 46 20 26 5 ]0 W.3 AE GRgDEM-SCIENCEANDTFCH ENG 59 9i 0 II 6 86.2" dg Sq p GRADE 05 IIAOEO6- WMATNFw,aCS ]5 W GMDEW-.ENGDSXIANGIIAGEMIS & 41 29 3a 31 19 25 ] 1S 882 58 fib W 20 991 oro GGUIDEE0m--EINGUSHIANGWAGEgR15 1] a6 33 25 26 3 is &a GRADE08-MATHEWTas 59 52 2] 0656 1e 3 8 911 W W GRADEM-SINGU$H N ENG A a2 19 38 33 31 29 9 W 81.9 U GMDE 10-ENGH9H UNG0AGEARTS GUAG 90 W 6- q 4 51 38 :. 38.. li :z 5 'l8 ': 829' HA GMOE ]0-AIATHFgMTCS W 'a W U 51 48 2 e 1 3 99.3 47.5 GRADE W SCIENCEANDTECH ENG 86 A 38 W 29 25 10 15 2 7 9S.6 31 ALLGRADES-FNGNSHIANGINGEARTS W 69 1 20 g 18 a8 12 13 2a 1 5 95] NA ALLGPADES-gM3HEMATCS W W 32 18 W 51 '3] 22 '1 g `aE.2 46 ALLGM06-9CIENCEANDIECH ENG 6/. 59 ES 3] 3i 2a 25 ] 13 86.6 W 1] R6„ 38 29 g3 d 12 W.a :Nq Instilling a joy of teaming and Inspiring the innovative leaders of tomormw Page 71 IM Figure 48: Percent of Students Scoring ProBtlmt or Higher on EU MCAS Mm,m a%. u—pm M students Scoring Ptaind r% or Higher m Math ARM Figure SO: Parma of Academia Scoring Prolicle it or Above by Subject end School Inscllllrp a Joy of leamim and inspiring the Innovative leaders oftom000w Page 72 199 2009 Saw 3013 :0,wk.I ASIA ' ; 5`$AT M MM Sar ALA NAM ser EM MM sat a "M:at SAT ALA MM BLT VA` 9BIOn SM 3m iA% n% n% 95% 14% n% sl% M4 Ta% 59% n% la% BM Tl% M% M 91idi Meedm M>. 55% 53% 73% so% S9% n% 95% 56% Tm 91% sM TS% n% 81% 71% aM s9% 4bn 1C/. Bo% lM 80% 76% lM n% n% Sag TS% 19% M% n% M% M% 'A% AN 53% IA19m n% u% M% T3% 7/% ao% M% 71% n% 7504 TS% 65% M% 71% M% 9Mt n% BM wmdw n% n% ant TS% ]PS TS% M 73% n% 55% Te% Me 69% 73% 53% 63% M% SS% emlMP 89% M% S9% 93% 81% 55% 90% TI% SM Bt% M% SM ant m BM 8M eM 37% PMM 91% 'R% %I% 90% ]M 56% 90% 19% SUN 8M Td% dd% M% dM 55% M13 T1% 59% AMa 9M 90% 83% 90% am BM 95% 93% BM 9M 80% 88% "9m 94% 90% M% .AMI. 63% Inscllllrp a Joy of leamim and inspiring the Innovative leaders oftom000w Page 72 199 Rgure5l: Perourtof5tudentaSWdng Proficiento 4b6 ,glApAM 100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50% --••-••� .•camn luliam Wood End Coolidge Parker RMHS Meadow 02009 02010 02011 02012 02013 02014 Figure 52: Percent of Students Scoring Proficient or Higher, Math MCAS 100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50% Barrows Birch Eaton Klllam Wood End Coolidge Packer RMHS Meadow ■ 2009 0 2010 0 2011 ■ 2012 0 2013 1112014 Instilling a joy of leamirg and Implring the 1,nna, tive leaders of tomorrow page 73 IN 200 Figure 53: Percent of Students Scoring Profident er Mgher, Sdenoe & Technc40gy MCAT Student Growth Percentile (SGP( Measuring student performance relative to standards specific to each grade level is useful in determining whether a student has met the standards for that grade. There are, however, several obstacles to using this approach to measure students' academic growth. This Is why DESE developed "student growth percentiles," a measure of student progress that compares changes In a student's assessment scores to changes In assessment scores of other students with similar scores in prior years. A student growth percentile measures student progress by comparing one student's progress to the progress of other students with similar performance histories. We refer to students with similar score histories as "academic peers." Figure 54A: Student Growth Percentile, EtA MCAT 100% 70% 60% IN AL 90% 40% 80% 20% 10% 0% 70% 60% 50% 40% Barrows Birch Eaton Klllam Wood End Coolidge Parker RMHS Meadow ■2009 ■2010 02011 1112D12 02013 02014 Student Growth Percentile (SGP( Measuring student performance relative to standards specific to each grade level is useful in determining whether a student has met the standards for that grade. There are, however, several obstacles to using this approach to measure students' academic growth. This Is why DESE developed "student growth percentiles," a measure of student progress that compares changes In a student's assessment scores to changes In assessment scores of other students with similar scores in prior years. A student growth percentile measures student progress by comparing one student's progress to the progress of other students with similar performance histories. We refer to students with similar score histories as "academic peers." Figure 54A: Student Growth Percentile, EtA MCAT Instilling ajoy of learning and Inspiring the Innovative leaders of tomorrow Page 74 201 80% 70% 60% IN AL 50% —10 40% 30% 20% 10% 0% Barrows Birch Eaton Killam Wood End Coolidge Parker RMHS Meadow ■ 2009 0 2010 0 2011 0 2012 0 2013 ■ 2014 Instilling ajoy of learning and Inspiring the Innovative leaders of tomorrow Page 74 201 Percentiles are commonly understood values that express the percentage of cases that fall below a certain score. For example: • A student with a growth percentile of 90 in 5th grade mathematics grew as much or more than 90 percent of her academic peers (students with similar score histories) from the 4th grade math MCAS to the 5th grade math MCAS. Only 30% of her academic peers grew more In math than she did. • A student with a growth percentile of 23 in 8th grade English language arts grew as well or better than 23 percent of her academic peers (students with similar score histories) from the 7th grade ELA MCAS to the 8th grade ELA MCAS. This student grew less In EIA than 77% of her academic peen. Because growth Is measuring change in performance rather than absolute performance, it doesn't matter how a student performed on the WAS last year. In any given testing year, each student has an equal opportunity to grow at the 99th percentile. In other words, even though a student may not achieve a score of 278 out of 280 this year, it Is possible for a student to have grown at the 99th percentile from Inst year to this year. Although a student may perform well below the proficiency mark, that student could potentially have a high growth percentile. Such an occurrence could Indicate that a Program, anew approach, or something else Is working for this student. It's Important to note that the state identifies the moderate or "typical growth" range for a student as between 40 and 60, and Indicates that differences in SGP of fewer than 10 points are likely not very educatlonally meaningful. It Is helpful to think of growth as a statistic that puts assessment achievement Into greater context. Achievement scores answer one thing: how did a student fare relative to grade level standards In a given year. Student growth percentiles add another layer of understanding, providing a measure of how a student changed from one year to the next relative to other students with similar MCAS test score histories. The most appropriate measure for reporting growth for a group is the median student growth percentile (the middle score If one ranks the Individual student growth percentiles from highest to lowest). The average or meanis not an appropriate measure when comparing percentiles. Figure 548: student Growth Percerrdle, Math MCAS 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Barrows Birch Eaton Juliann Wood End Coolidge Parker AMHS Meadow ■2009 ■2010 02011 ■2012 02013 02014 Instilling a Joy of leaming and Implring the Innovaove leaders oftonpnow Page ]5 202 Equal in Importance to analyzing overall performance on state standardized assessments is the analysis of performance by subgroup. State assessment results are tracked by a number of subgroups In addition to all students and those subgroups Include low income students, high needs students, students of different race/ethnic backgrounds, and students with disabilities. Data on historical performance and student growth percentiles on the state MCAS by subgroup are shown below. Figure 55: MCAS Performance by Subgroup Figure s6: MCAS student Growth Percentile by Subgroup 2089 EIA-% Prollclemof Above 1010 1011 2012 2073 2014 2088 Math-%Profiderlto 2010 1011 2012f= 201A All Students Students w disabilities 81 52 83 49 83 51 83 48 82 46 80 41 76 40 75 37 76 40 76 38 76 31 72 28 Lowlmome 61 61 64 65 60 62 48 47 53 47 44 41 high needs 55 1 54 54 53 52 52 46 57 45 42 37 34 Afr.Amer./Black 69 55 56 55 49 60 46 33 44 41 44 35 Figure s6: MCAS student Growth Percentile by Subgroup The data above Illustrate that there is an achievement gap between our higher needs populations and the general student population. These gaps are being addressed through a number of Initiatives outlined In our district Improvement plan goals, including the behavioral health of our students through the implementation of programs such as the Massachusetts Tiered System of Supports. Some of the above Information Is excerpted and/or adapted from the Massachusetts DESE website. Additional information on student growth can befound at: htt,//wwivdoe assedu/ cos/growth/ Other Measures of Performance Student Attendance Student attendance is one measure of how supported students feel which affects their willingness to come to school. The attendance rates In our district have exceeded the state average over the years. Figure 57 below shows Heading's attendame rates (percent of students absent fewer than 30 days) compared to our peers. The data is sorted from lowest to highest rates for the Sy2012-13. . IroUlling tiny of learning and Inspiring the In.ative leaders of tomorrow Page 76 203 2009 EIA- Student Growth Percemlie 2010 2011 2012 2013 2014 1 Math-Swdant Growth percentile 2009= :201A..: aott 1.20]21 2013 ZMA All Students 51 58 52 54 53 46 59 54 55 53 53 47 Students w/dlsabili7les 46 52 49 49 44 39 _S9 51 55 48 35 39 Lawinwme 45 55 1 54 1 52 1 48 40.5 153 46 57 45 40 41.5 High needs 49 1 50 46 1 40 1 48 1 37 41 Afr. Amer./Black 50 52 54 1 47 42 1 43 1 36 I 52 I 63 53 1 47 38 The data above Illustrate that there is an achievement gap between our higher needs populations and the general student population. These gaps are being addressed through a number of Initiatives outlined In our district Improvement plan goals, including the behavioral health of our students through the implementation of programs such as the Massachusetts Tiered System of Supports. Some of the above Information Is excerpted and/or adapted from the Massachusetts DESE website. Additional information on student growth can befound at: htt,//wwivdoe assedu/ cos/growth/ Other Measures of Performance Student Attendance Student attendance is one measure of how supported students feel which affects their willingness to come to school. The attendance rates In our district have exceeded the state average over the years. Figure 57 below shows Heading's attendame rates (percent of students absent fewer than 30 days) compared to our peers. The data is sorted from lowest to highest rates for the Sy2012-13. . IroUlling tiny of learning and Inspiring the In.ative leaders of tomorrow Page 76 203 Figure 57: Farrar, of Students absent fewer Own 10 Dep 50% M W% 75% 70% fS% 60% ase .0 411'0 " .' � .° .2010 02011 .2012 02013 •2014 Student Discipline Districts report to the MA DESE different metrics of student discipline. These include the percent of students suspended out of school at least once, the number of Incidents per 100 students resulting in out-of-school suspension, and the number of criminal, drug- or tobacco -related, and violent Incidents resulting In out-of-school suspensions. Our district has a relatively low rate of student discipline Incidents, particularly as compared to the state. However, even among our comparable peers, we have, on average one of the lowest Incident rates per 100 students that result in out-of-school suspension. Figure 58 below shows the comparison with the state and our comparable peers where we have the fourth lowest Incident rate. Figure 59: Number of Inddents per 100 Students Resulting in outci-Sdwol Surpenrion leo 12A too &a 6A 4A 20 on Asp 14.1 N_ ® by 9� te" 'ate 012009 E2010 n2011 02012 Imtllling eloy dlmmingaM Impldngthe Innovative leadersoftomonow Page 77 204 Graduation Rates The Massachusetts Department of Elementary and Secondary Education (ESE) calculates and reports graduation rates as required under Title I of the federal No Child Left Behind Act. The four-year cohort graduation rate is calculated as the number of students In a cohort who graduate in 4 years or less divided by the number of students entering grade 9 four years prior, less transfers out and adding transfers in. Figure 59: 4Year Cohort Graduation Rete, Reading has very high graduation rates averaging In the low to mid 90 percent range for the last several years (a reporting error In 2010 which makes it appear lower than 90%). Reading's graduation rate has averaged 9 to 12 points higher than the state average over the last five years. We also rank favorably among our peers with our graduation rate being the third highest of the group. SAT Scores Reading students tend to do very well on the Scholastic Aptitude Test which is one of the primary college entrance examinations. As the chart below shows, Reading students score higher than the statewide average, but they also perform well as compared to our In comparable communities. As Figures 6462 indicate, SAT scores of Reading students are typically in the top half of our peen. Imtillirp alar of leaMrg and Inspiring the Innovative leaders of tcenorrow Page 78 205 Figure 60: Reading SAT Swms fw Comparable Communiti, 650 6W 550 501 aw /w .Y gw�° �b / y o 1110, 02MO 0301! 03013 03013 0301E Flgum6L Wdditg SATSwresfar CcmpamalaCmmuamge 6m 601 901 Sw 450 3co air 401' _.. •3wo -Ml 03013 03059 am, Flgum62: Math SATSwrasforC mpambl6Cemmungb 6m Sm Sw abo aw 03010 03011 02M 03013 0304 Instllling aloyof leaming and ImlNring dre Innwadro leaders of camartow Page 79 206 Advanced Placement Enrollment and Performance The College Board's Advanced Placement Program enables students to pursue college -level studies while still in high school. Advanced placement courses provide willing and academically prepared students with the opportunity to earn college credit, advanced placement, or both. Taking AP courses also demonstrates to college admission officers that students have sought the most rigorous curriculum available to them. Each AP course is modeled upon a comparable college course. College and university faculty members play a vital role in ensuring that AP courses align with college -level standards by defining the curricular expectations of each course and reviewing all AP teachers' syllabi. Each AP course culminates with a college -level assessment developed and scored by college and university faculty members, as well as experienced AP teachers. AP Exams are an essential part of the AP experience, enabling students to demonstrate their mastery of college4evel course work An AP Exam scare of 5 is equivalent to grades of A+ and A in the corresponding college course; a score of 4 is equivalent to grades of A-, B+, and B; and a score of 3 is equivalent to grades of B-, C+, and C. Most four- year colleges and universities in the United States grant students credit, advanced placement, or both on the basis of successful AP Exam scores. Universities in more than 60 countries recognize AP Exam scores in the admission process and/or award credit and placement for qualifying scores. Na Senb Enrolled In at teas[ One AP COMM r reo3. PenxntafAr rs/ rs 15% 65% 55% 45% 35% 25% ISM 12MO 01011 •1011 01013 •2014 The participation of Reading students in Advanced Placement programs has been Increasing over the past few years. However, while the participation of Reading students is on par with the state average, Reading lags comparable peers with the third lowest participation of the group. Students Attending Higher Education Institutions Reading Public School graduates have always had a high rate of matriculation into institutions of higher education, among the highest in the state. Over the past five years, an average of 91% of our students has gone onto public or private two-year or four-year colleges or u nlversities as compared to the state average of 73%. Instilling a for of learning; and Impiringthe Innovadve leaders of tarnorrm Page 80 207 Figure 64 below shows the percentage of High School graduates who are enrolled In postsecondary education within 16 months of high school graduation. While Reading's numbers are strong, we do rank in the lower quartile when compared to our peer districts. Another metric of the strength of high school programming Is the percentage of students who, once matriculated at the postsecondary level, require additional developmental or remedial classes. Figure 65 shows the data on this metric for Reading and our comparable peers. This data Indicates that Reading students have the second lowest rate of remediation when compared to our peer districts for students enrolled In our state colleges and universities. Figa i64: Percenuge ofgMueha enrolled in posWrooduy education within 16 months of high school graduation Figure 65: Percentage of students et Massachusetts public colleges enroU d In one or mare remedial courses inni afoy of learning and Impiring the innovative leaders of tomorrow Page 91 �� ■ or ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ OW ■ ■ ■ ■ ■ ■ ■ In ■ ■ ■ ■ '■ 1-0 ■ ■ ■ ■ ■ ■ ■ IN ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ IN ■ ■ ■ 11P 're Ile 11112009 02010 02011 Figure 65: Percentage of students et Massachusetts public colleges enroU d In one or mare remedial courses inni afoy of learning and Impiring the innovative leaders of tomorrow Page 91 �� Financial Section The Financial Section of the budget is designed to provide the reader summary and detailed financial Information regarding Reading Public Schools. Information is provided using a pyramid approach moving from summary information to more detailed Information in each subsection. The subsections Included in this section include General Budget Summaries, Cost Center Budgets, and Building Information, General Budget Summaries The Reading school budget is divided into five cost centers. These cost centers align to the MA DESE Program Categories and include Administration, Regular Day, Special Education, Other District Programs (which includes Health Services, Athletics, Extracurricular Activities, and District -wide Technology), and School Facilities and Maintenance. As Figure 60 below shows, the overall increase to the FY'16 School Committee Budget is 2.86% or an increase of $1,154,395. The largest percentage and dollar increase is in the area of Regular Day followed by Special Education budget. Combined these two cost centers account for 90.8%or$1,048,725 of the overall $1,154,395 increase. Figure 66: General Fund Expenditures by Cast center As Figure 67 below shows largest cost center for the district budget is regular day at 58.8% of total expenditures. The next largest is special education which comprises 27.4% of the budget. School facilities make up 7.8% of the budget with other district programs comprising 3.8%. The smallest cost center is district administration which makes up 2.2% of the total FY'16 School Committee Budget. Instilling atoy of teaming and Inspiring the Innovadee leaders of tomorrow. Page 82 USE Actual Actual ,. Actin .Adopted -: Requested Expended Expended Expended Budget -Budget % Center FY2072 FY2013 FY2014 FY2035 FYMIS Ch e tion 891,443 915,855 932,578 937,583 925,790 -13%y ffAdministration 20,981,467 22,356,036 22,509,037 23,602,764 24,397,647 3.4%cation 9,742,215 9,338,940 9,546,764 11,098,659 11,352,501 2.3%ilities 2,778,769 2,839,872 2,945,373 3,169,319 3,214,176 1.4%e Pro rams 1247,724 1,310,955 1,374,192 1,509,648 1,582,254 4.8%t 35,641,618 96.767,657 "37,907,943 40,317,873 41:477,368: M As Figure 67 below shows largest cost center for the district budget is regular day at 58.8% of total expenditures. The next largest is special education which comprises 27.4% of the budget. School facilities make up 7.8% of the budget with other district programs comprising 3.8%. The smallest cost center is district administration which makes up 2.2% of the total FY'16 School Committee Budget. Instilling atoy of teaming and Inspiring the Innovadee leaders of tomorrow. Page 82 USE figure 67: Cost Cenfurl as Perxntage Of Total FV16 Budget Technology 1.1% Administration Extracurricular School Facilities 21% 0.1% 7.8% Athletics Health Services S% 1.5% 5 As Figure 68 below Indicates, there have been relatively modest shifts between costs centers from the current budget year to next year. Regular day, school facilities, and administration have declined, while special education and districtwide programs have Increased. Figure 69 shows the increase in each cost center budget year over year for FYII through FY'16. The average annual Increase to the school department budget between FY'11 and the recommended Fy'16 budget is 3.1%. Instilling aloy of Teaming and Implringthe Inneuelve leaders of tomorrow Page 93 210 Figure 68: Cost Center audit" Proponlons 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% MCI% FY11 FY12 FY13 FY14 FY15 FY16 Average Annual Administration 3.7% 6.1% 3.5% -2.0% 1.6% -L3% 1.9% Regular Day 7.2% -1.3% 6.1% 1.3% 4.4% 3.4% FY2012 FY2013 FY2014 FY2015 FY2016 Special Education 3.5% ■Administration 2.5% 2.5% 2.5% 2.3% 2.2% Districtwide Programs 5.5% ■Regular Day 58.9%60.8%% 60.3% 58.5% SBb% 4.9% 9.7% ■ Speclal Education 27.3% 25.4% 25.6% 27.5%" 27.4% School Facilities -5.7% ■ School Facilities 7.8% 7.7% 7.9% 7.9% 7.8% Total 4:8% ■District Wide Programs 3.5% 3.6% 3.7% 3.7% 3.8% 3.1% Figure 69: Change In Cost Center Budgets Year over Year Another view of the budget shows the breakdown by major category of expense: professional salaries, clerical salaries, other salaries, contract services, supplies and materials, and other expenses. Professional salaries are generally salaries of licensed administrators (e.g., central office administrators, building principals), department directors (e.g., facilities, school health), teachers and specialists. Clerical salaries Include central office administrative assistants, as well as building and department secretaries. Other salaries are those of our support staff such as paraprofessionals, custodians, and substitutes. Contract services are payments for services rendered by personnel who are not on the payroll and are not regular employees, Including all related expenses covered by the contract. Examples Include services of legal counsel, transportation services provided under an annual bus contract, or maintenance Contracts. Figure 70 below shows the General Fund expenses and budget by category. Instilling a joy of learning and Inspiring the Innovative leaders of tomorrow Page 86 211 FY11 FY12 FY13 FY14 FY15 FY16 Average Annual Administration 3.7% 6.1% 3.5% -2.0% 1.6% -L3% 1.9% Regular Day 7.2% -1.3% 6.1% 1.3% 4.4% 3.4% 3.5% Special Education 3.5% 3.9% -4.3% 11.5% 7.5% 2.3% 4.1% Districtwide Programs 5.5% -3.3% 5.1% 4.9% 9.7% 1.4% 3.9% School Facilities -5.7% -13.5% 6.8% 3.5% 0.6% 4.8% -0.6% Total 4:8% -1.0% 3.2% 4.1% 4.996 2.9% 3.1% Another view of the budget shows the breakdown by major category of expense: professional salaries, clerical salaries, other salaries, contract services, supplies and materials, and other expenses. Professional salaries are generally salaries of licensed administrators (e.g., central office administrators, building principals), department directors (e.g., facilities, school health), teachers and specialists. Clerical salaries Include central office administrative assistants, as well as building and department secretaries. Other salaries are those of our support staff such as paraprofessionals, custodians, and substitutes. Contract services are payments for services rendered by personnel who are not on the payroll and are not regular employees, Including all related expenses covered by the contract. Examples Include services of legal counsel, transportation services provided under an annual bus contract, or maintenance Contracts. Figure 70 below shows the General Fund expenses and budget by category. Instilling a joy of learning and Inspiring the Innovative leaders of tomorrow Page 86 211 Figure 70: General Fund Expenses and Budget by Category The largest dollar increase to the budget is in professional salaries. This Is not surprising since, as stated earlier, education is a staffing intensive enterprise. Professional salaries make up 67.4% of our district budget while salaries as a whole comprise 79.796 of our district budget. The increase In salaries reflects step and cost of living Increases and column changes for represented staff and an assumed 3.0%average Increase for non -represented staff. The Clerical Salaries increase is a combination of the change in work hours, from 35 per week to 37.5 per week and the contracted and non -contracted Increases. The reduction In Other Salaries is a result of the budgeted reduction In pameducator hours and a reduction to the district substitute budget. We adjusted our substitute rates in FY'15 from $65 for non -certified and $75 for certified substitutes to $75 for non -certified and $95 for certified substitutes. We Increased the rates paid to longterm substitutes. These are individuals who cover for absences that last 10 or more consecutive days. The majority of these long term absences are maternity leaves which last for eight to twelve weeks. We Increased from a $100 per day to $125 per day. The decrease in Contract Services stems predominantly from a restructuring in special education services. The Superintendents Recommended Budget proposes a restructuring of the services we provide to our 18-22 year old population through EMARC so that the resources are more effectively and efficiently used for our students. This decrease also reflects a reduction in consulting services as we recommend hiring a Board Certified Behavior Analyst (BCBA) thus eliminating the need to outsource this Important function. Finally, the FY'16 budget proposes a decrease in regular day bus transportation by eliminating all non -mandated bus transportation in grades K-6. Any additional bus transportation will need to be self-funded by userfees. Supplies and materials decreased due to a reduction in our per pupil funding. This will impact the amount of educational supplies and curriculum materials that am purchased at the building level. We also significantly restructured professional development funds in order to fund two new Instructional coaching positions (K-8 Math and K-8 literary coaches). Finally, other expenses Increase as a result of the reduction in the circuit breaker offset. - Figure 71 below shows the General Fund expenses and budget by cost center and category. Changes in cost centers budgets are discussed in greater detail in the Cost Center Budget section of this document. Instilling a Joy of learning and Inspiring the Innovative laden oFtpmarow, Page 85 212 Actual Expended FY2012 Actual Expended FY2013 Actual Expended FY2014 Adopted Budget %2035 Requested .Budget FY2015 % C Professional Salaries 24,195,340 25,427,982 25,903,955 26,712,352 27,975,541 5.05% Clerical Salaries 722,942 758,955 780,890 87,162 844,642 4.64% Other Salades 2,989,518 3,310,452 3,769,634 4,331,436 4,247,179 -3.75% ContrM Services 1,948,441 1,941,215 2,248,260 2,306,821 2,140,226 -7.22% Supplies & Materials 740,533 1,096,528 824,715 908,811 791 -12.84% Other Ex nses 5,04,945 4,226,525 3,780,490 S, 391 5,472,636 4.21% Grand Total 351641,638 34MAW 37,307945 ':40,317973 41,471,368 2.86% The largest dollar increase to the budget is in professional salaries. This Is not surprising since, as stated earlier, education is a staffing intensive enterprise. Professional salaries make up 67.4% of our district budget while salaries as a whole comprise 79.796 of our district budget. The increase In salaries reflects step and cost of living Increases and column changes for represented staff and an assumed 3.0%average Increase for non -represented staff. The Clerical Salaries increase is a combination of the change in work hours, from 35 per week to 37.5 per week and the contracted and non -contracted Increases. The reduction In Other Salaries is a result of the budgeted reduction In pameducator hours and a reduction to the district substitute budget. We adjusted our substitute rates in FY'15 from $65 for non -certified and $75 for certified substitutes to $75 for non -certified and $95 for certified substitutes. We Increased the rates paid to longterm substitutes. These are individuals who cover for absences that last 10 or more consecutive days. The majority of these long term absences are maternity leaves which last for eight to twelve weeks. We Increased from a $100 per day to $125 per day. The decrease in Contract Services stems predominantly from a restructuring in special education services. The Superintendents Recommended Budget proposes a restructuring of the services we provide to our 18-22 year old population through EMARC so that the resources are more effectively and efficiently used for our students. This decrease also reflects a reduction in consulting services as we recommend hiring a Board Certified Behavior Analyst (BCBA) thus eliminating the need to outsource this Important function. Finally, the FY'16 budget proposes a decrease in regular day bus transportation by eliminating all non -mandated bus transportation in grades K-6. Any additional bus transportation will need to be self-funded by userfees. Supplies and materials decreased due to a reduction in our per pupil funding. This will impact the amount of educational supplies and curriculum materials that am purchased at the building level. We also significantly restructured professional development funds in order to fund two new Instructional coaching positions (K-8 Math and K-8 literary coaches). Finally, other expenses Increase as a result of the reduction in the circuit breaker offset. - Figure 71 below shows the General Fund expenses and budget by cost center and category. Changes in cost centers budgets are discussed in greater detail in the Cost Center Budget section of this document. Instilling a Joy of learning and Inspiring the Innovative laden oFtpmarow, Page 85 212 Figure n: General Fund Expenses and Budget by Cos, Center and Obfelt Instilling a Jay of teaming and Inspiring the Innovative leaders of tomIXrO Page 66 213 6puel slqual Ames Adopted Requested Expended fap.Mad ExyeMad Budget Budget % PY2p13 "2019 FV2014 111015 EY2016 Change m &amgaaenrgm PrWesslOnal Sslonea SW,SM 509,608 530.561 541270 5191384 Cledol5e1arlea MM7 Xr,871 Z 069 213,966 213,155 -8,39% CGntmq Service. 104,423 ]00,024 &3,201 74,250 Men SG31% supplies S, Materials GS]2 8,292 5,939 8,601 AS% �06,; other Es Gnaes 85815 000 %006 475 %M2 -LU3.24% &aminlgsetlon Te4Y T9bl 9 93 SJ6 93)683 M 8,p :3.2644 N r PrafGealan81581anes 16,894,]16 19,3%,119 19,939,312 2AWjJ66 31,J95,9W 5.59% Clado!Salanes 369,212 401 404,170 422038 437,277 3.61% Other Saledes 706,266 824,619 901653 12731132 105&16) -13.49% Cgnirep Services 61935 75,037 63,980 70,60 50200 -29.23% Supplies&Materials 557,7/] - 925,351 65&023 692155 Man -15.98% OOher Es ansa 3 150 ]3 T28 529899 5446)9 469562 -13.79% N Wer Tebl KJ 1 32509,03] 601764 2419)6W Lal% edtl6duotlgn aed.15nal Sebdes 3,%5,003 0,]116,3% 4,569,8,1 4,60),391 d,>SL345 224% 69,9% 4;238 7;619 7),598 66,518 0.76% (MherS teriess O16eeasewi 1,2N,8W 1,447,732 16%,604 6,24;656 LM,761 3.00% Suntrap&i ;224,165 1,1]4,931 ;459,]09 1496,%5 ;313,763 -]2.W% 5upplles Mandell O,d69 27619 55.784 56,930 50,750 -10.86% Other Fx enses .ps.. 316'1702 1917 SM 1663 93 TJI 3]884]8 876% Seel WuutlonrdM B7 340 a )N 658 238% 1%8.24 smlus Salanes Prefola 4)2572 4300% 50%2]5 530.514 51124]6 8,9]% dl Salal ac415al 15,005 10,510 ll,673 17919 123]6 3.0166 M elesles e, 9,0)5 8,625 35,754 15,625 19,005 Canta 7,934 5,695 6,180 9,024 91000 0.00% MOM Suppaq&Wt.a ],110 7,687 6,02 8,900 8,900 0.00% Other&Eenses Other fx enses 185 2 214 17Q 825 005 OAO% INtlshWMmrod New 430.101. 0.3196 4Mletlm profess! ... I 5alarles 1,160 I9,SW 52350 53,435 55,015 2%X aencel5alerles 17,01a0 37266 3&163 40247 45,023 12.14% Other 5alarles 951099 6L670 0.5,235 53,)4) 21,651 C.M.0S.M.. 200114 2303% 231628 260,690 26jO2) 0.52% Supplies&Maoed.ls 9,376 19,625 22599 34,975 34,975 0.0a% 0 h0 he IA724 20669 Mm 4 1p 0W% &Mhtln /3 003 427 4261,37 1420 404 110 6qr. Gup4w1.. Prohsslanal5elan., 38,361 26578 33,436 31845 24,311 -23.45% Centras.-Ipes 1;303 91096 10,249 12.)08 12650 -LOB% Suppe,&Wterhls 564 31070 387 7000 gpp MOpyl Other Ex enses 30]5 6,n4 Ban 1018[10 MM -047% EMaa O4rawler TOM:.: 649W 4556, 6 9H .56.20E 37) TachnOl ProfeislOn..Sabrle5 ]91936 90,756 96.66 79,686 6421 3.01MX Other Salanes 120,658 157,11 334,375 229,0pp 7E3036 2360% Contra ]Services I7r87J 14933 3,941 24.112 24,112 0.N% 5u1plles&Matenela 13 211 3]3 1.60 1,600 0" OtNrFx enses 30203 53280 30,M &2A1 5 231 Otane Papers,f...-TNeI MAW 4444431, 14.81% Sgmol Fadlirse PrMeaslOna1581edas 179.547 164974 173,638 16;305 16M1,60'J -yM Oed-IS.I.nes 3],5)1 3),168 391031, 42,074 55,21% 34.4p% Other Salanes 111.338 =276 913,033 918,275 904199 -175% CenVap SeMms 33410 37,728 34,174 355,026 374064 6.21% 5upplles&Materiels 11,532 1]%673 64036 105,249 105,601 0.33% O4M1er Fv solea 1,361,0B. 400054 395364 569309 3W 2.61% 9xhaal feaOtes Tot; 77&160 19BR 4%5,823 169 D19 2;.1)15 1.43% Grand TObl 3564 63g %,� 657 3730)90.3 a.ss)3)3 a Le66d Instilling a Jay of teaming and Inspiring the Innovative leaders of tomIXrO Page 66 213 Figure 72: General Fund Expenses and Budget W WeMlon Figure 72 shows General Fund expenses by location while Figure 73 shows the General Fund expenses and budget by location and cost center. These tables show the amount of total funding required to operate each of our elght buildings (instructional as well as operational expense) as well as the RISE Preschool and the relative size of each of the building budgets. The size of each building budget Is, of course, largely driven by the number and seniority of staff in each building. The school with the highest budget is obviously the High School given the amount of staffing necessary for a building with an enrollment of 1,251 students. The Districtwide location Includes any expense that is not directly attributed to a building. This would Include, for example, district administration, special education district administration, special education tuition and transportation, facilities administration and staff, and health services. This location shows the largest Increase of the ten locations Identified at a total Increase of $319,695. The largest share of this Increase (81.5%) is in the special education area which is also the largest of the districtwide locatlon accounts due to special education out of district tultion and transportation which, net of the circuit breaker offset, totals 55.6% of the districtwide location amount. The next largest increase in the districtwide location is in technology which grows by $56,434 (comprising 18.2% of the Increase in the districtwide location). This Increase is driven by the additional computer technician needed to support our elementary school population as well additional funds necessary for networking and Infrastructure equipment and software. Following close by is a $48,321 Increase in health services which is the result of salary Increases. The remaining decreases are primarily the result of salary savings from turnover and restructuring of existing resources. Instilling a IW of learning and Inspiring the Innovative leaders of tomorrow Page 87 214 Actual Expended . FY2m2. Actual Expended FY2013 Actual Expended HM14 Adopted Budget FY2015 Requested Budget RM16 % rh DlsMctwlde 8,533,906 8,011700 7,685,783 9,335,371 9,655,066 34% Allen Barrows Elementary 2,442,497 2,640,386 2,327,618 2,478,102 2,5501850 29% Birch Meadow Elementary 2,190,594 2,105,108 2,468955 2,672,783 2,833,650 60% Joshua Eaton Elementary 2,150,255 2,293,883 2,424,200 2,509,082 2,522,408 e5% J.W. Killian Elementary 2,316,456 2,395,942 2,466,794 2,5941608 2,718,892 4.8% Wood End Elementary ;133,082 2,1%1941 2,203,507 2,234,759 2,334,900 4.5% A,W. Coolidge Middle 3,514,853 3,725,960 3,798,260 8898907 3,741,185 -0.0% W.S. Parker Middle 3,956,241 4,097,959 4,199,002 4,372,356 4,602,582 5.3% Reading Memorial High 8647,728 8,567,860 9,135,945 9,571,383 9,890,3% 3.3% 356,076 730,916 601,880 65;621 6 4411 -4.6% 16RISEPre-School 01aplcnNde 3%64;6W A761,657 37 948 40,327,973 41472,91511 ZM Figure 72 shows General Fund expenses by location while Figure 73 shows the General Fund expenses and budget by location and cost center. These tables show the amount of total funding required to operate each of our elght buildings (instructional as well as operational expense) as well as the RISE Preschool and the relative size of each of the building budgets. The size of each building budget Is, of course, largely driven by the number and seniority of staff in each building. The school with the highest budget is obviously the High School given the amount of staffing necessary for a building with an enrollment of 1,251 students. The Districtwide location Includes any expense that is not directly attributed to a building. This would Include, for example, district administration, special education district administration, special education tuition and transportation, facilities administration and staff, and health services. This location shows the largest Increase of the ten locations Identified at a total Increase of $319,695. The largest share of this Increase (81.5%) is in the special education area which is also the largest of the districtwide locatlon accounts due to special education out of district tultion and transportation which, net of the circuit breaker offset, totals 55.6% of the districtwide location amount. The next largest increase in the districtwide location is in technology which grows by $56,434 (comprising 18.2% of the Increase in the districtwide location). This Increase is driven by the additional computer technician needed to support our elementary school population as well additional funds necessary for networking and Infrastructure equipment and software. Following close by is a $48,321 Increase in health services which is the result of salary Increases. The remaining decreases are primarily the result of salary savings from turnover and restructuring of existing resources. Instilling a IW of learning and Inspiring the Innovative leaders of tomorrow Page 87 214 Figure 73: General Fund Expenses and Budget by location and Cost Center Instilling. Joyof learning and Insphb g the Innovative leaders oltorrxm w Page 88 215 Actual Actual Actual Adopted Requested Expended Expended Expended Budget Budget % MDU MDUFY2013 FY2014 FY2015 FYZ016 Chen a District 8,011,700 7,6&5,783 9,335,371 9655,066 3A% Administration 891,443 915,955 932,578 937,583 925,790 -1.3% Regular Day 541,415 1,184,261 719,381 963,124 960,727 -0.2% Special Education 5,155,276 3,861,681 3,806,077 5,114,729 5,366,816 0.9% School, Facilities 1,130,082 1,166,294 1,27;293 1,295,691 1,280,590 -1.2% Xealth5ervlces 511,881 523,020 543,697 5811783 630,104 8.3% Fxtracvrncular 54,301 45,518 52,944 56,232 48,377 -14.0% Technology 249,507 335,071 307,814 386,229 442,663 14.6% Allen Barron 2,442.497 2,641J,386 %3v.QB 2478.102 1,558.850 t9% Regular Day 1,529,507 L620,338 1,616,349 1,819,890 L847,244 LS% Special Education 825,853 926,457 612,119 543,386 589,941 &6% School, Facilities 87,138 93,591 99,150 114,826 113,665 -1.0% Birds Nkados, ;19D,SB4 ;109,108 ;464,955 ;67.783 1,833,650 6.0% Regular Day 1,73;555 1,745,412 1,750,547 1,792,895 1,866,374 0.1% Special Education 341,830 271,964 616,628 765,BD7 850,442 11.1% School Facilities 116,200 87,733 97,780 114,081 11 834 2.4% Joshua Eaton 2 150,255 2,293,893 700 2,SO9,082 2.5ZL4QB 0.5% Regular -Day 1,712.937 1,806,215 1,901,307 1,968,937 ;081,931 5.7% Special Education 340,330 37;597 398,669 408.559 304,152 •256% School, Facilities 98,088 113.071 124.224 132,587 136325 3.6% J.W. Killam 1,314456 ;3951942 Z466,794 2,594,608 7 4.8% Regular Day 1,761,571 1,810,815 L867,502 1,966,678 2,035,394 3.5% Special Education 465,728 488057 508,7D7 489,569 545,203 1L4% School Facilities 99,158 97,071 90,595 138,361 138,295 0.0% We End ;3331032 Z.196,941 2.203,507 ;234,759 ;334,900 4.5% Regular0ay 1,626,801 1,614821 1,589,059 1,574,381 1,664,406 5.7% Special Education 405,391 474,970 538,317 539,830 550,918 2.1% School, Facilities 100,890 109,151 96,131 120,548 119,576 .0.8% A.W. 3.534,853 3,725,960 3,798,XO 3,898.907 3,743,125 -0.0% Regular Day ;689,072 2,750,964 ;810,797 ;906,545 ;84L937 -2.2% Special Education 611,403 716,316 744958 730,702 655,806 -10.2% School, Facilities 214,377 258,680 24;605 259,660 243,442 -6.2% W.S.Parker 3,955,2AI 4,097,959 4,199.002 4371,356 4601,582 5.3% Regular Day 3,146,760 3,193,107 3,254,516 3,346,105 3,495,473 0.5% Special Education 678,825 744,227 809,590 855,597 871,186 1,8% School, Facilities 13,655 160,625 134,896 170,654 235,923 38.2% Reatflogmemorial 4047,728 $561,860 911351945 %S74383 9AID1396 33% Regular Day 6,241,950 6,630,103 6,999,579 7,264,210 7,604162 0.7% Special Education 56L563 751,756 931,920 997,858 995,598 -0.2% School, Facilities 81;183 753,656 787,709 823,911 929,526 0.7% Athletics 432,033 427,345 416,737 485,404 461,110 -5.0% RISE 016 916 601,8910165;GZ1 672,440 -0.6% Special Education 356,016 730,916 601,880 652,621 622440 -0.6% Grand Total 35,641,618 36,763,657 37,307,945 .40,311,973 41,472,368 2.66% Instilling. Joyof learning and Insphb g the Innovative leaders oltorrxm w Page 88 215 For the remaining eight locations and the RISE Preschool program, most of the variability in the dollar and percent increases is attributable to changes in staffing patterns, levels, or seniority. An overview of the changes in each location is provided below. Barrows Elementary School RegularDay: There is a salary increase assumedfor all certified and non-certfffed employees, however, this Increase Is offset by the reductions in perpupll allocations, pameductor hours andsubstltute funding.' The perpupll funding w/li need to be restored in the FY'17 budget cycle. Special Education: Increase is driven primarily by step and cost of living increases and column changes for certffed and non cer fiedstaff. School Facli ties: No change as the FY'15 budget appears accurate In light of consumption historyfor energy and utilities post -performance contracting. Birch Meadow Elementary School Regular Day: There is a salary increase assumedfor all certified and non -certified employees, however, this increase is moderated by the reductions In per pupil allocations, pameductors hours and substitute funding. The perpupilfunding will need to be restored in the FY'17 budget cycle. Speclal Education: Increase Is driven primadly by step and cost afliv(ng Increases and column changes for certified and non-certiJ/ed staff and the shifting ofstafffrom Barrows to Birch Meadow as we continue he migration of the DLCprogram. School Facllides: The Increase reflects a mare accurate consumption historyfor energy and utilities post - performance contracting and for additional repair and maintenance expenses. Joshua Eaton Elementary School Regular Day: Increase is driven primarily by step and cost of living increases and column changes for certified ondnoncert/fiedstaffas well as an additional Grade l teacher. The omml(fnomose is mitigated by the reductions In perpupll spending, pameductors hours andsubstitute funding- The perpupll funding will need to be restored In the FY17budget cycle. Special Education: In FY'3S and FY'16, this location recehms revenue support from aspeclol educathm student from anotherdistrict that Is paying tuition to our district. School Faclllths: The Increase reflects a more accurate cansumption historyfor energy and utilities post - performance contracting and planned repairs. IDllam Elementary School Regular Day: The Increase Is driven primarily by step and cast of living Increases andcolumn changes for artlPed and non-certQiedstaff. The overall Increase Ismitigated by the reductions in perpupilsperding, pameduaonhoumandsubstttutefunding. The perpupllfunding will need to be restored In the FY17 budget cycle. Special Education: In FY'16 h is anticipated that this location will receive revenue supportfrom a special education student from another district that Is paying tuition to our district. School Facilities: The slight Increase In this cost center forthis building b for additional repair and maintenance expenses given the age and condition ofthe building. Wood End Elementary School Regular Day: The increase is driven primarily bystep and cast of living increases and column changesfor certified and non-cert(fiedstaff. The overallincrease is mitigated by the reductions In perpupllspending, puroeductars hours and substitute funding. The perpup(1 funding will need to be restored In the FY'17 budget cycle. Special Education: The Increase Is driven primarily bystep and cast of living increases and column changes for certified and noncertifledstaJf. School Facilities: No change as the FY'15 budget appears aaurate In light of consumption hlstoryfor energy and udl/tles post -performance contracting. Instilling alar of learning and Implrvigdw Innovative leaders of tomorrow Page 89 216 Coolidge Middle School Regular Doy: The decrease is driven primarily by staffing turnover which was offset bystep and cost of Ilving increases and column changes for rertfed and non-reriyledstoff. The Increase is not as high as otherschools as Coolidge has nearly 65% of its staff on the topslep of the salaryschedule. Therewere slgnifkant reductions made to the Perpupil allocation. The perpupll funding will need to be restored in the FY'17 budget cycle. Special Education: In FY'15 and Fr16, this location receives revenue support from special education students from another district that Is paying tuition to our district. School Facilities. Adecrease refects a more accurate consumption historyforEnergy and utilities post - performance contracting. Parker Middle School RegulurDuy. The Increase is driven primarily bystep andcon of IM g increases and column changesfor certified and non<erclfkdstaf.. Them "msigmfcant reductions made to the per pupil allocation. The Per pupil funding will need to be restored In the FY'17budget cycle. Special Education. The Increase is driven primarily bystep and East of living increases andcalumn changes for certgMd and noncertifed staff. Sch"IFncllltles: A decrease reflects o more accurate consumption historyforenergy and utilities post- performance contracting. Reading Memorial Nigh School Regular Day: The Increase is driven primarily bystep and cast ofllving increases and column changes far cert/Jled and rwn-certfed staff, The increase is more moderate than other buildings as nearly 60%ofstaff In this building is at the top step of the salary schedule. There were significant reductions made to the per Pupilnliocedon. The Perpupiifunding will need to be restored In the FV -17 budget cycle. Special Educotlon: In FY`16 It Is anticipated that this location will receive revenue supportfrom especial education student from another district that is paying tuition to our district. School Facilities: A decrease refects a more accurate consumption historyfurenergyandutilities post - performance contracting. Athletics: This Is discussed In more detall in theAthletics Cost Center discussion but Is primarily driven by Increased offset from Increased user fees. RISE Preschool Special Education: The decrease Is driven primarlly by an increase to the offset from tuition revenue. Instilling alW N leaming and InspinnH the Innovative leaders of tomorrmv Page 90 217 Cost Center Budgets Administration The Administration cost center includes the salaries and expenses for Central Office administration which Includes the following primary functions: School Committee, Superintendent, Assistant Superintendent, Business and Finance, Human Resources, and District -wide Data and Information Management. The Administration cost center currently accounts for 2.2% of the total district budget. The total decrease for district administration is $11,793 or (1.3%). The largest expenditure in this cost center Is for the salaries of the four district administrators (Superintendent, Assistant Superintendent for Learning & Teaching, Director of Finance & Operations, Human Resources Administrator), and a portion (1/3`4) of the Network Administrator's salary representing his contribution to district data and Information management, and the 4.8 FTE administrative assistants that support the district administration. Figure 74: AdmlNstradan Cast Center by Object category District Administration by Object As Figure 74 shows, the Administration Cost Center budget Is projected to decrease by 1.3% in the FY'16 School Committee Budget. The decrease in professional and clerical salaries is a result of turnover savings. This decrease is offset by a 3.0% cost of living Increase for the non -represented employees. The Increase in contract services Is due to an Increased demand for legal services which was offset by the elimination ofgrant writing services. The decreases to supplies and materials and other expenses results from a reduction to budgeted supply purchases and a reduction to dues and memberships. District Administration by Function The District Administration cost center includes funds necessary to address the core functional areas of a school's central office. The specific MA DFSE Function Codes and Descriptions are shown In Figure 75 below with each function and Its budgeted amount described in more detail below. For more Information on the MA DESE Accounting Structure, please see Appendix B. Instr ng a joy of Marring and INrxrxig the Innovative lades aftomom,W Page91 m Actual Expended FY2012 Actual Expended FY2013 Actual Expended FY2014 Adopted Budget FY2015 Requested Budget FY2016 % Change Professional Salaries 500,576 509,608 538,561 541,270 519,384 -4.0% Clerical Salaries 194,057 207,871 208,069 213,986 213,155 -0.4% Contracted Services 104,423 104,080 83,201 74,250 86,413 16.4% Supplies & Materials 6,572 8,292 5,939 8,601 8,596 -0.1% Other Expenses 85,815 86,004_ 99,475 98,242 -1.2% Grand Total >b144i `.:.. 1806 ... .7925,790 •13% District Administration by Object As Figure 74 shows, the Administration Cost Center budget Is projected to decrease by 1.3% in the FY'16 School Committee Budget. The decrease in professional and clerical salaries is a result of turnover savings. This decrease is offset by a 3.0% cost of living Increase for the non -represented employees. The Increase in contract services Is due to an Increased demand for legal services which was offset by the elimination ofgrant writing services. The decreases to supplies and materials and other expenses results from a reduction to budgeted supply purchases and a reduction to dues and memberships. District Administration by Function The District Administration cost center includes funds necessary to address the core functional areas of a school's central office. The specific MA DFSE Function Codes and Descriptions are shown In Figure 75 below with each function and Its budgeted amount described in more detail below. For more Information on the MA DESE Accounting Structure, please see Appendix B. Instr ng a joy of Marring and INrxrxig the Innovative lades aftomom,W Page91 m Figure 75: District Administration Budget by Function Figum76: dstdct Administration Staffing FY12 FTE I Actual Expended FY2012 Actual Expended FY2013 Actual Expended FYZ014 Adopted Budget FY2015 Requested Budget FY2016 % 111 School Committee 8,896 8,691 8,487 9,477 10,384 9.6% 121 Superintendent 230,123 232,279 243,536 249,606 255,231 2.3% 122 Assistant Superintendent 144,034 132,503 145,127 150,835 153,889. 2.0% 123 Other Administrative 46,735 - - 7,111 - -100.0% 141 Finance & Business 216,208 242,894 254,185 254,120 211,901 -16.6% 142 Human Resources 112,669 130,908 145,277 141,203 145,983 3.4% 143 Legal Services 4,979 49,77 27,025 7,501 27,720 269.64 145 Information Management 74,539 63,649 50,223 55,682 57,352 3.0% BOB School Secudry - - 791 - 0,0% 413 Ltility5ervices 44,709 46,603 48,176 51,399 50,205 -2.3% 510 Employee Benefits 8,550 8,850 9,750 10,650 13,125 23.2% 891.443 915,855 932,578 9371583 9251790 -L3% Figum76: dstdct Administration Staffing School Committee The role of the School Committee Is to recruit, hire, evaluate, and terminate the superintendent; review and approve budgets for public education in the district; and establish educational goals and policies for the schools in the district consistent with the requirements of law and statewide goals and standards established by the Board of Education. This budget line includes any expenses incurred by the School Committee, most notably, the district's membership to the Massachusetts Association of School Committees. Also funded here are Incidental expenses related to printing and copying of school committee packets, postage and awards. The increases to this budget line fund an anticipated Increase In dues and memberships, conference expenses for new Committee members, and a portion of the Increased expense for new copier leases. Superintendent The Superintendent of Schools serves as the chief educational leader for the school district. Heworks with the School Committee as well as with building administrators and central office administrators to develop the district's strategic goals and objectives, to recommend a budget necessary to fund the district's and schools' strategic initiatives, and to ensure that funding Is used to ensure the success of all students. The Superintendent supervises and evaluates all Central Office Administrators, Building Principals, and the Network Manager. During FY'16, the Superintendent will lead the district and schools in achieving the strategic objectives as outlined In the Reading Public Schools Strategy for Improvement of Student Outcomes discussed above in the Organizational Section of this document, particularly In the area of common core Implementation, development of common assessments and district determined measures of success, the Implementation of the Multi -tiered system of supports (MTSS), the implementation of the PARCC assessment, the development of short term a nd long term instilling a jay of leaming and Inspiring the Innovative leaders of tomorrow Page 92 219 FY12 FTE I FY13 FTE I FY14 Fit Budget FY15 FIT Budgeted FY15 Soh AF4ual FY1S FIE - `_ A4ual FY15 Sala Sudgete FTE Budgeted FY16 Sala Adminlrtratlan 1 9.3 9.1 9.1 9.1 790,256 9.1 70 156 9.1 767539 Adminlstrative Assistant 50 4.8 A8 0.8 986 U 241986 AB 155 d4dct AdminlsVator A3 A3.1 4.3 I 0.3 L 541,Z70 1 &31 504170 1 A31 519384 School Committee The role of the School Committee Is to recruit, hire, evaluate, and terminate the superintendent; review and approve budgets for public education in the district; and establish educational goals and policies for the schools in the district consistent with the requirements of law and statewide goals and standards established by the Board of Education. This budget line includes any expenses incurred by the School Committee, most notably, the district's membership to the Massachusetts Association of School Committees. Also funded here are Incidental expenses related to printing and copying of school committee packets, postage and awards. The increases to this budget line fund an anticipated Increase In dues and memberships, conference expenses for new Committee members, and a portion of the Increased expense for new copier leases. Superintendent The Superintendent of Schools serves as the chief educational leader for the school district. Heworks with the School Committee as well as with building administrators and central office administrators to develop the district's strategic goals and objectives, to recommend a budget necessary to fund the district's and schools' strategic initiatives, and to ensure that funding Is used to ensure the success of all students. The Superintendent supervises and evaluates all Central Office Administrators, Building Principals, and the Network Manager. During FY'16, the Superintendent will lead the district and schools in achieving the strategic objectives as outlined In the Reading Public Schools Strategy for Improvement of Student Outcomes discussed above in the Organizational Section of this document, particularly In the area of common core Implementation, development of common assessments and district determined measures of success, the Implementation of the Multi -tiered system of supports (MTSS), the implementation of the PARCC assessment, the development of short term a nd long term instilling a jay of leaming and Inspiring the Innovative leaders of tomorrow Page 92 219 space and programmatic needs for the district, as well as the continued implementation of the educator evaluation system. This budget line includes the salaries of the Superintendent and the Executive Assistant to the Superintendent. In addition, it Includes expenses related to the operations of the Superintendent's office Including the district's membership to the Massachusetts Association of School Superintendents, printing, copying and copier leases, postage, and professional development expenses Including tuition reimbursement. The majority of the Increase funds compensation increases. Assistant Superintendent The role of the Assistant Superintendent for Learning and Teaching is to provide leadership to district administrators, teacher leaders, teachers, and support staff In the area of curriculum, instruction and assessment. The Assistant Superintendent for Learning and Teaching also supervises the Director of Community Education and the METCO Director. He Is also responsible for coordinating the district's professional development and curriculum planning activities, Including the annual professional development Institute held in Reading each spring. During FW16, the primary focus of this position will be the continued Implementation of the state's new curriculum standards, overseeing the district's professional learning communities, as well as the development of common assessments and district determined measures to inform Instructional practices and curriculum alignment. The budget associated with this function funds the salaries of the Assistant Superintendent for Learning and Teaching as well as a 0.5 FTE Administrative Assistant. Also funded here are the incidental expenses such as printing, copying and copier leases, postage, and office supplies, as well as a membership to the Massachusetts Association of School Superintendents. The majority of the Increase funds compensation Increases. Business and Finance The role of the Director of Finance and Operations Is to lead the school finance operations, Including budget, financial reporting, payroll, amounts payable, accounts receivable, transportation, and purchasing. In addition, the Director of Finance and Operations supervises and evaluates the Director of Facilities and School Nutrition Director. In FY16, some of the key areas of focus for this position will be continued development and Implementation of a long range plan to transition to full day kindergarten for all students and expand preschool programming, and address classroom and program space constraints, including the accessibility issues at Killam Elementary School. Another area of focus will be to continue to analyze resource allocation to ensure that funds are Invested and expended to maximize student success. As always, we continue to work to enhance transparency around how funds are allocated and expended and to develop a system that helps us to measure our performance and connects expenditures to those performance measures. The budget associated with this function funds the salaries of the Director of Finance and Operations as well as 2.5 FTE administrative support staff who are responsible for the day to day tasks associated with payroll, accounts payable, accounts receivable, cash management, collections, reporting, and procurement. Also funded here are the expenses for this area including membership to the Massachusetts Association of School Business Officials, professional development, printing, copying and copier leases, postage, advertising, and office supplies. The majority of the decrease for thisfunctional area are the result of savings from staff turnover. Instilling a joy of Warring and Inspiring the Innmv leaders of tomorrow Page 93 220 Human Resources The Human Resources function Is responsible for overseeing the recruitment and hiring of staff; monitoring compliance with personnel laws, regulations, policies, and procedures; ensuring compliance with collective bargaining terms and conditions; and complying with federal and state reporting requirements. In FW 16, some of the key areas of focus for this position will be to review and revise our personnel policies and procedures, strengthen our processes to better support staff, and assist with the continued Implementation of the educator evaluation system. The budget associated with this function funds the salaries of the Human Resources Administrator as well as a 0.5 FTE administrative support staff. Also funded are expenses Including membership to the Massachusetts Association for School Personnel Administrators, recruiting and advertising expenses (Including the district license for our applicant tracking and on-line application system, School Spring), employee physical examinations, as well as printing, copying and copier leases, postage, and office supplies. The majority of the Increase here funds compensation Increases as well as an Increase In employee recruiting expenses (advertising, employee physicals, and job search related activities). Legal Services This function Is for labor counsel employed by the School Committee to offer counsel and guidance in the area of labor law compliance and collective bargaining. The Reading School Committee has recently entered into a new contract for legal services with the firm of Stoneman, Chandler and Miller. The Increase In this line is based on current trending with regard to use of outside counsel for ongoing personnel matters. Information Management and Technology The primary responsibility for this function Is to comply with the data management and reporting requirements of the MA DESE which includes SIMS and EPIMS reporting which is done three times per year. Additional tasks Include maintaining the district's student information management system as well as other district databases and systems including Blackboard Connect communication system. This budget line Includes a 0.25 FTE district data support staff person as well as 0.34 FTE district level technology and network management staff. The Increase to this functional area funds salary Increases. Utility Services This function Is where expenses for all telecommunication services are charged, including telephone charges and wireless services for the district (not Including equipment repairs which are charged to the district -wide technology budget). The decrease here in Fy'16 is an adjustment based on prlorthree years of actual history. - Retirement Contributions This budget line Includes funding for the district's contractual obligation to match $175 of contributions for teachers tax sheltered annuity plans for those teachers hired after the 1998-99 school year. Each year for the past several years, six additional staff have qualified and taken advantage of this benefit. The F1"16 budget is based on this historical trend and an increase In the current collective bargaining agreement from $150 to $175 Figure 77 below shows the District Administration Budget by detailed expense category. This Information provides the reader with a line by One analysis of the changes in the district administration budget. Imtllling a joy of learning and Inspiring the Innovative leaders ottomo Page 94 221 Figure 77: DEttrict Administration Budget by Oetall trialling a)oy of learning and lnsphing the lnnovadve leaders of tomorrow Page 95 222 Actual Actual AauN Adopted Requested Expended Expanded Expended Budget Budget % FV= FYZM3 FY2014 FY20Z FY2016 Mange Professional Alad¢s SOMSM $09608 538,561 541,270 519,384 -4.0% Administrator 402,652 409,776 426,346 435,625 410,570 -5.8% Director 68,261 69,530 75,837 73,800 76,014 3.0% Employee Benefits - - 9's,m - 0,035 Manager 29,662 30,301 26,878 31,845 3;800 30% chola) 5alarles 194,057 207,871 208,068 213,986 213,155 -04% Administrative Assistant 214,057 227,871 235,569 248,986 248,155 -03% Revolving Fund Support 120,000) (20,000) (27,500) (35,000) 135,0001 (LIN ConVat<SeMtts I04,423 IKMO 69,701 74,2511 M413 16,4% Consulting Survlws 54,735 B4OW 8,000 15,351 8,487 -"7% Isbor Counsel 4,979 49,477 27,025 7,501 27,720 269.6% Telecommunications 4,557 3,736 3,W6 7,283 5,589 -23.39; Water &Sewer 44152 42,867 44202 44,116 ",617 1.1% Supplies & materials 4572 $292 SoM 4601 8,596 -,1% Equipment - - 791 - - 0.0% Supplies 61572 8,292 5,148 8,6M 8,595 -0.1% [ItherExpersues 85,815 8"70 Kim 99,475 911M Advertising g,235 4,367 6,944 4,653 3,840 -17.5% Awards 36 909 2,178 1,05 1,M5 0,0% Wes &Memberships 9,696 10,791 12,831 13,625 12,769 -&3% Employee Benefits &550 BM 9,750 10,650 13,125 73.'x95 Equipment 9,313 31,892 9,123 1,878 12,]50 17.2% Hiring &Recruiting 1&247 181998 23,442 2ZO75 22,925 3.9% postage 8,852 6,587 6,177 7,930 7,M6 -11.5% Professional Development 8,921 14091 13,587 14,466 9,850 -31.9% Software Licensing &Support 13,264 13,413 13,689 14,124 14,892 5.4% Travel 731 15] 85 ,0% Gra19d'hotei 991.443 MSIM 93ZM 9.n 790 -139 trialling a)oy of learning and lnsphing the lnnovadve leaders of tomorrow Page 95 222 Regular Day The regular day budget funds all of the salaries and expenses related to delivering core Instructional programs to our general education students. This includes the salaries for building principals, professional staff, and support staff supporting the regular education program. Expenses Included in the regular day budget Include transportation for general education students; curriculum materials; professional development; instructional materials, supplies, and equipment; Instructional technology; library materials and technology; and other instructional services. The Regular Day Cost Center budget accounts for 58.8% of the total budget In FY'16, down slightly from 58.6% In FWIS. As Figure 78 indicates, the FY'16 School Committee Budget includes a 3.4% Increase for the Regular Day Cost Center. The majority of this Increase is due to all salary and benefit obligations to employees per the collective barging agreements and non-union COLA adjustments. The decrease in other salaries Is a result of the budgeted reduction in paraeducator hours at the elementary level. The 29.2% decrease in contract services Is the elimination of the non -mandated regular day bus transportation. The reduction to supplies & materials Is a function of reducing our per pupil funding and restructuring our professional development expenditures to fund two new instructional coaching positions. The overall increase Is $794,883 which comprises 68.8% of the overall Increase to the FY'16 budget. Figure 76: Regular Day Budget by object Regular Day by Object Professional salaries in the regular day budget increase by 5.6% In the FY'16 School Committee Budget. The total dollar Increase Is $1,153,134. The majority of this Increase Is for step and cost of living Increases as well as column changes for bargaining unit members. There were three positions added to the budget for FY'16; a 1.0 FTE Grade 1 Teacher and two 1.0 HE Instructional Coaches. Please note that these positions were restructured from existing funds, not additional funds. Salaries in the regular day budget are also offset by revenues from full day kindergarten and the state's METCO grant. The full day kindergarten revenue offset increased by $50,000 from FY'1S to $870,000 which will result in a further decrease in the fund balance of that revolving fund. The METCO grant offset has been Increased from $75,000 to $100,000. Instilling ajoy of learning and Inspiring the Innowtiw leaders of tomrm Page 96 223 Actual Expended FY20M Actual Expended FY7A13 Actual Expended FY2014 Adopted Budget FY2015 Requested Budget FY2016 '.% fit Regular Day Professional Salaries 18,884,105 19,396,119 19,939,312 20,642,766 21,795,900 6696 Clenal Salaries 389,212 400,922 404,170 422,038 437,277 3.6% Other Salaries 706,288 824,819 901,653 1,223,132 1,058,167 -13.5% Contract Services 62,935 75,097 83,980 78,001) 55,200 -29.2% Supplies & Materials 557,777 925,351 650,023 692,155 581,522 .160% Other Expenses M4150 733,728 529,899544,6/3 489,582 -13.8% Grand Total 20,984W.. ':.L% 95g,036 27,509,037 29,602,764 2q,397,647 3A% Regular Day by Object Professional salaries in the regular day budget increase by 5.6% In the FY'16 School Committee Budget. The total dollar Increase Is $1,153,134. The majority of this Increase Is for step and cost of living Increases as well as column changes for bargaining unit members. There were three positions added to the budget for FY'16; a 1.0 FTE Grade 1 Teacher and two 1.0 HE Instructional Coaches. Please note that these positions were restructured from existing funds, not additional funds. Salaries in the regular day budget are also offset by revenues from full day kindergarten and the state's METCO grant. The full day kindergarten revenue offset increased by $50,000 from FY'1S to $870,000 which will result in a further decrease in the fund balance of that revolving fund. The METCO grant offset has been Increased from $75,000 to $100,000. Instilling ajoy of learning and Inspiring the Innowtiw leaders of tomrm Page 96 223 The decrease in other salaries results from a budgeted reduction In hours for our paraeducators at the elementary level. The decrease in contract services stems from the elimination of the non -mandated regular day bus transportation. The supplies and materials budget line decreases as we significantly reduced our per pupil funding to restore the technology replenishment funds and help support other restructuring efforts. The per pupil funding will need to be restored in the Fy'17 budget cycle. The other expenses decreased as a result of restructuring our professional development expenditures to fund two new teacher positions. Figure 79: Regular Day Stafing Regular Day by Function Figure 80 below shows the breakdown of the FY'16 School Committee Budget by DESE Functions. The majority of regular day expenses are categorized as "2000" expenditures, or Instructional services (for more Information on the DESE Chart of Account structure, please see Appendix B). These expenditures include Instructional activities involving the teaching of students, supervising of staff, developing and utilizing curriculum materials and related services. Instructional services directly attributable to schools must be reported on a school basis, while district -wide services, such as supervisory may be reported on a district -wide basis. Seventy six percent of the expenditures in the regular day budget are for direct instructional services - the salaries of teachers and specialists providing direct services to students In the classroom or in small group settings; when you add to that the paraprofessionals who are supporting students or teachers in the classroom, as well as substitute teachers, the percentage increases to 80%. The next largest percentage is for school leadership (including school secretaries) and department heads who, together, account for another 11% of the regular day budget. School psychologists and guidance counselors comprise another 5% of the regular day budget. Thus, the professional and support staff providing Instilling afvy of teaming and Inspiring the Innovative leaders of to nmol Page 97 224 Pyn M fY13 .. M %14 FTE geted rig swam Adual "15 M �- Actual Fn5 Sena Budgeted %10.. M Budgeted nfg6 sde Regular Education 341.5 346.3 35.1336.5 azee4,4e5 Me AW1.nt Pdntl 1 40 0.3 0.3419493 4.3 435,942 4.3 449,396 Elements Teacher 109.4 109.4 110.17MR6 110.0 73M007 11LO )]53,916 EUTeader 1.0 1.0 1.0B 159 H744MM7 is es'M L5 9634 Gukaom Counselor 4s 0.6 5.0324109 5.6 359,427 5.6 MM K1 h$chW0e tChalr 3.2 12 3.33.3 26L�M 13 ns'M M h$duol Teacher no As 79.6sswme 784 5,556.753 79.6 5easm Instrualonal Coach 2.0 150000 K-114 rtman10ulr 0.6 0.6 OS338 05 8952 05 50645 nbrs hYdbS edalbt 7.0 7.0 7.0M7 7.0 462979 7A ITS Mdd1a$dn.1Texher 717 729 714 M41 51064M Me 659 n41 5,18884 Pars rofesslonal 17.6 18.4 me 20.8 W 218 492,754 ]6.9 4M PdmJ 1 8.0 8.0 8.0M74546,217 aA 88131 8.0 915804 Beadin 5 edallst 7.0 ).o 7.0 7A 7d2 7.0 568144 ShodAdurtmentfauraewa Lo LO LO 1.0 saw 1.0 54]81 Shod Ps [MIO Ist 9.5 9.5 IQs 105 8 4M 9.5 641674 seal 110 no no 110 134095 1LO 429 an SV naerMSwal.nx LO 1.00 I0 330M 1.0 000 Technal S delat 10 2.0 101 2.0 MIM 20 153977Nror 9.9 9.9 lOJ) 103 M'zn 7A ID an Regular Day by Function Figure 80 below shows the breakdown of the FY'16 School Committee Budget by DESE Functions. The majority of regular day expenses are categorized as "2000" expenditures, or Instructional services (for more Information on the DESE Chart of Account structure, please see Appendix B). These expenditures include Instructional activities involving the teaching of students, supervising of staff, developing and utilizing curriculum materials and related services. Instructional services directly attributable to schools must be reported on a school basis, while district -wide services, such as supervisory may be reported on a district -wide basis. Seventy six percent of the expenditures in the regular day budget are for direct instructional services - the salaries of teachers and specialists providing direct services to students In the classroom or in small group settings; when you add to that the paraprofessionals who are supporting students or teachers in the classroom, as well as substitute teachers, the percentage increases to 80%. The next largest percentage is for school leadership (including school secretaries) and department heads who, together, account for another 11% of the regular day budget. School psychologists and guidance counselors comprise another 5% of the regular day budget. Thus, the professional and support staff providing Instilling afvy of teaming and Inspiring the Innovative leaders of to nmol Page 97 224 leadership, direct Instruction, Instructional support, or counseling services to students makes up 96% of the regular day budget. Approximately 2% of the regular day budget funds the materials, supplies, and equipment necessary for providing instruction to students. This includes everything from curriculum programs, such as the new elementary health curriculum discussed above, to textbooks, software, computers, school supplies, an supplies, photocopy leases, and library materials. One percent of the regular day budget funds professional development stipends, providers, or expenses. The remainder of the regular day budget funds student transportation and stipends for schocil-based extracurricular activities. The 240 Function, Professional Development, has been significantly reduced to fund the necessary instructional coach positions. What remains in that function are curriculum leader stipends, teacher mentor stipends, contractually required tuition reimbursement, and less than $50,000 for districtwide professional development. Figure g0: Regular per Budget in, Functim Figure 81 below shows the FY165chool Committee Budget by detailed expenditure category. This Information is intended to provide more specific information on regular day expenditures. Instilling al0y of leaming and Inspidng the Inr tive leaders of tomorrow page 98 225 peeved Upended Fr2p12 M4ual Expended Fr2p13 Actual Expended PvZ014 Adopted Budget FY20I5 Requested Sweet "WIG % Clumps 221 5 ool Leadership 1,6]1,065 1,7%1310 1,]93,)10 1,)61,624 1,811,635 23% 222 Department Heads 271,219 MR386 311,058 310,164 321,180 3.6% 225 Buildlag TlMnology 178,494 233,022 101,913 Msixi 217,4M 3.1% 230 astructlon-Teaching Sawites M.8641765 15,282,479 35,]61,84] !6,267,954 17,23&692 a0% MI Specialist Teachers ]1;]12 7M,S90 74&293 7231366 95,722 4.26 233 Paaprofesslpnals 4S&83I 596557 68z,via 753,344 735,465 -3.711 234 library Media Tearpers 524,355 sss,m] 522,116 Sa0,723 560,553 17% 235 InsnuNonal Coordinators (2173x) - - I%Opo am 236 Substitutes 247,328 22&262 219,]86 ebs'na MZ702 -29.2% 240 Professlonal0evelopment 24369 321,401 341,847 4112'41 240,180 -40.3% 241 Text&Materials 362,60V 420,963 239,329 257,821 216,739 43% 242 Instructional Equipment 105,074 U4710 114982 126,317 M,007 OS% 243 General Supplies 170,119 I91,ss0 2MM 18&628 124,582 -303% 244 0eherllatructional Services 7,043 11,103 RISE 4220 101975 335% 246 nbarr MaMflals lam 1&447 M,360 21,881 2&X10 -7.7% 247 Instructional Tethmilogy lam ansm 15;847 115,358 17;]02 49.79{ 248 (JbaryTechnology 2;920 5,16] 2,673 14.962 13.469 -IOM)% 249 Instmctlonal Software 1&9% 091259 24'66 44,880 3%635 -25.1% 271 Gulda m 313,631 334,826 339,122 376,582 422,]93 113% 2M Teseng&Assessment 21,823 3&726 20,112 M,797 5,221 -73.4% 291 Psychologlcal5ervires 707,500 7X1381 73&019 790,490 amass -11rd6 330 Pupil Trampartrtlon 63,012 74917 83,130 78,000 55,2110 -293% 352 Other Stadent Activities 56.5% 52,510 62,377 65,573 61,890 -5.6% Gaml Taftl 209 467 22 036 50903].. 764 2j,397,647 3:4% Figure 81 below shows the FY165chool Committee Budget by detailed expenditure category. This Information is intended to provide more specific information on regular day expenditures. Instilling al0y of leaming and Inspidng the Inr tive leaders of tomorrow page 98 225 Figura BI: Regula) pay Budget by petall 1155tllling a Joy of learning and Inspiring the Wwovvtl eleaden of torn Page 99 226 A 1 A w pNw ".d "..d H nd.d ]gentled Egendw HNp9 ftd F % MIDu PYJ011 fYMM FRMS A]0f:: PMwPmwuw.f ANKM lu Aw. mmm Ro:.. P.MWI 99.W WI.M 8]6.)05 F9g]W 91AW LB% Rnl]YnVRII3Wl H3W6 V1;W) A3;xH] .No' Bq5% 6pA OepertmmlNetl511pentl 3I;]HI XFE% 31;W 3.J. 31;IW 3.0% InFrvrtlemlSP^aell[< - W® M1N6 TeeNer ]S,S3g5H 15,Wyo15 %.BLSW ] ],m;]53 IB,a53,Ta 591[ Pe.dIM )Ist J.,. )36593 Ri3W WS,w Re.dlq SW.LI6 M. S6L]% %Al® zH.B>3 6'Jitlp B.P% Sxq 155 3;05] 53 H4>]] )3% Guldenw Guld 1);553 3Qi6] . IIk. W43W Maa 1).315 TeNnolgylnd)nYen lµ533 y),P]I IDAQS 5K92] M. M. SM WpenN Blip 14;018 3W,Wt 509,9x5 ]W,W -]x.3X unpiewe Hn.ne Qsls 6mJ w156 us.W as.sx $nu Gnntw l5s lao 336 n5 ,M 75aW aW Si.sx O.MYf.I.M. 1T 9d 1]0 @W afi]A] )E6 SeenYry M., 11E 993,W3 ]%,965 .1P.W 63gP>! 96% fm •Hnente If13T W IDJ NA PW4 OIaxHI.Me m M91M km. Sub[tivb[ ]6),W 33).3Q ESA 106 W9.11% M. PmpmbulonY 65y� $pS,OSJ M. M. RNU -1T[ Eml e. Hnente Al SSW 5W 50] ;1II -36.0% Cmntl5u51d. 9S mm RUMM nw •MM IvhuNemlHMo[ inm arM151m 65 Mi 9l] 63U WS WJ -39.1% sMx.xl. u] .laax 4R )8,)79 MI% H.Q] 99.M6 19.SOJ Ql% walmn lzn 496 4WJ SWa -70.0% WMwlumflemeM.ry 10,905 )5;511 QMfi S16]S IL291 -39.M WrM11um. M6M15FM1eol 1LSM IQUS faMt Sala xM1eel )496 %,ul ASSS A1W MJX Enow Iem,ePWWddl. eAN 30,0W 4i,3]L QSM .LM6 A6 J7S 5L -].M "ulp E9uIpm.M 350 6W 1l9 6W L]W IJ 5»16nl.gm{. iW5 3i,IW IS,W t].KO 1£ryl -A9.faN FumNM1lq+ Ai% 4]99 MEW A6]o 0.650 1>.3% MM 17.=Y x 31M E QW.nd L. LW 1. ow.,P.mn x,ve LM3 Lm5 LOW IlZ AA5 IlbnryieNnNeM 633 1503 L%I k. Z. IN]M1 W.39 541M .N33 .MT4 O M.YS u.OE M509 Mvb9 a. A. LAWS r OIMr IK.)ss n6.s6 sxM6 fiLQl F.AI mm -M.Ix hper 3g6A ]6W] 61WJ 6),SM K%V 16IP P.RP.nkAN MJ55 MO15 11,W Z. L. PM1yeIal FAuwtlon );611 11,0.0 M011 11,]W A. -]Af Pe ux 1AH Um Od .er pMt.r 10,6E 3L u) 319)5 I&3511 % PmlotlarolMwlmment S.IW 63W 5,51{ 9,]% L650 -J.0% RVRwIgY 199 117 LEW 11W Stl.nd )1016 M SgW %9M 65% SdIMSmdne 9.H] 6M 1;615 . A w,SW 13,66 ]LSA Sonwert %.OW N,]S9 M666 NBPG M66 .3L]% Z. AWi A16 6W 650] '1M ...rNuppn- TorMrSupplln MW) 3;SQ A. 3I,5W OCP T.dlnolgY E;933 ]%. W. W. 6%M7 ASW -IgM Te[[1N 0.IIi AW LW L01J Wartbooke AComum.bbe W 310A ]SW ]W ILd 6LM ONrt lA Tb :. ,1AM Ouw6MembnM1lp+ B,HO 9,019 a - 3M M 335 S)D 550 9.IX Ontlueuen 6,9x5 )SKS , ].W3 4A] 90.0'!, entl 5enla3 6x0 LID] 6AM OUdt A]W Q51531 K. 1335.Nt pn6nleml0.relWm.nS iS]dW MAIDS 3M.Gb IS61W -66.M SCM1w.n llwntln)a5uppert iJ9% I910M 9A<ll 5L9+3- P1%tl 'ILSM i. ]L QtlF 6meAbl dto 6 l M1 w 1155tllling a Joy of learning and Inspiring the Wwovvtl eleaden of torn Page 99 226 Special Education The special education cost center includes the salaries and expenses necessary to provide special education and related services to the children In our community. The goal of the Student Services department is to provide high quality programs and services within the district and to Identify and place children in out -of -district programs only when the programs or services that are offered within the district are not adequate or appropriate to address a child's particular needs. As mandated by the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Americans with Disabilities Act, we strive to provide programs and services to allow our students with disabilities to be educated In the least restrictive environment that enables them to make effective progress. In -district expenditures make up 60% of the special education budget while out -of -district expenditures comprise the other 40% of the budget. The majority of the In -district portion of the budget funds the salaries of the teaching, therapeutic and support staff in our different In -district special education programs. We currently have seven different types of In -district programs, described below, as well as a learning center at each school. Program enrollments for each of the program are shown In Figure 83 below. • Developmental Learning CenterfDLCI— students identified with autism spectrum disorders. Located at Barrows, Birch Meadow, Coolidge, & RMHS. Over the next two years, this program will fully transition from Barrows to Birch Meadow. • Integrated Learning Program (ILP) — students Identified with cognitive deficits. Located at Wood End, Coolidge, & RMHS. • Language Learning Differences (LLD)—students Identified with language -based learning disabilities and specific learning disabilities. Located at Eaton, Parker, & RMHS. • Learning Centers (LQ —Students Identified with any of the ten disability eligibility categories. Located at each of our schools. • Student Support Program (SSP)—students Identified with emotional Impairment. Located at Klilam, Coolidge, & RMHS. • Therapeutic Support Program (TSP) —students identified with emotional Impairment, primarily school avoidance behaviors. Located at RMHS. IN Compass- students identified with multiple disabilities who require substantially separate programming with a focus on academics, life skills and social skills. Located at Coolidge. Instilling a joy of learning and Inspiring the innmanve leaders of to n.. Page 100 227 Figure 82: Special Education Enrollment Academic Year Total Enrollment #of Students on IEP %of Students %of Students Statewide 0 o Students Outof District 2005-06 4282 694 16.0 16A 73 2006-07 4332 707 16.1 16.7 67 2007-08 4416 753 16.8 16.9 73 2008-09 4428 771 17.2 17.1 63 200310 4392 758 17.0 17.0 59 2010-11 4509 734 16.3 17.0 51 2011-12 4447 1 768 16.9 17.0 64 2012-13 4483 737 17.3 17.0 64 2013.14 4432 767 16.9 17.0 50 2014-15 4414 809 17.3 17.1 61 Figure 83: SY-2014-IS Special Education Program Enrollment The special education budget comprises 27.5% of the total FY'165chool Committee Budget, which has decreased 0.1% from last year's 27.6%. The Special Education Cost Center budget is project to increase 2.3% over FY'15 budgeted levels or $253,842 which represents 24.6% of the total Increase for FY'16. Figure 84: Special Education Budget by Object K Gr1 Grl T Gro GM 6r8 GIS 017 GIG GO Gr IO Gr11. Gr12 Total mmpa55 4,569,777 4,647,331 4,751,305 2.2% Clerical Salaries 69,936 4 79,729 77,998 81,708 4.8% Other Salaries 1,280,860 5 Oevaeaming Cbl 5 3 4 4 4 3 4 5 2 5 2 47,469 3 39 0ev.1earning Ctrll 0 2 1 2 1,917,564 1,682,663 2,931,777 3,188,4788.8% Grand Total 9,742,215 ':9,334940 9,546,764 5 Integratedleaming P5og.1 L3% 1 1 2 ] 1 2 =:-4 3 Integrated Learning Prog. 11 1 2 '4 7 Urvage teaming 0lsablllties 1 3 3 4 5 '10: '7 10 M 9 -3 65 Student Support Program 1 2 3 1 2 5 3 2 5 5 13 42 TheraptuticsupportProram 1 1 3 - 7 12 The special education budget comprises 27.5% of the total FY'165chool Committee Budget, which has decreased 0.1% from last year's 27.6%. The Special Education Cost Center budget is project to increase 2.3% over FY'15 budgeted levels or $253,842 which represents 24.6% of the total Increase for FY'16. Figure 84: Special Education Budget by Object instilling ajoy of learning and inspiring the Innovative leaders of tomorrow Page 101 228 Actual] . Actu9l Expendedf '6ryerp ad' FYi032; FY20y3 AttWI+: Expended.' FY3Lt1y`..... Adoptad; budget u ;FY301S�:' Requested Budpo„ 'FYY036")Chan .x,16 e Special Education Professional Salaries 3,955,083 4,706,356 4,569,777 4,647,331 4,751,305 2.2% Clerical Salaries 69,936 71,218 79,729 77,998 81,708 4.8% Other Salaries 1,280,860 1,447,232 1,699,604 1,891,658 1,966,500 4.0% Contract Services' 1,224,165 1,174,931 1,459,708 1,492,965 1,313,761 -12.0% Supplies & Materials 47,469 21,619 55,284 56,930 50,750 -10.9% Other Expenses 3,164,702 1,917,564 1,682,663 2,931,777 3,188,4788.8% Grand Total 9,742,215 ':9,334940 9,546,764 11,098,659 11,352,501 L3% instilling ajoy of learning and inspiring the Innovative leaders of tomorrow Page 101 228 Special Education by object Salaries makeup the largest share of the speclaI education budget at 59.9% of the total for this cost center. The next largest category is other expense which Includes the tuition for students who are placed out-of-0Istrict In specialized programs. Contract services follows and this is where the transportation for both In -district and out -of -district students is budgeted. Supplies and materials are the smallest percentage of this cost center budget. The 2.2% Increase in professional salaries is driven by step and cost of living Increases as well as column changes for professional staff. It should be noted that the FY'16 budget relies on increased special education offsets, $247,215, to professional salary to mitigate the reduction in the droult breaker award. There are two new positions Included In the FY16 School Committee Budget, and this Is for a 1.0 FTE Board Certified Behavior Analyst (BCBA) and the Program Director for the Student Support and Therapeutic Support Programs district wide. Both of these positions are district wide positions and are being funded by restructuring other line Items in the special education budget. The BCBA will be utilized to assist with district wide program development for students with behavioral needs, Including students in the DLC and SSP/rSP programs. This position will also be responsible for completing functional behavioral assessments (FBAs) that are currently being contracted out. A BCBA on staff will allow staff to have more consistent access to behavioral supports needed to develop behavior intervention plans and collection and analysis of data. The BCBA will also be able to oversee home programming for students who require this educational service as Identified by his/her IEP Team. The Student Support Program (SSP) and Therapeutic Support Program (TSP) are programs designed to service students with social, emotional and behavioral needs. These students require consistent programming as they move from elementary to middle and on to high school. Additionally, the staff working in these programs need to have regular meetings to discuss student needs, adjust behavior plans and remain connected with families and outside providers. The Director of these programs will coordinate weekly building based meetings with program staff along with monthly vertical meetings. The Director will also assist in the development of parent outreach and support programming, along with coordinating with outside providers to support wrap around services. This position will ensure that consistent social and behavioral supports are in place for one of our most fragile populations. Other salaries represent the salaries for special education paraprofessionals as well as substitutes and extended year staff. During the current school year, an additional 2.61FTE special pameducetors were added that were not Included in the FY15 budget due to changes in student and program needs. This staff Is retained in the FY36 budget. Infilling a Joy of learning and Inspiring the lnnw lveleaders oftonw. Page 102 229 ngureaS: Spadal Eduoeon Stamng Contract services are projected to decrease by 12% In the FY'16 budget. This decrease is due to a shift in funds from consulting expenditures to a district wide position. The FY16 budget also includes a moderate Increase in special education tuition and transportation expenses as well some additional expense for anticipated out of district placements. Supplies and materials, while not a large dollaramount, is projected to decrease 10.9%. The decrease is a result in reducing our instructional equipment line to be based on trends. This funding level should allow for continued purchase of updated testing protocols as well as continuing to Introduce IPad's as an Instructional tool for special education students. Otherexpenses are projected to increase 8.8% In the FY16 budget. This is due to a net overall Increase In special education out-ofdistdct tuitions, transportation expenses and a reduction In our circuh breaker award. There was some fluctuation between categories of tuitions, most notable tuition to In- state private, residential and collaborative tuitions are all budgeted to Increase due to known and anticipated out of district placements. In addition, there is a significant reduction in the circuit breaker offset used in FY'16 since this Is based on the FY'14 amount which Is lower than last year's reimbursement due to lower claims by $233,410. Special Education by Function Figure 86 below shows the breakdown of the F1"16 School Committee Budget for special education by DESE function. As was the case with the regular day costcenter, a significant share of the special education budget falls within the "2000" series of expenditures or instructional services. In total, 59.9% of the special educatlon budget Is used for funding the salary expenses of professional staff, medical staff, or support staff providing direct instruction, Instructional support, or therapeutic services to students. The next largest percentage is forthe "9000" series expenditures which is tuition. Tuition expense, net of the circuit breaker reimbursement, constitutes another 27% of the budget. Related to Instilling a for of Warning and Inspiring the Innovative leaders oFtemortow Page 103 230 PY13 M4 Butlg4t "Is dNE4btl FrM AduN Fr16 Adual FYM SMSFM ry15M ME PTE Flt Slla ih A AY5 dNftluatlan d MMP 119.6 ..1325 Mo M.7 6 3MBMM.,And WsWn REWMVatw WSu onsenlleaLo EnWww to to to to 10 10 to to to to R5� 59450 W 3.0 to Lo ]I65D]]2 WOxIDbDisttld 15]DISWdSSP 055WWYPEmInINaW 42.92M.� ppm ma" Tea er hS2M1 llle Mair Mo 0.9 ]8] p4 1T.) 10 M2 3.0 1 620 A53p 3A) LO 1]63 TI91]MI ]5000Elements 950HI SAool ilrther 9]6]64MEEIe SAool Teaher a5 B5 85 85 417 Bs 53smi9 2] 4132 5]5 ONu Moral Ther Psslsbnt Psn mfessl9nul 0.3 592 06 666 a5l R4 06 %.1 30,871 ]98856 06 79.8 2]930 1619,.75 04 M9 27930 1 pbymai Then Ist LS 1.5 1,51 15 MM 15 11)192 LS Mu, Prn5A0Y TeuA[r SAP91P u"wlcounselw 161 LO 46 1 LO 121 1.0 5.5 10 350,M Ulm 49 to A ]69 61,2Z 0.9 t0 557 654M Soh" Nurse 1.01 LO SemeY 20 to 20 ZD 77623 20 76,022 LO at" SatlN Wotlter 15 10 10MR255 10 1'966 3.0 3J]6M e n a PaAel! rt ]IAO ]al 30.] 10.> ]R -..]pp ]77413 "..8 Wn Tem Gnlr ;3 iE i4 3.4 2D 3 Lw T 40 31 490 Contract services are projected to decrease by 12% In the FY'16 budget. This decrease is due to a shift in funds from consulting expenditures to a district wide position. The FY16 budget also includes a moderate Increase in special education tuition and transportation expenses as well some additional expense for anticipated out of district placements. Supplies and materials, while not a large dollaramount, is projected to decrease 10.9%. The decrease is a result in reducing our instructional equipment line to be based on trends. This funding level should allow for continued purchase of updated testing protocols as well as continuing to Introduce IPad's as an Instructional tool for special education students. Otherexpenses are projected to increase 8.8% In the FY16 budget. This is due to a net overall Increase In special education out-ofdistdct tuitions, transportation expenses and a reduction In our circuh breaker award. There was some fluctuation between categories of tuitions, most notable tuition to In- state private, residential and collaborative tuitions are all budgeted to Increase due to known and anticipated out of district placements. In addition, there is a significant reduction in the circuit breaker offset used in FY'16 since this Is based on the FY'14 amount which Is lower than last year's reimbursement due to lower claims by $233,410. Special Education by Function Figure 86 below shows the breakdown of the F1"16 School Committee Budget for special education by DESE function. As was the case with the regular day costcenter, a significant share of the special education budget falls within the "2000" series of expenditures or instructional services. In total, 59.9% of the special educatlon budget Is used for funding the salary expenses of professional staff, medical staff, or support staff providing direct instruction, Instructional support, or therapeutic services to students. The next largest percentage is forthe "9000" series expenditures which is tuition. Tuition expense, net of the circuit breaker reimbursement, constitutes another 27% of the budget. Related to Instilling a for of Warning and Inspiring the Innovative leaders oFtemortow Page 103 230 this expense is the cost to transport students to and from out -of -district schools; this expense makes up 8.4% of the budget. The remainder of the special education cost center budgets funds legal services; instructional materials, supplies, equipment, and adaptive technology; testing and assessment expense; professional development expense; collaborative dues; and Medicaid claiming services. Figure 86: Special Education Budget by Function Figure 87 below shows the F/'16 School Committee Budget by detailed expenditure category. This Information is intended to provide more specific information on sperlal education expenditures. Instilling ajoy of learning and Impiring the Innovative leaders oftonnomxm Page 104 231 Actual Expended FY2012 Actual Expended FY2023 Actual Expended FY2024 Adopted Budget FY2015 .Requested Budget FY2016 % Cha 143 Legal Services 57,805 69,679 93,913 80,000 60,000 -25.0% 211 Distichvide Leadership 244,115 257,943 268,628 243,225 257,730 6.0% 221 School Leadership - 924 2,720 - -100.0% 222 Department Heads 15,330 80,469 185,927 191,607 173,686 -9.4% 233 SpecialistTeadlers 2,393,836 2,903,301 2,676,646 2,601,521 2,539,945 -2.4% 232 Thempeutic5ervois 1,184,480 1,404,894 1,520,387 1,603,153 1,424,951 -SLI% 233 Paraprofessionals 1,268,967 1,444,815 1,699,249 1,889,658 1,966,500 4.1% 235 Instructional Coordinators 216,672 161,647 203,481 196,695 368,807 87.5% 236 Substitutes 2,858 5,583 2,280 17,000 - -1010% 240 Professional Development 31,501 18,130 25,107 33,770 20,400 -39.5% 241 Text & Materials 777 5,251 10,983 9,054 10,600 17.1% 742 Instructional Equipment 6,713 12607 15,451 21,260 15,000 -29.4% 243 General Supplies 40,793 6,736 11,659 25,975 16,150 -37.9% 244 Other Instructional Services 100 1,458 1,148 ;ODD ZODO 0.0% 2471nstmctional Technology 7,630 22,269 17,874 13,566 10,500 .22.6% 249 Instructional Software - 2,750 275 - -100.0% 272 Testing&Assessment 7,465 8,512 27,447 14,30D 20,40D 42.7% 280 Psychological Services 143,859 287,781 326,078 408,585 409,063 -0.1% 330 pupil Transportation 1,061,415 853,404 876,333 938,913 983,441 4.7% 550 Other Fixed Charges 17,532 20,684 18,478 19,500 191500 0.0% 910 Tuition to Other Districts 227,332 34,996 9,614 245,000 147,173 -39.9% 920 Tuition, Out -of -State 338,860 43,502 54,748 49,919 239,744 380.3% 930 Tuition, In -State 1,872,455 1,127,748 762,952 1,857,539 1,919,856 3.4% 940 Tuition, Collaboratives 601,720 572,531 734,706 633,424 748,055 18.1% 9742,215 9,338,940 9,546,764 11,098,659 11,352,501 _`2.3% Figure 87 below shows the F/'16 School Committee Budget by detailed expenditure category. This Information is intended to provide more specific information on sperlal education expenditures. Instilling ajoy of learning and Impiring the Innovative leaders oftonnomxm Page 104 231 n: e]: Sal l Ed.iwlm Budm by Detailed E3 m Crt IISDIEng afoy of Ionang and Inspiring the Innovad" leaders of rom9now Page 105 232 Y Fal Expanded FYfr112 Aaxual Eawneea FY2O19 w 2apdWe6 '.. :Pri /Woptee 906a•t FY3C15 B•..d wBLet Ma16 % Cherager Proraulonal 5alarlas ;055.061 4.J .338 0.569.>fL 496>.331 0.781305 3.2% OlwRer 1M.ss 171059 .,981 314668 534,737 -66% Them CXal. 316, 6>z 181667 303,403 19%695 87.8% special Ftluutlen Taaeher ;6>7,vM 863,105 109;3] 1185,791 338.880 6.6% Ea4ngetl Year Sarvlcea 101393 J9, 698 DI, 343 80,500 -3.7% Nun, SQlOq A - O.O% O¢upetlenal Thenp6t 223.333 i29,U3 1,5>1 3A6, 319 1.9% Pbytlul t%enplat ud wo 106,6% 107,5. 33,343 119,139 5.4% 3Peecb Therapal 69%573 794883 AS,A9 8018>a 1.3% Otbe.Tbvaplea 13,A9 11.15 - - F.. PayNale[Irt ]30,732 379,806 306,8. A1.5 "La. Peoelvin[ Fund 6uppprt 076,970) 135,650) (1811901 (636.SA) (91$165) .F4. - 21}61 76,.. ".0 55,331 -38.8% Employee Bena04 ;950 3,150 31,589 3,5. 15.7% Cle.lul6MalY 6 J131L A.f29 A.99B L;J. 9.9% w oe ea'.69,311 70.393 75,631 A 817. Employe Bamflta a35 125 306 Olh•r5alvl•a 1280,LfA1917.232 1.403 1893.658 1.9345. O.O% I pvapwbaaena 1 3.011.16 166.77. 1859,866 19a13>5 0.2% enEe6 Ven 5,rvlwa 90,863 31.190 30,.0.4 33.O 33,22. O.O% Subrtltutea ],655 1,573 335 3,0.M 10,238 Bq0 - - Employe Benefl4 Emplrne, B...a 3.343 1.731 1A2 1.A3 1135 1.2% -3]3% .0 13]e,.7 1,20A19 1/139,708 1492.9K 1,313,761 -13.32. 68,637 30114 93%350 3915. 3.,534 FIe1J Trip T.ave1 FI,Id Tdp T,..I - 1363 598 1534 O.O% 30,2.6 13.119 30,.20 0.0% wtlno odaXea'd1 el ThetapY ods3.>M Me" 14DA 9,500 3,930 -33.9% pbyrlwl a l L%8 - 3.891 ;000 90.0% e[Iul Ev,l Payc . l I 71315 ".936 ..,.a. 40.3 9,0. 13.5% C,un,a spetlal Etluwtlen Ceunul al 4,345 69,6A 09,.19 60,.0 BO,<00 -35.0% 5,119 A318 - 171010 _ -iW.G% S .Fap ubaticuwa 132. 9.088 epLl fS,ON - .134.0% bleummunlcatlena - - 733 - -100m Tm ]A65 1628 5, 0.0 6A% hanapoaatlen 10171953 .,951 861330 902,005 951011 9.9% n{SeMua 36,169 30,30> 98,6. .2,000.2,0009 90.6% VId41d 0,769 %660 9,A1 6,ON e,o. 4034 O.Ofi snwBee L.maHr1Y. 97,96911619 ss,2 sQHo 84750 Fu.nlPM1lnp - - 38 9B 29s -5 XaarinL %2.6 14. 1,336 1534 1534 o.3% lenalThvapY Ofi 1330 965 - AO 01. ma ONIw 3,032 Z. 3.Opa 1047 . ... O.m F.... ThanPY 310 (.3) 1.J LOW Low 4p% pea4e 197 - 1,930 300 -89.9% ofCM1N OIa 4.833 - J6J 7,. J,SW >,SW Sehwaro - 1,reo. 375 elal Etlucetlon 30,.Be ].197 12,82. 35,8. 19.9. 135.3% sP..d.gy LOBS 54 134. 3.oW O.OK TedneloN 3.197 3,.1�drip - -100.03E Tetln[ - L-9]3 29,[33 61.3% - -L2.8add WO O. VR Outer6awnwe 9.160.TI2 1917.807... 168.663 ;991771 Pdvertlaln{ 1B7 179 334 200 4O% pa ea66Y1111 371.5 16.05 11A5 19.340 31334 1.9% m n{ n. L.3 %189 S. DJB 9,034 Oe% csEcold Ofrlw Equipment 3.981 1393 4.347 OO.g Pea4[e 3.579 8,]53 L- ;OCO ;350 pr.f..L A0 O.O% P.e4aalenel0eel.eupla 34%5 31.327 39,076 39,730 Sehwaw llwntln{49uppert 19,.5 25,055 SQ.B 35,790 .,a. 32,5. Stab Gme Support - (1]2.,21>) (D5;8]71 -30.794 lTa.,Feutla&Ptlaptly 69u1Pment 6,019 . 112. SS,OLV -70. X Tharnp.ratl. Pgetive Tecbnelery >,.. D 10,9. O.3% TmaponKlon 03.463 ..,4 34053 9M1.3. 911. 34.0 -0.1% rel ;SBB 9..5 L3W O.OM Cel46erpnl ". 8017. S7;531 3,050 744055 38.1% Tvlelen In-4rte prr pay 1.1,315 851990 975,18 1833,7. 5,831932 99X Tuition a 611590 34%351 SN,6>i ,zzLWe 909,693 -31.0% Taltlen Di.n-.e.lin Frlr Rey - 03.502 09.351 02,591 02,591 -10.1% DMStete Taltlen ON-Slrte Prly Pe 97"2 - 5,988 ],W 39%04 19K85% Taltlen OOM1e. gs4icb 23494 399% 96fA MS WO 2.7179 OrwMTebl arpPRraae9 JH1=Oaalaaal aassa4AM 2B% IISDIEng afoy of Ionang and Inspiring the Innovad" leaders of rom9now Page 105 232 Districtwilde Programs This cost center Includes the budgets for Health Services, Athletic Programs, Extracurricular Programs, and Districtwide Networking and Technology Maintenance. These programs are grouped into the Districtwide Programs cost center since none of the expenses can be allocated to either regular day or special education. In other words, these expenses are for the benefit of both general education and special education students. A summary by object of the FY'165chool Committee. Budget by Object is shown In Figure 88 below. Figure W: Districtwide Programs by Object Overall, this cost center budget Is projected to Increase by 4.8%. This cost center accounts for just 3.8% of the total budget and has remained near this proportion for the last several years. While the proportion overall has not changed significantly, there have been shifts between various programs within this cost center. The Districtwide budget by individual program Is shown below in Figure 89. The largest program budget Is for health services (39.8%), followed by athletics (29.1%), district technology (27.9%); extracurricular Is the smallest program budget at 3.0% of the total district -wide programs budget. In total, the Increase of $72,606 comprises just 7% of the total Increase for FY'16. Figure 89: District -wide Budget by Program Actual Expended FY2012 Actual Expended FY2013 Actual Expended FY2014 Adopted Budget FY2015 Requested Budget '.7FY2016 % Change Professional Salaries 676,029 654,925 682,630 699,680 744,153 6.4% Clerical Salaries 32,065 41,776 49,835 52,066 57,299 10.0% Othersalaries 225,032 228,126 255,364 298,372 320,314 7.4% Contract Services 244,228 266,378 281,197 $06,579 307,788 0.4% Supplies & Materials 18,183 30,593 29,371 45,875 45,675 -0.4% Other Ex enses 52,187 89,156 75,795 107,076 107,026 0.0% Grand Total 1,247,724 1,310,955 JQ�_ 648 1,582,254 0.g% Overall, this cost center budget Is projected to Increase by 4.8%. This cost center accounts for just 3.8% of the total budget and has remained near this proportion for the last several years. While the proportion overall has not changed significantly, there have been shifts between various programs within this cost center. The Districtwide budget by individual program Is shown below in Figure 89. The largest program budget Is for health services (39.8%), followed by athletics (29.1%), district technology (27.9%); extracurricular Is the smallest program budget at 3.0% of the total district -wide programs budget. In total, the Increase of $72,606 comprises just 7% of the total Increase for FY'16. Figure 89: District -wide Budget by Program Insniiing a joy of learning and Inspiring the Innovative leaders of tomorrow Page 1% 233 Actual Actual Actual Adopted Requested Expended Expended Expended Budget Budget % FY2012 FY2013 FY2014 FY2015 FY2016 Change Health Services 511,881 523,020 543,697 581,783 630,104 8.3% Athletics _ 432,033 427,345 416,737 485,404 461,110 -5.0% Extracurricular 54,303 45,518 52,944 56,232 48,377 -14.0% Technology 249507 315,071 360,814 386,229 442,663 14.6% Grand Total 1; %24 1,310,955 1,374,192 1,509,646 1,582,254 4.8% Insniiing a joy of learning and Inspiring the Innovative leaders of tomorrow Page 1% 233 Figure 90: Distrid-Wde Program SMMng Health Services The Health Services program budget funds the salaries and expenses for servicing the medical needs of the district's student population. Currently, each building has at least one full-time nurse. The Director of Nursing is housed at the high school and provides additional support to its larger student population. The Director receives clerical support from one of the central office Administrative Assistants who spends 25% of her time supporting Health Services. Ninety-four percent of the health services budget funds salaries. The Health Services program budget is projected to Increase 8.3% In the FY165chool Committee Budget. This increase is driven primarily by the step and COLA Increases for nurses as well as additional competency stipends they have earned. In addition, a small portion of the Increase funds higher pay rates for nurse substitutes. We increased the amount paid to substitute nurse in FY'15 from $75 per day to $125 per day. This was a necessary increase given market rates and the need to ensure that we are able to attract highly qualified nurse substitutes and maintain high fill rates. Instilling a joy of learning and Inspiring the Innovative Made eftonlomav Page 107 234 FY12 HE FM FTE H14 HE Budget FY15 HE Budgeted "Is Salary Adual FY15 FTE Actual FY15 Sala Budgeted FY16 FIE Warred Ms Sale Health Seralas 9.5 99 A3 99 9.3 MM 9.3 SK754 Dindd Administrator 0.2 Q2 0.2 0.2 14,5M 0.2 15,sm 0.2 IQ377 School Hurse 8.8 M 8.0 8.8 52Q(05 a8 53 m0 8.8 SM.M1 Seert.q as 01 0.3 03 11,919 0.3 11,919 Q3 1 M AMI9Ha L2 1.5 Ls 1.5 93,592 Ls 230 1.5 M )uMuBrUdM el Q7 0.5 QS 0.5 53,435 0.5 53435 as 55015 Se.tarr 0.5 1.0 Lo 1.0 43,147 1.0 42,M 1.0 45026 E draaudalar 0.3 Q3 63 0.3 MM 63 ]6,717 0.a 27508 Ar5ldam Pdn0 al 11 0.3 Q3 0.3 261728 Q3 2671] 03 3],SOa Olddd Tedulo A4 5.9 14 SA 54 Mwt Gl M,= Com uterTechnldan 3.5 5.0 0.5 4.5 29p00 0.5 241,000 5.3 283,038 0194d AdminlAator 017 0.7 Q) 0.7 69,E55 III 0.7 63690 017 fi 595 Info SpbermSeedallst 1 0.2 J Q21 a2l 0.21 15,231 I Q2 15231 Ul 15,600 Health Services The Health Services program budget funds the salaries and expenses for servicing the medical needs of the district's student population. Currently, each building has at least one full-time nurse. The Director of Nursing is housed at the high school and provides additional support to its larger student population. The Director receives clerical support from one of the central office Administrative Assistants who spends 25% of her time supporting Health Services. Ninety-four percent of the health services budget funds salaries. The Health Services program budget is projected to Increase 8.3% In the FY165chool Committee Budget. This increase is driven primarily by the step and COLA Increases for nurses as well as additional competency stipends they have earned. In addition, a small portion of the Increase funds higher pay rates for nurse substitutes. We increased the amount paid to substitute nurse in FY'15 from $75 per day to $125 per day. This was a necessary increase given market rates and the need to ensure that we are able to attract highly qualified nurse substitutes and maintain high fill rates. Instilling a joy of learning and Inspiring the Innovative Made eftonlomav Page 107 234 Figure 91: Health services Program Budget by Detail The district contracts with a physician as required under MGL' c. 71, §53-55 who provides medical examinations to students as needed. We do not anticipate an Increase to this contracted amount in FY36. The increased funding for medical supplies will be used to support the safety -centered activities such as replacing expired Items In each emergency medical bags and adding equipment, most notably audiology testing equipment, as needed. f.1171I MM The Athletics program budgets funds the salaries and expenses necessary to operate the High School athletics program. The largest single line of the budget is for the salaries of the athletic coaches that comprise 46.9% of the athletics budget. The next largest expense Is transportation, followed by athletic officials, and facility rental. The athletics budget Is offset by user fee and gate receipt revenue that is used as a direct offset to coaches' salaries. The FY'16 School Committee Budget proposes an Increase In the athletic user fees to offset the Increased cost of living adjustments in coaching stipends. User fees have remained unchanged since 2010. We are recommending that Athletic User Fees increase to $250 per season (an Increase of $35), with an Increase In the family cep from $800 to $950 and an increase in the Individual cap from $500 to $600. In addition the budget proposes increasing the revenue offset by $50,000. The revenue offset covers 95.2% of coaching salaries or 45.2% of the total athletla budget. As Figure 92 below shows, the Athletics Program budget is projected to decrease by S.0% in the FY'16 School Committee Budget. This is a function of the Increased offset mentioned above and a budget adjustment to the transportation line which appeared to be overfunded. The rest ofthe budget remained level funded. The FY16 budget amounts appear reasonable given the three year trend in spending. Instilling a Joy of learning and Inspiring the Innovative leaders oftomorrow Page 108 235 Actual Expended FY2012 Actual Expended FY2013 Actual Expended FY201I Adopted Budget FY2m5 Requested Budget FY2m6 % Chan ProesslonsIStlades 472,572 488,090 500,275 534,S14 582,978 90% Diredor 67,790 60,m8 71,110 72,545 81,885 229% Nurse 404,782 419,042 429,165 461,969 500,593 &4% Clerked Salaries 151005 W510 11,673 11,919 12,276 30% Secretary - 15,005 10,510 11,673 11,919 12,276 3.0% Other Salaries 9'M 4625 1%754 15,625 15,629 0.0% Substitutes 9,If15 13,625 15,754 15,625 15,625 QO% toetrad SerWces 7,934 4895 4180 9,000 9,000 QO% School Physician 7,859 5,895 8,000 4000 40m QO% Professional Development 75 - 180 1000 1,000 60% Supplies& Materials 7,110 7,692 61072 4900 4900 QO% Medical 4738 7,487 5,834 8,400 8,400 0.0% Offiw 373 199 238 500 500 Q0% Other Expenses 285 4114 2,741 1,825 1825 60% Equipment 95 2031 1,731 3,525 1,525 QO% P.LE 90 183 11 300 300 0.0% OrarMtotal b1 523,020 54a,697 Si 6A101 13% The district contracts with a physician as required under MGL' c. 71, §53-55 who provides medical examinations to students as needed. We do not anticipate an Increase to this contracted amount in FY36. The increased funding for medical supplies will be used to support the safety -centered activities such as replacing expired Items In each emergency medical bags and adding equipment, most notably audiology testing equipment, as needed. f.1171I MM The Athletics program budgets funds the salaries and expenses necessary to operate the High School athletics program. The largest single line of the budget is for the salaries of the athletic coaches that comprise 46.9% of the athletics budget. The next largest expense Is transportation, followed by athletic officials, and facility rental. The athletics budget Is offset by user fee and gate receipt revenue that is used as a direct offset to coaches' salaries. The FY'16 School Committee Budget proposes an Increase In the athletic user fees to offset the Increased cost of living adjustments in coaching stipends. User fees have remained unchanged since 2010. We are recommending that Athletic User Fees increase to $250 per season (an Increase of $35), with an Increase In the family cep from $800 to $950 and an increase in the Individual cap from $500 to $600. In addition the budget proposes increasing the revenue offset by $50,000. The revenue offset covers 95.2% of coaching salaries or 45.2% of the total athletla budget. As Figure 92 below shows, the Athletics Program budget is projected to decrease by S.0% in the FY'16 School Committee Budget. This is a function of the Increased offset mentioned above and a budget adjustment to the transportation line which appeared to be overfunded. The rest ofthe budget remained level funded. The FY16 budget amounts appear reasonable given the three year trend in spending. Instilling a Joy of learning and Inspiring the Innovative leaders oftomorrow Page 108 235 Figure 92: Athletics program Budget by Detail The coach salary line does Include an assumed step and cost of living adjustment for staff. We have had a number coaching positions turnover with more veteran staff being placed by more junior staff placed at lower steps and therefore lower salaries than those they replaced. Event detail expense, which covers predominantly the cost of police detail at football, basketball, and/or hockey games as needed, fluctuates from year to year depending upon the number of home games. Next year, we have assumed the same number of home games. Equipment repair funding is used for refurbishment of equipment, most notably football jerseys, helmets, and pads. Field maintenance funds the labor to maintain the fields Including striping as well as sweeping and cleaning of the turf fields. Game staff Includes employees who monitor the gate, sell and collect tickets, and count and monitor game receipts. This figure fluctuates based on the number of home games; this number is expected to remain the same in FY'16. Finally, software expense Includes the cost of the Family ID system being Installing aloy of team]ng and Inspiring the Innovative leaders of tomorrow Page 109 236 Actual Expended FY2012 Actual Expended FY2013 Actual Expended FY2014 Adopted Budget FY2015 Requested Budget FY2016 % Ch e Professional Salaries 85,160 49,500 52,350 53,435 55,015 3.0% Director 85,160 49,500 52,350 53,435 55,015 3.0966 Clerical Salades 17,060 31,266 38,163 40,147 45,023 12.1% Secretary 17,060 31,266 38,163 40,147 45,023 12.1% OtherSalaries 95,099 61,670 4%235 53,747 21,651 .59.7% Coach 353,231 349,738 348,389 376,747 394,651 4.8% Event Detail 6,868 4,933 4,846 7,000 7,000 0.091 Revolving Fund Support (265,000) (293,000) (308,000) (330,000) (380,000) 15.2% Contract Services 206,321 298,395 231,878 260,680 262,027 0.5% Equipment Repair 1,015 13,139 12,706 15,000 15,000 0.0% Facility Rental 57,207 60,677 60,512 66,000 66,000 0.0% Field Maintenance 61806 9,284 8,071 7,500 7,500 0.0% Game Staff 4,756 8,207 18,075 91000 11,680 29.8% Officiating 55,343 65,748 54,263 66,200 68,186 3.096 Transportation 80,987 81,340 78,250 96,980 93,661 -3.4% Supplies & Materials %976 191675 22,599 34,975 34,975 0.0% Field - 440 4,000 4,00D 0.0% Office 509 2,910 1,471 %260 3,260 0.0% Team 7,235 4,622 10,228 12,715 12,715 0.0% Trainer - 8,266 3,216 51000 5,000 0.0% Uniforms 2,131 3,387 7,685 10,000 10,000 0.0% Other Expenses 18,774 24889 26,563 42,420 42,420 0.0% Awards 2,679 7,251 2,888 3,660 3,000 0.0% Dues & Memberships 7,163 8,429 8,815 8,420 8,420 0.0% Entry Fees 3,405 3,293 3,589 3,550 3,550 0.0% Equipment 5,477 10,971 8,625 14,550 14,550 0.0% Professional Development - 95 845 3,000 3,OOD 0.0% Software Licensing & Support - 1,850 1,800 4,900 4,900 0.0% Travel 5,000 5,000 0.0% GrarM Total '^.t `i#17 416,737 485,404 461;110 -5.0% The coach salary line does Include an assumed step and cost of living adjustment for staff. We have had a number coaching positions turnover with more veteran staff being placed by more junior staff placed at lower steps and therefore lower salaries than those they replaced. Event detail expense, which covers predominantly the cost of police detail at football, basketball, and/or hockey games as needed, fluctuates from year to year depending upon the number of home games. Next year, we have assumed the same number of home games. Equipment repair funding is used for refurbishment of equipment, most notably football jerseys, helmets, and pads. Field maintenance funds the labor to maintain the fields Including striping as well as sweeping and cleaning of the turf fields. Game staff Includes employees who monitor the gate, sell and collect tickets, and count and monitor game receipts. This figure fluctuates based on the number of home games; this number is expected to remain the same in FY'16. Finally, software expense Includes the cost of the Family ID system being Installing aloy of team]ng and Inspiring the Innovative leaders of tomorrow Page 109 236 used to manage all of the forms and miscellaneous paperwork required for athletics and extracurricular participation. Figure 93: Participation in High School Athletic programs SCHOOL YEAR 2008-09 20D910 201a11 2011-12 2012-13. 2013.14 BASEBALL 50 52 52 52 51 54 BASKETBA11(8) 31 39 48 43 40 47 BASKETBALL(G) 38 33 32 40 42 42 CHEERIEADING 42 35 42 30 22 26 CROSS COUNTRY IBI 50 37 49 41 46 W CROSS COUNTRY (G) 20 20 21 20 23 31 FIELD HOCKEY 55 51 52 51 51 49 FOOTBALL 87 101 94 97 99 100 GOLF 12 15 12 15 16 19 GYMNASTICS 13 24 21 19 18 29 ICE HOCKEY (B) 47 53 54 58 51 51 ICE HOCKEY (G) 20 18 24 28 26 23 IN DOOR MACK (B) 94 86 94 87 83 74 IN DOOR MACK (G) '79 87 89 57 70 51 1ACROSSE(B) 85 81 76 73 62 66 LACROSSE (G) 55 59 72 81 96 ]7 OUTDOOR TRACK( B) 88 74 69 86 93 I106 OUTDOOR TRACK (6) 74 70 74 62 66 53 SOCCER(B) 60 58 64 65 61 69 SOCCER(G) - 41 55 60 rA t:72 - 65 SOFTBALL 46 42 43 41 40 41 SWIMMING(B) 17 20 20 23 29 27 SWIMMING(G) 26 24 25 29 29 30 TENNIS(BI 29 12 21 17 : 17 70 TENNIS (G) 10 13 16 15 16 17 VOLLEYBALL 38 36 37 41 41 43 WRESTLING46 45 52 47 43 34 TOTAL2,2381 1,2911 1,2821 1,293 1,284 Extracurricular Activities The extracurricular activities program budget funds the salaries, stipends, and a small portion of the expenses necessary to offer extracurricular activities at the high school and the two middle schools. These activities Include the high school drama, band, and choral program; the middle school drama, band, and choral program; and the operations of the high school after school fitness center program. As with athletics, these programs are critical to the education of the whole child and provide opportunities for students to grow, learn, and excel in activities that generate enthusiasm and passion outside of the classroom. They also offer students the chance to develop confidence, character, relationships, and leadership abilities. Instilling aiW of learning and Impldnethe Innovative leaders of tomom m Page 110 237 Figure 94: Extracurricular Activities Program Budget by Detall Seventy-six percent of the extracurricular program budget funds salaries and stipends Including 25% of the salary of the Assistant Principal for Athletics and Extracurricular Activities (representing the effort required to manage this department), as well as the stipends forth e various program advisors and the wages for the fitness center monitors, This program budget is partially offset by user fee and ticket revenues. The FY'16 School Committee Budget proposes an Increase In the extracurricular user fees to offset the increased cost of living adjustments in advisor stipends. User fees have remained unchanged since 2010. In addition the budget proposes Increasing the revenue offset by $10,000. This revolving fund revenue offsets 51.8% of the program expenses, similar to the percentage of program expense offset by athletics revenue offsets. The proposed increase for Extracurricular User Fees Is to $125 for cast per show for drama (an Increase of $50) and $75 for tech per show for drama (an increase of $25). We are not recommending an increase for band because their fee is currently$175. We are also recommending an Increase in the family cap for drama to $550 (from $450) and an Individual cap Increase to $350 (from $250). The Extracurricular Activities Program budget is projected to decrease 14.0% in the FY'16 School Committee Budget which represents a $7,855 decrease. This Increase is due primarily to Increase in revolving fund support which increased by $10,000 of 23.8% over FY'15. Nearly all non -athletic differentials Increased significantly in FY'14 due to a restructuring of the non -athletic differential salary schedule which was negotiated mid -contract (as stipulated in the collective bargaining agreement) and went Into effect this year. All other increases/decreases, which may be large in percentage terms, are less than $500 and are used to support the goals and Initiatives of the extracurricular programs. Instilling a joy of teaming and impidng the Innovadve leaden oftomorrox Page 111 238 Actual Expended FY2022 Actual Expended FY2013 Actual Expended FY2014 Adapted Budget FY2015 Requested Budget. PY2D16 % Chan Professional Salaries 38,361 26,578 33,436 31,845 24,377 -23.5% Coordinator 35,852 24,750 26,175 26,718 27,508 3.0% Stipends 27,509 32,328 48,761 47,127 48,869 3.7% Revolving Fund Support (25,000) (30,500) (41,500) (42,000) (52,000) 23.8% Conrad Services 12,303 9,096 10,249 12,788 12,650 -1.1% Equipment Repair - 1,256 1,169 1,250 1,250 0.0% Professional Development 700 - 355 700 600 -14.3% Transportation 11,500 7,840 8,125 1Q238 10,200 -0.4% Vehicle Rental 103 - 600 600 600 0.0% Supplies & Materials 564 3,070 382 1,000 800 -20.0% Performing Arts 564 3,070 387 1,000 800 _20,0% Other Expenses 3,075 6,774 8,873 101600 10,550 -0.5% Dues & Memberships 870 685 945 650 650 QO% Entry Fees 60D 1,550 1,335 1,500 1,400 -6.7% Equipment - 3,729 3,943 6,0011 6,000 0.0% Ro altle5 1605 810 2,750 2,450 500 2.0% GrarMTMd 54,303 4,668 .62,946 36,29248,377 -14096 Seventy-six percent of the extracurricular program budget funds salaries and stipends Including 25% of the salary of the Assistant Principal for Athletics and Extracurricular Activities (representing the effort required to manage this department), as well as the stipends forth e various program advisors and the wages for the fitness center monitors, This program budget is partially offset by user fee and ticket revenues. The FY'16 School Committee Budget proposes an Increase In the extracurricular user fees to offset the increased cost of living adjustments in advisor stipends. User fees have remained unchanged since 2010. In addition the budget proposes Increasing the revenue offset by $10,000. This revolving fund revenue offsets 51.8% of the program expenses, similar to the percentage of program expense offset by athletics revenue offsets. The proposed increase for Extracurricular User Fees Is to $125 for cast per show for drama (an Increase of $50) and $75 for tech per show for drama (an increase of $25). We are not recommending an increase for band because their fee is currently$175. We are also recommending an Increase in the family cap for drama to $550 (from $450) and an Individual cap Increase to $350 (from $250). The Extracurricular Activities Program budget is projected to decrease 14.0% in the FY'16 School Committee Budget which represents a $7,855 decrease. This Increase is due primarily to Increase in revolving fund support which increased by $10,000 of 23.8% over FY'15. Nearly all non -athletic differentials Increased significantly in FY'14 due to a restructuring of the non -athletic differential salary schedule which was negotiated mid -contract (as stipulated in the collective bargaining agreement) and went Into effect this year. All other increases/decreases, which may be large in percentage terms, are less than $500 and are used to support the goals and Initiatives of the extracurricular programs. Instilling a joy of teaming and impidng the Innovadve leaden oftomorrox Page 111 238 Districtwlde Networldng and Technology Maintenance The districtwide networking and technology maintenance budget funds the salaries and expenses required to operate and maintain our technology Infrastructure Including our wide area network, wireless networks, servers, computer hardware and peripheral devices, and telecommunications equipment. The majority of this budget funds the salaries of the network administrator (34% of this salary is charged to district administration), 5.5 FTE computer techniclans, and 0.2 FTE Information systems specialist. The FY16 School Committee Budget Includes an additional 1.0 FTE computer technician so support our technology needs at the elementary level. Figure 93: DIsUl twide Networking and Technology Maintenance Budget by Detall The districtwide networking and technology maintenance budget is projected to increase 7.0% in the FY16 School Committee Budget. The primary driver of this increase Is the Increase in salary proposed for our computer technician staff and the addition of a 1.0 FTE computer technician. In FY'15 the district was awarded a $1.5M School Transformation Grant to support our efforts on our students behavior health. The grant funds a .25 data analyst. A revenue offset of $15,000 was taken to reflect the use of one of the staff to support the grant This budget funds the districts purchases of technology Infrastructure equipment. The district has made a significant Investment in technology Infrastructure over the past several years and much of this equipment is no longer covered by warranties. Therefore, It is necessary to budget a sufficient amount ($20,000) to [rover the cost to repair or replace any equipment that fails. This could Include servers, wireless arrays, routers, hubs, or switches. Figure 96 below shows the inventory of technology devices currently deployed throughout the district. Instilling a JW of learningandinsplring the lnnwative leaders oftomorrow - Page 112 239 Actual Expended FY20U Actual Expended "no Actual Expended FYW14 Adopted Budget "Was Requested Budget FYM16 % Change Professtanalsalades 79,936 98,756 96,606 79A% a;28i 10% Manager 60,224 61,521 70,577 64,655 66,595 10% Technology Integration 19,712 29,235 26,030 15,231 15,688 3.0% Other Salaries 120,898 157,831 191,375 229,W0 283,038 23.6% Technician 120,858 157,831 294,375 229,000 283,038 23.6% Contract Services 17,877 12,993 38941 2A,112 24,112 0.0% Consulting SeMces _ - 18,000 ;980 ],980 0.D% Internet Services 1,620 1,743 1,861 ;112 ;112 0.0% Software Ncensing8Support 16,257 11,250 .11,080 20,020 20,020 8016 supplies B Matkdds 633 211 313 %DW 1,000 8011 Supplies 633 211 313 1,000 3,000 0.0% Other Expenses INUM 53,200 3BA79 5;231 5;231 0.0% Teleammunlabons 17,665 20,830 2;227 2;323 22,323 0.0% Equipment 4.860 6,06D 1,411 20,000 20,000 0.0% Professional Development 7,666 6,541 5,000 5,000 0.0% Software 7,560 18749 8,306 4,408 4,409 0.0% Pos 119 475 96 SOD 500 0.096 Oradd7dul 249507 071 •.>IRA14.. .'388219 442.663 14.8% The districtwide networking and technology maintenance budget is projected to increase 7.0% in the FY16 School Committee Budget. The primary driver of this increase Is the Increase in salary proposed for our computer technician staff and the addition of a 1.0 FTE computer technician. In FY'15 the district was awarded a $1.5M School Transformation Grant to support our efforts on our students behavior health. The grant funds a .25 data analyst. A revenue offset of $15,000 was taken to reflect the use of one of the staff to support the grant This budget funds the districts purchases of technology Infrastructure equipment. The district has made a significant Investment in technology Infrastructure over the past several years and much of this equipment is no longer covered by warranties. Therefore, It is necessary to budget a sufficient amount ($20,000) to [rover the cost to repair or replace any equipment that fails. This could Include servers, wireless arrays, routers, hubs, or switches. Figure 96 below shows the inventory of technology devices currently deployed throughout the district. Instilling a JW of learningandinsplring the lnnwative leaders oftomorrow - Page 112 239 Rgure 96: SY'2014-15 Technology Inventory School Building Maintenance The School Building Maintenance budget funds the salaries and expenses necessary to operate and maintain our eight school buildings. This includes the salaries of the Director of Facilities, the Custodial & Maintenance Supervisor, a full-time department secretary, a .4 facilities rental coordinator and all custodial and maintenance staff. Salaries account for the largest share of the School Building Maintenance budget at 35.4% of the total (net of offsets). Revenue from fees collected by organizations renting our school buildings Is used to support the School Building Maintenance budget. This revenue offset represents 7.9% of the total budget. The FY'15 budgeted revenue offset equated to 5.9% of the total budget. An additional $50,000 offset from the Extended Day Program was budgeted for in FY'16 to support the school building maintenance budget as enrollment in this before and after school program has grown to Include over four hundred students across our five elementary schools. Figure 97: Sdsool Building Malntenanu Budget by Object Actual txperlded FY2012 By User Group Actual Ezperded #=,A Adopted Budget %2015 By Device Type Vi clnnge Location 179,547 160,974 173,638 181,305 164,800 -9.1% Clerical Salaries 37,571 37,168 Teachers Students Admin Total Laptops Desktops Tablets Total Barrows 48 138 7 193 49 48 96 193 Birch Meadow 46 119 5 170 97 19 54 170 Eaton 42 158 6 206 100 18 88 206 Killam 40 137 6 183 122 16 45 183 Wood End 40 155 6 201 99 57 45 201 Coolidge 71 334 10 415 194 155 66 415 Parker 73 336 12 421 231 125 65 421 RMHS 137 521 30 688 252 336 100 698 Central Office 24 24 9 4 31 24 Total 497 1,898 106 2,501 1,153 778 570 2,501 School Building Maintenance The School Building Maintenance budget funds the salaries and expenses necessary to operate and maintain our eight school buildings. This includes the salaries of the Director of Facilities, the Custodial & Maintenance Supervisor, a full-time department secretary, a .4 facilities rental coordinator and all custodial and maintenance staff. Salaries account for the largest share of the School Building Maintenance budget at 35.4% of the total (net of offsets). Revenue from fees collected by organizations renting our school buildings Is used to support the School Building Maintenance budget. This revenue offset represents 7.9% of the total budget. The FY'15 budgeted revenue offset equated to 5.9% of the total budget. An additional $50,000 offset from the Extended Day Program was budgeted for in FY'16 to support the school building maintenance budget as enrollment in this before and after school program has grown to Include over four hundred students across our five elementary schools. Figure 97: Sdsool Building Malntenanu Budget by Object The School Building Maintenance budget is projected to Increase 1.4% in the FY'16 School Committee Budget. This is due in large part to departmental turnover and salary reductions as well as smaller decreases in maintenance services and energy consumption. The decrease in maintenance services is due to continued use of internal maintenance trade staff for routine maintenance in addition to the efficient utilization of previously negotiated tradesperson contracts for routine and non -routine Instilling a Joy of learning and Inspiring the Innovative leaders oftorrunow Page 113 240 Actual txperlded FY2012 Astons b11e0 - Actual Ezperded #=,A Adopted Budget %2015 Requested - Budget ' FY2KG Vi clnnge Professional Salaries 179,547 160,974 173,638 181,305 164,800 -9.1% Clerical Salaries 37,571 37,168 39,087 41,974 55,204 34.4% Other Salaries 777,338 810,276 913,013 918.275 902,199 -1.8% Comma Services 312,690 320,728 340,174 355,026 377,064 6.2% Supplies & Materials 110,532 110,673 84,098 105,249 105,601 0.3% Other Expenses 1,361,091 1,40D054 2,395,364 S6g,38969,308 2. % Grand Total 2,778,76 .2,839.872 945374 8;16.819 9,2b1,176 2.4% The School Building Maintenance budget is projected to Increase 1.4% in the FY'16 School Committee Budget. This is due in large part to departmental turnover and salary reductions as well as smaller decreases in maintenance services and energy consumption. The decrease in maintenance services is due to continued use of internal maintenance trade staff for routine maintenance in addition to the efficient utilization of previously negotiated tradesperson contracts for routine and non -routine Instilling a Joy of learning and Inspiring the Innovative leaders oftorrunow Page 113 240 maintenance. The decrease in energy is due to lower electrical and water & sewer rates and a budget correction from FY 14 to FYSS. Additionally a highly competitive natural gas contract has kept our supply prices much lower than current market rates in FY15 at $7.3 per dekatherm. This contract expires in lune of 2015. We are expecting to sign anew utility contract in March of 2015. For FY'16, we expect a significant Increase If current market conditions persist. Based on projections by our contract vendor, we are expecting to see rates estimated to be $9.00 per dekatherm; a 22.8% increase in cost per dekatherm. Figure 98: School Building Malntenance audget by Fumim Figure 98 shows the breakdown of the School Building Maintenance Budget by Function. The largest share of this budget Is for custodial services (37%) which Include custodial salaries, contract cleaning services at the high school & Coolidge Middle School, and custodial supplies and equipment. Utility services, comprising 21% of the budget, Includes electricity, as well as water and sewer. This line is projected to decrease from FY'15 levels as the FWSS budget appears to be overstated based on the prior three years of history. Electricity rates are projected to Increase by 5%, this combined with moderate consumption and the overstatement of the FY'15 budget allows funding in this line to be reduced slightly from FY115 levels. Water and sewer is supplied by the town through the Massachusetts Water Resources Authority and we have assumed a 5% Increase in water and sewer rates. Maintenance of buildings Is the next largest portion of the budget at 24%. This function Includes testing and Inspections, preventative maintenance, and normal building repair and maintenance activities. This line is expected to increase slightly due primarily continued aging buildings, facilities and systems that require additional funding to maintain. Heating of buildings accounts for 15% of the budget and represents the expense to heat all of our school buildings. All of our buildings are heated with natural gas and many of our heating systems are either relatively new or have been recently replaced or upgraded. Buildings that have not had any significant investment in heating system upgrades In the past ten years Include Coolidge Middle School. As was the case with electricity, prior three years of actual history under performance contracting indicates that FY'15 may be slightly understated. Of course, heating expense is susceptible to wide variation given Its weather dependency. However, we feel comfortable with the modest increase for FY'16 to allocate for projected usage and Increasing utility costs. Extraordinary maintenance refers to expenditures for unanticipated or emergency repairs that are not part of our normal or routine maintenance and repair schedule. in addition, for historical reporting purposes, any projects funded through the capital plan are also recorded as an extraordinary repair. HIS for this reason that there is significant variation from year to year. The budgeted amount for FY'16 does hubgxp aiwof Ieamlrg and Inspiring the Innovative leaders of tomorrow Page 314 241 Actual Expended FY2012 Actual Expanded FY2013 Actual Expended FY2014 Adopted Budget FY2015 Requested Budget FY2016 % Cha 360 School Security 955 6,541 6,224 4385 5,455 128.7% 411 Custodial Services 1,075,254 1,110,045 1,178.924 1,207,170 1,182,260 -2.1% 412 Heating of Buildings 314,901 372,958 405,753 396,928 488,305 23.0% 413 Utility Services 594,712 606,299 630,569 74922 676,901 -8.4% 422 Maintenance of Buildings 658,916 669,735 668,350 723,665 760,500 5:1% 430 Extraordinary Maintenance 134,031 74,294 55,714 100,249 100,748 0.5% 2,718,768 2,839,872 21945,973 3,169,319 3,214,176 1,4% Figure 98 shows the breakdown of the School Building Maintenance Budget by Function. The largest share of this budget Is for custodial services (37%) which Include custodial salaries, contract cleaning services at the high school & Coolidge Middle School, and custodial supplies and equipment. Utility services, comprising 21% of the budget, Includes electricity, as well as water and sewer. This line is projected to decrease from FY'15 levels as the FWSS budget appears to be overstated based on the prior three years of history. Electricity rates are projected to Increase by 5%, this combined with moderate consumption and the overstatement of the FY'15 budget allows funding in this line to be reduced slightly from FY115 levels. Water and sewer is supplied by the town through the Massachusetts Water Resources Authority and we have assumed a 5% Increase in water and sewer rates. Maintenance of buildings Is the next largest portion of the budget at 24%. This function Includes testing and Inspections, preventative maintenance, and normal building repair and maintenance activities. This line is expected to increase slightly due primarily continued aging buildings, facilities and systems that require additional funding to maintain. Heating of buildings accounts for 15% of the budget and represents the expense to heat all of our school buildings. All of our buildings are heated with natural gas and many of our heating systems are either relatively new or have been recently replaced or upgraded. Buildings that have not had any significant investment in heating system upgrades In the past ten years Include Coolidge Middle School. As was the case with electricity, prior three years of actual history under performance contracting indicates that FY'15 may be slightly understated. Of course, heating expense is susceptible to wide variation given Its weather dependency. However, we feel comfortable with the modest increase for FY'16 to allocate for projected usage and Increasing utility costs. Extraordinary maintenance refers to expenditures for unanticipated or emergency repairs that are not part of our normal or routine maintenance and repair schedule. in addition, for historical reporting purposes, any projects funded through the capital plan are also recorded as an extraordinary repair. HIS for this reason that there is significant variation from year to year. The budgeted amount for FY'16 does hubgxp aiwof Ieamlrg and Inspiring the Innovative leaders of tomorrow Page 314 241 not include any capital project funds as those projects are selected as part oft he larger town capital planning process and appropriations are not determined until Annual Town Meeting. The funding that is shown for FY'16 is essentially a contingency for unanticipated or emergency repairs and this amount is typically set at between 10- 15% of repair and maintenance funding levels. The budget for School Facilities is offset by an increase of $50,000 from our Extended Day program. This increase is a result of an increase of space and of! Iitles for our tultlon-based before and after school programs. Figure 99: FY16 Sdrool Building Maintenance Expense Budget per Square Foot Comparison Figure 100: Schaal Building Maintenance Stalling - Alice M. Samoan Birch Meadow Joshua Eaton J.W. Kill. Wood End A.W. Coolidge W.S. Parker BMM Total/ Average Building Square Footage 53,750 58,500 56,000 57,000 54000 96,= 97,800 300,OW 771,050 0 & M Cost Per Square Foot IAO 1658 1&6 711,460 1&6 Booe69 Maintenance of Buil dings 0.70 0.71 0.86 0.74 0.66 0.72 0.60 1.16 0.88 Extraordinary Mainte nance 0.07 0.16 0.17 0.17 0.09 0.09 0.11 0.15 0.13 lieatl ng of Buil di ngs 0.65 0.65 0.85 0.72 0.57 0.98 0.09 0.49 0.57 Utility5ervlces 0.73 0.52 0.61 0.85 1.00 0.80 0.84 100 0.86 Total Cost Per Square Foot LIS.. L04 2,49 ZA7 2.32 2.60 L65 2.80 2.45 Bank plighestte Lowest 6 7 3.' 4 S 2 8 1 Figure 100: Schaal Building Maintenance Stalling - Fv12 FIT Fy13 Fit R14 FlE Budget FY15 FlE Budgeted F//6-.. Salem Actual 'FY15 FTE Attual FV15 Sal.ry Budgete I FTE.. Budgeted FY16 salary Fxllitles 25.0 145MLOLO 76 25.0 S1s9,Ws 15.0 1116,630 Custodlan IAO 1658 1&6 711,460 1&6 Booe69 Olstdct Admloistratur 10 2.0305 10 160,000 10 16aeW Maintenance Staff 10 3.0751 10 176,384 3.0 184,836 Secreta 1.0 LO24 L4 52,0241 14 54554 Instilling ajoy of learning and Inspiring the Innovative leaders of tomonvx Page 115 242 Figure 101: School Building Maintenance Budget by Detall Instilling a )oyof lamlrg aM IOsplrlrq the Innovative leaders of tomprrow Page 116 243 Actual Actual Actual Adopted Requested Expanded Expended Expended Budget Budget % FY2012 FY2013 FY20U FY2015 RMG professional Aleries 129 We 173,638 291,30S 188800 -9.I% oirector 116,400 10.00 10$816 309,450 9],850 -6.3% Manager 63,148 0,974 63,&54 76,875 66,950 -129% bo,plove. Benefits _ 2.168 Cumcsu SalariesDQ96 3'],571 37,168 39,06] 41,074 5&304 90.4% Secretary 36,921 36,518 38,437 4.424 54,554 35.0% Enqplcyee Beneflts 650 650 650 00 650 DO% Other Salaries 77]338 IIq 276 W4013 938,715 902.199 -18% Cus[otllan 611,220 570,215 74,4,134 A8,690 &52,473 3.1% General Maintenance 89,611 78,981 78,983 49,123 53,600 9.1% Licensed Maintenance 0,804 61,276 77,416 128,628 13;216 10% Overtime 66,544 ]7,69] 76,123 72883 8.000 2.7% Revolving Fund Support (121,000) 1].00) IS25,ODOI 120,0001 (250,000) 25.0% Substitutes 72,547 82,556 54,667 79,328 0000 D8% Em o eBeneflts 6611 6,50 =8w 0,615 4,920 &694 Contract SeMces 690 B111,7211 3SV4 ..:355,026 377064 6is6 Alarm 4,884 21,379 3,991 5,06 5,06 0.0% Architectural Services 3,000 5,793 13,30 81000 $000 am Cleaning Services 217,159 23;540 23;222 235,840 235,850 D.0% Elevator 15,333 3,878 14,483 18,522 M522 0.0% Fire Suppression 1220 2229 1.610 17,183 17,183 DD% General Maintenance 1,260 2,230 1,846 4494 4494 DO% HVAC 35,012 31,187 3.888 281812 49,850 73.0% Other 21,537 18,352 28,425 28,131 28,131 DD% Software ticensing&Support l,,234 4,234 4,234 4.238 5,238 23.6% Telecommunications 130 810 80 Dox les&Matedd4-. Sit UA673. 84.090 :105,01 03% Supplies _. .134532 6]3 84098 10&269 105,01 13% other rases „' ..984 389 4 `.1.C7i Alarm 7A,414 19,501 19,513 16,40 16,810 25% Electrical 53,938 59,57] 25,017 31,248 31,249 DO% Decbi City 498,870 494,302 515.351 50,508 552831 -6.4% Elevator 13,107 13,90 7,00 1a,03o Uvin, &2% Energy A4ana6ement - 3;221 6,218 - _ am Equipment 8.29] &427 12878 1;077 13,876 1&9% Extraordinary Repair 134,01 74,294 0,714 10,249 10,748 0.5% Gasoline 8,858 91955 10,430 11,624 1;623 0.036 ' General Repairs 147,136 163,09 156,332 175,715 18;148 3.J% HVAC 45,699 0,10 511918 54,361 55,]19 25% Natural Gas 314,901 367,348 402,644 396,928 48%305 23.0% Plumbing 14,926 5,320 20,230 16,201 Muhl am Professional Development - ;394 1.970 ;500 ;50 0.0% Software ticensing&Support 955 955 955 955 955 0.0% 1Miforms 8,975 11,112 13,024 10,80 10,00 DO% water&Sewer 984 43210aslitt 136o991 11;553 -179% Grand Yotal Z 7� 2, O2 373 169,319 4214176 ]A% Instilling a )oyof lamlrg aM IOsplrlrq the Innovative leaders of tomprrow Page 116 243 Special Revenue Funds Federal, State, and Private Grants In the current fiscal year, our district Is supported by $3.07 million in federal, state, and private grant funding. While we have been fortunate over the last five years to have been supported by various American Reinvestment and Recovery Act, Education Jobs Act (EdJobs) and Race to the Top Funding, these funds are no longer available to us as of Fy'15 and beyond. Figure 102: Summary of Federal, State, and Private Grants Overall, grant support for the budget in Fy'15 increased due in large part to the School Transformation Grant award. Instilling a)oy of learning and Inspiring the Innovative leaders oftomorrow Page 117 244 Expended Expended Expended Award Projected 2012 2013 2014 2015 2016 Federal Grants: Title 1 107,965 68,670 102,854 105,944 108,593 Title IIA 54,906 58,974 38,890 54,313 55,671 Safe &Sup PDdIW Schools 10,000 SPED P.L 94-142 935,150 994,600 957,193 971,940 981,659 SPED Early Chlldhoold 18,062 17,994 16,803 17,917 17,917 SPED Program Improv. EarlyChild. 4,236 4,000 4,000 4,000 SPED Prof. Dev. 511899 33,390 15,135 35,700 35,700 Mental Health First Aid 50,000 50,000 School Transformation (MTSS) 252,329 252,329 Subtotal - NO ARRA Federal Grants 1,508,034 1,177,863 1,144,875 1,492,143 1'sos,ll ARRASFSF 24,466 - - - EduJobs 414,707 236,253 - - Raw to the Top (RTTT) 6,780 7,645 28,580 - - Soil otal- ARRA Fadend Gmnrs 445,953 243,898 28,580 - Total -Federal Grams 1,953,987 SA21,761 1,173.455 3,494143 115051869 State Grams: Racial Imbalance(METtD) 339,772 347,642 362,137 385,975 335,975 Aademlc5upport 7,319 6,704 6,205 7,500 7,500 Circuit Breaker 656,247 1,298,305 1,275,210 1,186,247 952,837 ProjectLead the Way - 35,902 - - Teal- State Grams 1,003,338 1,688,553 1,643,552 1,579,722 1,346,312 Private Grants: Project lead the Way 65,220 17,780 - - Total - Private Grams 65,220 - 17,780 - - TGTAL-AUGRANTS 2,95Z,525 3,119214 2,817 3A71PS 2,8 181 Overall, grant support for the budget in Fy'15 increased due in large part to the School Transformation Grant award. Instilling a)oy of learning and Inspiring the Innovative leaders oftomorrow Page 117 244 Figure 103: Change In Grant Funded PMMors Special Revenue Funds The district maintains thirty-five separate special revenue funds that were created and are maintained In accordance with the state's municipal finance laws as well as the Department of Revenue and Department of Elementary and Secondary Education regulations. The monies that are deposited Into these funds Include school lunch receipts; user fee receipts and ticket sale revenue from athletics, drama, and band; tuitions for full-day kindergarten and preschool; participation fees for summer school, extended day, and adult education; tultion for non -Reading residents attending enrolled in our in - district special education programs; and gifts and donations. Revenues from these revolving funds are used to support 6.3% of the district's total expenditures on education. Figure 104 shows the revenues, expenses, and changes in fund balances between July 1, 2013 and June 30, 2014. Figure 105 shows the use of revenue as offsets to the FY16 School Committee Budget. Instilling a IW of learning and Inspiring the Innovative leaders of tomorrow Page 118 245 audget aud&ud gliM ,3Rud eOdPefed Budgeted Fn1 FrG Fri FTM FTM FY15 FYM FY3fi FTM FTE Pie FM M Sal FTE W FFE Sal )6a l41 Al 13.3 S65 IMS 1121 Lffit,Va t t anlnar3u RXM(!a 0.3 15,193 Teedrtr MT.�.' 35 ;4 ;a is 26Liri 3.a6®i8 2) fBel Te'uh 30 5.0 60 60 909 6o M 60 M TT.a .' is Ls is is 03) is art 23 M TeXaer L6 15 18 12 305 16 q12 1.6 r 3) 16 291L) 10 Z;OaD Special Revenue Funds The district maintains thirty-five separate special revenue funds that were created and are maintained In accordance with the state's municipal finance laws as well as the Department of Revenue and Department of Elementary and Secondary Education regulations. The monies that are deposited Into these funds Include school lunch receipts; user fee receipts and ticket sale revenue from athletics, drama, and band; tuitions for full-day kindergarten and preschool; participation fees for summer school, extended day, and adult education; tultion for non -Reading residents attending enrolled in our in - district special education programs; and gifts and donations. Revenues from these revolving funds are used to support 6.3% of the district's total expenditures on education. Figure 104 shows the revenues, expenses, and changes in fund balances between July 1, 2013 and June 30, 2014. Figure 105 shows the use of revenue as offsets to the FY16 School Committee Budget. Instilling a IW of learning and Inspiring the Innovative leaders of tomorrow Page 118 245 Flgurelft Revolving Fund Activity and Straus as of June 30,2014 Instilling a joy of learning and Inspiring the Innovative leaders of tomorrow Page 119 246 Balance 30 -Jun -13. FY14 Revenues FY14 Expenditures Balance 30 -Jun -14 Net Goln/Loss Revolving Fund: School Lunch Program 292,776 1,124,091 1,074,834 342,032 49,257 Athletic Activities 190,767 349,985 364,845 175;907 (14,860) Guidance Revolving Fund 7,610 44,172 45,111 6,671 (939) Coolidge Extracurricular 3,663 1,125 500 4,288 625' Parker Extracurricular 3,860 - - 3,860 - School Transportation (40) 41,626 41,333. 253 293 Drama Activities RMHS 47,334 117,993 115,800 49,527 2,193 Band Extracurricular Activities < 18,834 .53,650 42,606 29,878 11,044 Drama Activities Parker 27,686 30,004 23,568 34,121 6,435 Parker After School Activities 14,610 34,576 32,819 16,367 1,757 Extended Day Program 542,025 883,035 764,430 660,630 118,605 Drama Activities Coolidge 23,160 14,430 26,627 10,963 (11,197) Adult Education Program 23,188 34,813 53,520 4,481 (18,707) Summer5chool Program 59,558 98,287 110,839 47,006 (12,552) RISE Preschool Program 449,671 254,310 230,172 473,809 24,138 Education Special Detail .. (75) 226 (100) .251 ..326 Use of School Property 161,812 200,715 265,825 96,701 (65,110) Special Education Tuition 665,435 239,098 63,828 840,705 175,170 Full Day Kindergarten Tuition 613,094 707,048 665,000 655,141 42,048 Lost Books ':' 15,510 9,492. 4,450 20,551 5,041 Elementary Science Materials 1,640 1,640 - Burns Foundation (Coolidge) 2,882 830 2,052 (830) Jump &Go 85/BS(Parker) 5 5 - DistrictDonationFund 9,128 23,342 16,404 16,066 6,938 Barrows Donations Fund 332 3,938 2,516 1,754 1,422 Birch Meadow Donation Fund 7,622 3,971 7,248 4,345 (3,277) Joshua Eaton Donation Fund 11,226 12,102 8,518 14,809 3,583 1W Killam Donation Fund 2,207 7,082 3,276 6,012 3,805. Wood End Donation Fund 4,417 4,528 3,175 5,770 1,352 Coolidge Donation Fund 12,494 40,455 32,780 20,169 7,675 Parker Donation Fund 18,861 23,514 24,356 18,019 x(842) High School Donation Fund .26,404 35,944 40,948 21;400 (5,004) Special Education Donation Fur 9,335 15 - 9,350 15 Wood End Playground Donatiol 200 200 - IntelFoundation(Coolidge) 50 50 Total•All Funds 3,267279 4,393,566 4,066,061 3,594,784 I 327,505 Instilling a joy of learning and Inspiring the Innovative leaders of tomorrow Page 119 246 Figure 105: Revenue Offset Summary for F,-15 Town Building Maintenance Under an agreement Instituted In 1993, the maintenance functions of the town and school buildings were consolidated under the school facilities department. Per this agreement, the budget for municipal building operations and maintenance is developed by the Superintendent and approved by the School Committee. The Director of Facilities oversees the operations of the consolidated Facilities Department under the supervision of the Director of Finance and Operations. The Town Building Maintenance budget funds the salaries and expenses necessary to operate and maintain our seven municipal buildings which Include Town Hall, Reading Public Library, Reading Senior Center, the Department of Public Works garage, the Reading Police Station, and the Main Street and Woburn Street Fire Stations. The total square footage for these seven buildings 6137,062. The department Includes 3.0 FTE custodians, two who service the buildings during the day shift, and one during the evening shift. Additional cleaning services are provided through outsourced contract cleaners for the Town Hall, Senior Center, Library, and Police Station. There are no chargebacks to this budget for the Director of Facilities, Energy and Facilities Services Manager, clerical support, or any of the three maintenance employees who work for the department Figure 106: Town Building Maintenance Budget by Object Projected FY16 PY16 9`16 Projected Balance Projected Budgeted Other Balance Net Revenue Fund 30 -Jun -15 Revenue Offsets Expense 30Jun-I6 Gale/(Loss) Athletic Activloes 163,907 400,000 380,000 341000 147,907 (14,000) ExtraarlwlarANviaes 49,527 130,000 52,000 57,500 70,027 2%SM the of School Property 46,701 26D,000 200,000 100,000 6,701 KOM RISE Preschool Program 433,809 268000 330,000 33,384 330,425 (103,384) Special Edu®non Tuldon 711,705 240,000 584,000 700.167 367,705 (344000) Full Day Kindergarten Tuition 535,141 701 878000 - 365,141 (170,000) Community Education Program 740,630 88Q000 85,000 aci 735,630 (5000( Tats - Ali Offset Funds 000 ZS0y000 I,Mllll4 6S.i XQ Town Building Maintenance Under an agreement Instituted In 1993, the maintenance functions of the town and school buildings were consolidated under the school facilities department. Per this agreement, the budget for municipal building operations and maintenance is developed by the Superintendent and approved by the School Committee. The Director of Facilities oversees the operations of the consolidated Facilities Department under the supervision of the Director of Finance and Operations. The Town Building Maintenance budget funds the salaries and expenses necessary to operate and maintain our seven municipal buildings which Include Town Hall, Reading Public Library, Reading Senior Center, the Department of Public Works garage, the Reading Police Station, and the Main Street and Woburn Street Fire Stations. The total square footage for these seven buildings 6137,062. The department Includes 3.0 FTE custodians, two who service the buildings during the day shift, and one during the evening shift. Additional cleaning services are provided through outsourced contract cleaners for the Town Hall, Senior Center, Library, and Police Station. There are no chargebacks to this budget for the Director of Facilities, Energy and Facilities Services Manager, clerical support, or any of the three maintenance employees who work for the department Figure 106: Town Building Maintenance Budget by Object Salaries account for approximately one-quarter of the expenditures of this department. Salaries include contractual salaries paid to custodians as well as overtime, longevity, and any substitute costs Incurred. Contract services consist primarily of the custodial cleaning service used to clean four of the buildings but also Inspection and testing services. Custodial supplies are the smallest portion of the budget. The largest portion of the budget, other expenses, Includes the expense to provide heat, electricity, and water and sewer to the buildings. holding ajoy of learning and inspiring the Innoyative leaders of tomrnmw Page 120 247 Actual .Actual Actual Adopted Requested Expended Expended Expended Budget Budget % FY2012 FY2013 FY2014 FY2015 FY2016 Change Other Salaries 155,953 179,981 170,072 176,517 180,548 2.3% Contract Services 44,340 43,890 56,387 56,660 56,986 0.6% Supplies 17,500 18,864 14,280 20,924 23,508 124% Other Ex enses 518,467 426,446 430,382 446,067 498,001 IL6% Grand Total 736,260 .669180 671,121 700.167 759,043 11,4% Salaries account for approximately one-quarter of the expenditures of this department. Salaries include contractual salaries paid to custodians as well as overtime, longevity, and any substitute costs Incurred. Contract services consist primarily of the custodial cleaning service used to clean four of the buildings but also Inspection and testing services. Custodial supplies are the smallest portion of the budget. The largest portion of the budget, other expenses, Includes the expense to provide heat, electricity, and water and sewer to the buildings. holding ajoy of learning and inspiring the Innoyative leaders of tomrnmw Page 120 247 Figure 107: Town Building Maintenance Budget by Function The Town Building Maintenance Budget is projected to increase by 8,4% or $58,876 in FY'16. This is largely a function of a projected 47% increase in heating due to a combined price Increase for natural gas and a budget correction. The FY'15 adopted budget appears to be underfunded for heating expense based on the past two years actual heating expenditures. The FY'16 budget is based on three year consumption trends and an increase to our per dekatherm pricing. The FY'16 budget assumes that the library will be under construction with the construction contractor paying any expense related to heat, electricity and water and sewer during that time. Some funding was retained for heating and utility expenses for the temporary library space. Custodial increases are due to step and cost of living increases for represented employees. Custodial expenses, extraordinary maintenance as well as repair and maintenance and utility expenses are expected to increase, As Figure 108 below shows, funding levels increase for all of the town buildings. With aging buildings and facilities costs to maintain & operate these buildings is projected to increase overall. Figure 10x: Town Building Maintenance Budget by Location Actual Actual Actual Adopted Requested DPW Garage 87,537 Expended Expended Expended Budget Budget % 90,128 FY2032 FV20M FY2014 FY2015 FYZM Charge Custodial 213,334 230,153 233,987 248,250 252,835 18% Wrodinuy Maintenance 145,150 44,839 13,358 29,800 36,627 229% Heating 89,539 107,851 146,050 94,885 139,454 47.0% Repair&Maintenance 124,551 122,737 105,596 133,089 146,463 10.1% thilites 163,686 163,599 172,130 194,153 183,664 -5.4% 671,121 736,160 66%180 671,81 710,167 759,043 8.4% The Town Building Maintenance Budget is projected to increase by 8,4% or $58,876 in FY'16. This is largely a function of a projected 47% increase in heating due to a combined price Increase for natural gas and a budget correction. The FY'15 adopted budget appears to be underfunded for heating expense based on the past two years actual heating expenditures. The FY'16 budget is based on three year consumption trends and an increase to our per dekatherm pricing. The FY'16 budget assumes that the library will be under construction with the construction contractor paying any expense related to heat, electricity and water and sewer during that time. Some funding was retained for heating and utility expenses for the temporary library space. Custodial increases are due to step and cost of living increases for represented employees. Custodial expenses, extraordinary maintenance as well as repair and maintenance and utility expenses are expected to increase, As Figure 108 below shows, funding levels increase for all of the town buildings. With aging buildings and facilities costs to maintain & operate these buildings is projected to increase overall. Figure 10x: Town Building Maintenance Budget by Location Figure 109 shows the per square foot expense for the major operations and maintenance expense categories per building. Instilling aloy of learning and Inspiring the Innovative leaders of tomorrow Page 121 up Actual ;.. Expended: FY2013 . .Actual Expended FY2014 Adopted Budget :FV2015 'Requested Budget FY2016 % Change DPW Garage 87,537 119,309 85,366 119,596 40.1% Library 94,655 90,128 90,792 83,445 -8.1% Main Fire 56,228 46,661 50,967 60,934 19.6% Police 97,935 111,868 121,326 124,811 2.9% Senior Center 40,624 32,010 44,661 50,640 13.4% Town Hall 76,780 70,380 93,400 95,909 2.7% Townwide 191,143 176,173 188,234 192,497 2.3% West Fire 24,279 24,591 25,421 31,211 22.8% Grand Total 669,1&) 671,121 700,167 759,043 8.4% Figure 109 shows the per square foot expense for the major operations and maintenance expense categories per building. Instilling aloy of learning and Inspiring the Innovative leaders of tomorrow Page 121 up Figura 109: Town Building Maintenance Cost per Square Foot Expense by Building, FY'14 The building that was the most costly to operate in FY IS was the Police Station, followed by the Town Hall. This is explained, In large part, due to several significant projects completed on those buildings last year including an addition to the HVAC system for the Police Station's server room. Instilling a fay of learning and Inspiring the Innovative leaders of t,monova Page 122 249 Town Hall Police Station Main Fire Woburn Fire Senlor Center Wblic library DPW Garage Total Building Square Footage 15,648 29,430 10,114 6,410 5,670 27,648 42,142 137,062 O & M Cast Per Square Foot Maintenance of Buildings 236 1.27 1.80 118 2.87 L05 0.43 1.19 Extraordinary Maintenance - 0.24 - 0.38 - Q13 - 0.10 Heating of Buildings 0.68 0.69 1.27 1.46 1.19 0.81 1.51 1.07 Willy Services 1.46 1.60 1.54 082 1.58 1.26 0.89 1.26 TotaCort Per Square Foot 4.50 3.80 4.61 3.94 5.65 3.26 2.83- 3.61 R7. k'l hestto lowest 3 5 2 4 - 1 6 7 The building that was the most costly to operate in FY IS was the Police Station, followed by the Town Hall. This is explained, In large part, due to several significant projects completed on those buildings last year including an addition to the HVAC system for the Police Station's server room. Instilling a fay of learning and Inspiring the Innovative leaders of t,monova Page 122 249 Building Demographic, Staffing, Performance, and Budget Overviews This section of the budget document provides site-specific Information for each of our eight school buildings. For each site, we have included school goals, student demographic information, student performance data, personnel resources, per pupil spending Information, and budget information by program (regular day, special education, and facilities). Instilling afoy of leaming and Inspiring the Innovative leader of tanaroa Page 123 250 School Goals: 1. Consistent and clear communication between home and classroom will be established to ultimately benefit the Barrows community. Providing parents/families with useful Information about student learning. 2. Health and safety is paramount to the educational process. Assuring the students are safe emotionally, physically and psychologically Is the goal of the Barrows School. Crating safe structures for students and staff. Promoting student empowerment; appropriately shaping teachingAearning about how to be safe at school. 3. The goal for Barrows students Is to be engaged and accountable In their own education, to learn in greater breadth and depth, to achieve at higher levels, and to be motivated to continue learning with Increasing independence. These outcomes will be realized through personalized Flexible Instruction to promote student growth. Alice M. Barrows Elementary School Principal: Heather Leonard Number of years as principal: 2 Number of years employed with RPS: 2 Educatlon background: Wass Lowell, Doctorate, Leadership In Schooling Grades: K-5 FYIS Enrollment: 360 NCLBAccountability Status: Leve12 FmoBmeMb SelactedPo uhtlon (2013-141:. Erollment bV Gender (2013-14) %af gstrin %of Rate School District State Male 17.8 182 2,304 489,422 Female 7.9 187 2,128 456,317 Total 383 3691 4,4321 955,739 FmoBmeMb SelactedPo uhtlon (2013-141:. title %af 8daol %af gstrin %of Rate Flratlanguage not English 0.81 13 17.8 English Languagelnrner 0.8 0.61 7.9 �ncorne 1 4,61 6.61 383 swdenn With gsabllldes 92 16.9 17 Free Wnch 3 5.41 3.6 Reduced Wnch 1 1.6 1.2 4.7 High Neetls1 15.2 22.21 48.8 buollmaMbyfatla(i01i-141': PK K 1 2 3 1 4 1 5 Nice M Barrows 0 62 5] 50 63 60 69 OHalct I 103 1 297 1 319 1 351 1 370 327 355 AneMatat Summxy 2010 2011 2012 20132014 Attendance Rate 96.3% 96A% 96,6% 96.5% 99S% Average0ofdays absent 1 6.6 1 6.4 1 6.1 1 62 1 6.0 Instilling aJW of learning and Inspiring the Innovative leaders of tomorrow Page 124 251 Alice M. Barrows Elementary School Student Growth Percentage 20101 2011 2012 2013 2014 Reading/English Language Arts 36.0% 50.0% 64.0% 56.5% 45.0% Math 51.0% 45.0% 1 53.5% 52.5% 56.0% MCAS 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 Budget School Budget %At Above Proficient Grant Funded FY2014 FY2015 CPI Personel Services 2,301,828 Reading/EVA 72% 74% 90% 79% 70% 91.2 .90.9 92.6 93.7 90.0 Grade 3 86% 69% 77% 80% 63% 96.6 89.5 92.8 93.8 87.1 Grade 4 63% 79% 78% 74% 70% 89.9 91.7 90.4 94.3 90.0 Grade 5 66% 73% 86% 83% 78% 87.1 91.7 95.0 93.1 93.0 Mathematics 72% - 72% 766 74% 64% 99.8 90.3 91.5 89.5 84.9 Grade 3 86% 73% 81% 73% 58% 94.3 91.2 94.2 90 80.2 Grade 63% 69% 69% 74% 62% 88.7 90.2 88.9 88 84.2 Grade 5 68% 75% 77% 75% 72% 86.4 89.3 91.3 90.6 90.4 Sdence &Tech (Gr5). 65% 51% 69%:: '. 67% 69% 86.4 810 -91.2 87.5 i 89.3 Staffing5unroma 2012 2013 ' 2014 ` .N :=bud `.t 20B - 2.018:. Buds t':: Teachers Expended Expended Budget Budget School Budget FY2012 Grant Funded FY2014 FY2015 - Personel Services 2,301,828 2,488,671 General Fund 27.1 28.6 24.8 25.3 24.3 24.3 Paraprofessionals 162,265 Total General Fund 21442,497 4640,386 2,327,618 2,478,102 Grant Funded General Fund 15.0 15.0 14.1 14.1 12.6 12.6 Principals/ Administrators 1.0 1.0 1.0 1.0 1.0 1.0 Secreta / Clerks 1.0 1.0 1.0 1.0 1.0 1.0 Nunes 1.0 1.0 1.0 1.0 1.0 1.0 Custodians 2.0 2.0 2.0 2.0 2.0 2.0 Guidance, Psychologists &Theraists 3.5 3.3 3.3 3.3 3.3 3.3 Other 2.2 2.2 2.2 2.2 2.2 2.2 All Funds Staffing Total 52.8 54.1 49.4 49.9 47.4 47.4 Instilling a)oV of learning and Inspiring the Inr lve leaders oftomorrow Page 125 252 -Actual Actual Actual Adopted 'Requested Expended Expended Expended Budget Budget School Budget FY2012 FY2013 FY2014 FY2015 FY2016 Personel Services 2,301,828 2,488,671 2,168,687 2,304,394 2,388,585 General Fund Supplies&Services 140,669 151,715 158,931 173,708 162,265 Total General Fund 21442,497 4640,386 2,327,618 2,478,102 2,550,850 Instilling a)oV of learning and Inspiring the Inr lve leaders oftomorrow Page 125 252 School Goals: 1. Using pre and post assessments, students will show Improvement in the area of English Language Arts and Mathematics. Staff will work to develop and Implement common assessments. Using the assessments in the Math In Focus program, students will reflect understanding of the Program as stores Improve from pre to posttests. Using the Multi-Tlered System of Supports process Birch Meadow will create an Inclusive school culture supporting the social emotional needs of all students. The Birch Meadow staff will work to create school and student social emotional strategies. This will be measured by a reduction In the number of students referred to the PNncipars office. Birch Meadow Elementary School Principal: Eric Sprung Number of years as principal: 7 Number of years employed with RPS: 7 Education background: University of Pittsburgh, Masters of Education and George Mason University, Masters of Education. Grades: K-5 FYtS Enrollment: 387 NC29 Accountability Status: Level2 Enrollment by Gender (2013-24) School District State Male 202 2,304 489,422 Female 182 2,128 466,317 Total 384 4,432 955,739 Enrotlmentby Selected Pa u4tbn12013.14) rule %of Sdww %of olArld %of wee Flat Wngwgenot Engllah 1.31 IS 17.8 Endish language learner of Ob 7.9 Wmincome 3.6 6.6 38.3 SNtlenfs With Disabllitles 125 16.9 1] Free Lunch -Lunch 33 5A 33.6 Reducetl 0.5 1.2 4.7 High Needs 15.9 22.2 48.8 _—... ..:WoBmenrtr7.6eaM 019:11 2011 2012 PK K 1 2 3 4 5 "re" M"4 0 60 5a 67 6a 66 63 mr61tt 1 103 1 267 1 319 1 351 1 370 1327 1355 j 5.3 1 Nbndanoe5u_mmay 2010. 2011 2012 2013 2014 Aamdanae Rate 1 i 96.6% 96.7% 97.0% 96.7% 96.8% Aveage4ofdaya absent 1 6.1 5.8 j 5.3 1 59 1 5.6 Inatll8ng alay of learning and Inspiring the Innovative leaden of tomorrow Page 126 253 Birch Meadow Elementary School Student Growth Percentage 2010 2011 2012 2013 2014 Reading/English language Arts 67.0% 62.5% 57.0% 50.0% 40.0% ''.Math 54.0% 58.0% 54.5% 51.5% 42.0% MCAS 2010 2011 201220132014 ._2035., Budget 2015 2010 2011 2012 2013 2014 --Budget School Budget %At/Above Proficient Grant Funded 1.0 1.0 CPI 1.0 1.0 Readins EIA 73% 73% 75% 75% 72% 88.3 89.1- 89.1 9L2 88.9 Grade 3 71% 71% 79% 78% 69% 88.0 99.3 91.5 92.9 88.8 Grade 72% 72% 74% 75% 70% 86.6 98.0 87.8 91 87.9 Grade 5 77% 76% 72% 72% 76% 90.4 89.8 88.2 89.6 89.7 Mathematics 60% 65% 62% 71% 66% 81.4 86.1 83.0 83.0 83.0 Grade 3 67% 71% 69% 79% 73% 92.7 90.2 96.2 91.7 86.6 Grade 59% 53% 54% 68% 62% 83.8 80.6 82.4 86.7 87.9 Grade 5 54% 70% 62% 65% 62% 77.3 86.8 80.9 SL6 90.2 Sdende&Tech Gr5 58% 56% 47% 62% ,59%'•84.6 83.3. 80.6 83.2 82.1 �. Stafff Summa - 2012 ` 2.023 - 2014 ._2035., Budget 2015 .:2016 Budget Teachers Expended Expended Budget --Budget School Budget FY2012 Grant Funded 1.0 1.0 1.0 1.0 1.0 1.0 General Fund 22.4 21.9 21.9 25.9 27.4 27.4 Paraprofessionals 155,014 175,922 167,394 Total General Fund 2,19DS84 1 Grant Funded 2,464,955 I 2,672,783 I 2,833,651 General Fund 9.1 9.1 9.2 13.6 15.5 14.9 Principals /Administrators 1.0 1.0 1.01 1.0 - 1.0 1.0 Secreta /Clerks 1.0 1.0 1.01 1.01 1.0 1.0 Nurses 1.0 1.0 1.0 1.01 1.0 1.0 Custodians 2.0 2.0 2.0 2.0 2.0 2.0 Guidance, Psychologists &Theraists 2.0 2.2 2.2 2.2 2.2 2.2 Other 2.2 2.2 2.2 2.2 2.2 2.2 All Funds Staffin Total ""41.7 41.4 4L4. -49.9'. 53.3 52.7 ' Actual Actual Actual Adopted Requested Expended Expended Expended Budget --Budget School Budget FY2012 FY2013 FY2014 FY2015 FY2016 Personel Services 2,012,378 1,959,688 2,309,941 2,496,861 2,666,257 General Fund Su Iles&Services 178,206 145,420 155,014 175,922 167,394 Total General Fund 2,19DS84 1 2,105,1081 2,464,955 I 2,672,783 I 2,833,651 Instilling ajW of IearNng and ImplrI%the Innovative leadersof tavarrovi Page 127 254 School Goals: The Joshua Eaton School will develop and Implement learning strategies that will improve student learning in Math and English Language Arts. Through the use of the Math In Focus program students will Improve their math schools based on grade level standards as evidenced by common assessments. During the 2014-15'school year staff will work to address the current Level 3 status of the Joshua Eaton School. Staff will identify and develop action plans to, Improve 80% of the areas of concern as Indicated by the self-assessment tool provided by the Department of Education 3. Through a collaborative environment the Joshua Eaton School will ensure the social and emotional well-being of all students in our school. The Joshua Eaton School will Implement the Multi - Tiered System of Support. Staffwill develop a school wide behavioral plan to help improve the overall behavior of the students within the building. The staff will be able to address 70% of the student needs by using the behavioral matrix and Open Circle lessons. Joshua Eaton Elementary School Principal: Karen Feeney Number of years as principal: 5 Number of years employed with RPS: 10 Education background: Cambridge College, Masters of Education Grades: K-5 FY35 Enmilmerd: 471 NCLEAccountabillty Status: Leve13 Enrollment by Gender (201344) School District State Male 2S3 2,304 489,422 Female 204 1 2,128 466,317 Total 455 1 4,432 955,739 Enrollment ivSelected Pwulafion (2013-14) Title%of Sdiaol %of 0iatrla %4f State Mrst language nm fagllsh 24 1.8 17.8 English languagelmmer 1.5 0.6 . 7.9 W. -Income 9 6.6 383 Students With Dlsa1,1116es 73 36J 17 Ree Wnch BA 5.4 33.6 Reduced Wnch OJ 1.2 4.7 High Needs 15.6 22.2 48J epo13.14) 1010 1011 Mby0r K 1 1 3 4 5 bahua Baron 0 56 80 83 89 73 JI msblct 103 187 319 351 370 317 355 Atlentlarpa Summary 1010 1011 2011 2013 2014 Anendanu Rate 196.6% 96.6% 196.8% 965% 96.5% Averageeofdaysabsent 6.0 5 5.6 6.2 6.2 Imtagng ajoy of leamlrg and Impirng the Innovative leaders of tomorrow Page 128 255 Joshua Eaton Elementary School Student Growth Percentage 2010 1 2011 2012 ZO73 2014 Reading/En lish Language Arts 58.0% 1 47.0% 47.0% 1 55.036 41.0% Math 54.0% 1 52.0% 1 52.0% 1 48.0% 1 41.0% MCAS 2010 2011 2012 1 2013 2014 2010 2011 2012 2013 2014 Budget School Budget %At / Above Proficient Grant Funded 1.0 1.0 CPI 1.0 1.0 Reading/EVA 80% 77% 76% 1 72% 70% :"93.9 9L7 90.3 90.3 90.3' Grade 3 83% 84% 80% 85% 67% 94.4 93.1 92.9 95.1 88.1 Grade 73% 61% 68% 56% 68% 91.5 85.8 85.1 94.6 87.3 Grade 5 85% 92% 77% 75% 76% 94.9 98.0 92.4 89.3 88.9 Mathematic. 76%. 72%. 74% 69% 5996 910 90.7 89.7 87.0 83.5 Grade 83% 79% 81% 81% 68% 93.1 92.7 92.4 91.4 88.1 Grade457% 2.2 66% 63% 62% 40% 85.1 88.1 86.2 85.1 76.7 Grades 82% 77% 78% 65% 69% 92.9 91.8 90.5 84.6 85.8 Sdence&Tech(GrS 72%, 68% 65% 59% 53% 90.7 87.5 r;. ;BSA 864 82.1 Staffing Summary 2012 20132014 Actual ;.2915 Bu 't 2015 .-2016 Teachers Expended Expended Budget Budget School Budget FYZ012 Grant Funded 1.0 1.0 FY2016 1.0 1.0 1.0 General Fund 25.8 26.3 27.3 26.0 26.4 27.4 Paraprofessionals 197,305 204,323 202,814 Total General Fund 2,150,255 Grant Funded 2,424,200 1 2,509,082 2,552,908 1.0 General Fund 9.5 9.5 9.5 11.3 13.0 10.6 Principals /Administrators 1.01 1.0 1.01 1.01 SA 1.0 Secreta /Clerks 1.0 1.0 1.01 1.01 1.0 1.0 Nurses 1.0 1.0 1.0 1.0 1.0 1.0 Custodians 2.0 2.0 2.0 2.0 2.0 2.0 Guidance, Psychologists &Therapists 2.4 2.3 2.3 2.3 2.3 2.3 Other 2.2 2.2 2.2 2.2 2.2 2.2 All Funds Staffin Total .45.9 463 46.3 -47.8 59.9 46.5 Instilling aJoy ofleaming and Inspiring the Inncv a leaders aftomorrow Page 129 256 Actual Actual. Actual Adopted Requested -..Expended Expended Expended Budget Budget School Budget FYZ012 FY2013 FYZ014 FY2025 FY2016 Personel Services 2,003,765 2,12Q995 2,226,895 2,30,760 2,350,094'. General Fund Su Iles&Services 146,490 172,888 197,305 204,323 202,814 Total General Fund 2,150,255 2,293,883 2,424,200 1 2,509,082 2,552,908 Instilling aJoy ofleaming and Inspiring the Inncv a leaders aftomorrow Page 129 256 School Goals: By the end of 2016, the culture and climate at the Klllam School will be one that encourages innovation, risk-taking, excitement for learning, and personal growth for our students by having a fully implemented school -wide positive behavior intervention system which promotes and maintain a safe, orderly and caring environment. By 2016, 100% of teachers Will deliver rigorous dally lessons and effective Instruction that represents 21' century leaming and Innovation skills to Improve student achievement to a level that Is considered to be meeting or exceeding the grade level standards. Teachers will also provide proper Interventions for those students who are not meeting grade -level standards. By the end cf 2016, Klllam School through utilizing the district's adopted data management system will have comprehensive access to both school -wide and student -level data In order to analyze and assist with monitoring student progress. The school will use a tiered, differentiated Intervention process -- assign research -based Interventions aligned with the Individual needs of Identified students. JW Klllam Elementary School Principal: Catherine Giles Number of years as principal: 8 Number of years employed with RPS: 22 Education background: Salem State University, Masten of Special Education. Grades: K-5 FY15 Enrollment: 439 NCLB Accountability Status: Leve12 12913-14)strict (int u0t3-14) State M 304 489A22 %ofe stat ,128 466,317 2.41 ,432 955,739 Enrollment bySeledetl Po dation 2013-14 (int u0t3-14) ntle %of I 6Aoal %of District %ofe stat Flrst language not English 2.41 IA 172 Englishlanguagelearner 1 1.71 0.6 79 lowlncome 13.4 6.6 38.3 Students With Disablli8a 93 169 17 Free Wnch 10.6 SA 33.6 Reduced Wnch 2.8 12 4.7 Nigh Needs 21.4 21.1 48.8 _—avallmaatb (int u0t3-14) ". ygk PK K 1 1 2 13 4 5 I Werm Klllam o 6a 90 36 99 1 6c 96 dsbltt 103 1267 1 319 1 351 1370 1327 1 355 Attendanossummary 2010 1 201EI 2012 2013 4021 Attendanceltate 963%196.5% 96.9%196.5%1 969% AMagegoldaysaDmtt 1 63 I 1 6.2 1 I 5.6 1 62 1 5.5 Instilling eJoy of leaming arM Impidng the Innovative leaden oftomorrow Page 130 257 SW Nillam Elementary School Student Growth Percentage 2010 1 2011 1 2012 2M3 20M Reading/English language Arts 52.0% 51.0% 54.0% 47.0% 46.0% Math 58.0% 61.5% 55.0% 49.0% 52.5% MCAS 2010 2011 2012 2013 2014 2010 2011 2012 2013 2014 ' Budget School Budget %At/Above Proficient Grant Funded 0.5 0.4 CPI 0.8 0.8 Reading/EIA 77% 76% 1 75% 69% 69% 92.2 90.8 90.2 87.8 87.2 Grade 3 83% 71% 76% 71% 69% 94.5 87.7 91.1 87.7 87.8 Grade 4 79% 70% 71% 64% 63% 92.5 88.7 86.6 87.2 82.9 Grade 5 71% 92% 77% 73% 76% 89.7 97.2 92.2 88.4 91.0 Mathematics 74% 71% 76% 71% 70% 90.3 90.1 89.9 97.0 89.1 Grade 3 87% 73% 77% 76% 76% 94.2 90.1 89.6 89.7 91.7 Grade 4 54% 62% 71% 74% 63% 84.9 87.1 88.4 9L4 87.1 Grade 5 78% 82% 79% 62% 71% 90.4 94.4 91.4 79.9 88.4 Sdence&TechGrS 60%.<,:: 71%. 65% 64% 55% 1 86.8: 89.9 86.2 BSA SL7 Steffi summa 2012 ➢ 2013 ,:... ':2014 ., 2015 . Oud' t 2015 2016' Budget Teachers Expended Expended : Budget ' Budget School Budget FY2012 Grant Funded 0.5 0.4 0.8 0.8 0.8 0.8 General Fund 27.6 27.6 28.3 29.3 29.3 29.3 Paraprofessionals 160,055 213,685 195,515 Total General Fund ;316,456 Grant Funded - ;718,892 General Fund 10.1 10.1 10.1 10.1 11.4 10.0 Principals Administrators 1.0 1.01 1.0 1.01 1.01 1.0 Secretary/Clerks 1.0 1.0 1.0 1.0 1.0 1.0 Nurses 1.0 1.0 1.0 1.0 1.0 1.0 Custodians 2.0 2.0 2.0 2.0 2.0 2.0 Guidance, Psychologists & Therapists 2.4 2.3 2.3 2.3 2.3 2.3 Other 2.2 2.2 2.2 2.2 2.2 2.2 All Funds Staffing Total 47.8 47.6 4&7 49.71 SLO`--. ".49.6 Imtllling al W of leaming and Inspiring the Inrcm,dw leadersof tomorrow Page 131 258 Actual Actual Actual Adopted Requested I Expended Expended Expended : Budget ' Budget School Budget FY2012 FY2013 FY2014 FY2015 FY2016 Iersonel5ervices 2,170,881 2,231,093 2,306,739 2,380,923 2,523,377 General fund Su lies&Services 145,575 164,849 160,055 213,685 195,515 Total General Fund ;316,456 2,395,942 1;466,794 ;594,608 ;718,892 Imtllling al W of leaming and Inspiring the Inrcm,dw leadersof tomorrow Page 131 258 School Goals: Over the next two years, we will Increase the learning capacity of all staff as measured by: the effectiveness of the use of non -student time with staff through survey feedback the Increase In opportunities for teachers to become trained teacher leaders, the effective development of Professional Learning Communities for all staff, the quality and diversity of professional development offerings and the overall learning capacity of the Leadership Team. Over the next two years, we will successfully Implement the Multi -Tiered System of Supports as measured by the decrease In tardiness, office discipline referral and the number of students that have 10 or more absences in a school year and decrease in the achievement gap for our high needs subgroup and the aggregate subgroup on standardized assessments and the DDMs. If successfully Implemented, there will be an Increase in our accuracy of Identifying students with special needs. Wood End Elementary School Principal: Joanne King Number of years as principal: 3 Number of years employed with RPS: 11 Education background: Lesley University, Masters of Education Grades: K-5 FYIS Enrollment: 336 NCLBAcccuntability5tatus: Leve12 Enrollment by Gendee (2013-14) School District Ftate Male 182 2,304 489,422 Female 156 2,128 466,317 Total 338 4,432 955,739 '.Enrollment by Selected popuwtlon (013.14) Title %mf school %of Dbadd %of state First language not English 0.6 1.8 179 Enallshlanguagelearnr 0.6 0.6 79 low -Income 5.6 6.6 383 Studenn Wlth Oisablll8r 169 16.9 17 Fra Lunch 53 5.4 33.6 Reduced Wnch 03 1.2 4.7 High Neds 20.7 22.2 489 0r411me04r GrWJ 011 -11{)" ---- PR g 1 2 3 4 5 Wooa Fne 0 41 42 47z 67 61 6I 61 fie 63 Glitrld 103 3W 1 63 1 5.6 1 32] 33 4ned400e Summary 2010 2011 2017 20M 2014 Attendance Rate 1 96.5% 1 969% 196.8% 1 96.9% 1 97.1% Awrapnwdassamet 1 63 1 5.6 1 5.6 1 5.6 1 Si Instilling a loy of leaml ng and Inspiring the Innovative leaders of tomorrow Page 132 259 Wood End Elementary School Student Growth Percentage 2010 2011 2012 1 2013 2014 Reading/English Language Arts 50.0% 37.091 52.0% 54.0% 40.0% Nath 61.0% 76.5% 69.0% 65.0% 51.0% MCAS 2010 2011 2012 2013 %At/Above ProOclent 2014 2010 2011 2012 CPI 2013 2014 Readin EIA 75%... 70% 65% 1 69% 63% 91.B 88.0 88.0. 88.1 85.9 Grade 3 68% 74% 63% 69% 68% 86.2 89.3 86.5 89.1 88.8 Grade 4 74% 57% 69% 62% 50% 90.8 82.1 87.9 82.7 80.5 Grade 5 80% 80% 68% 76% 71% 95.8 93.2 89.8 92.4 88.5 Mathematics 70% 73% 74% 71% 65% 89.2 90.1 89.6 88.7 844 Grade 3 70% 77% 72% 77% 75% 88.2 90.2 87.7 90.3 87.5 Grade 55% 60% 60% 55% 44% 83.3 85.4B5.8 Other B3.8 78.9 Grades 62% 63% 86% 80% 75% 95.4 95.0 95.4 91.9 86.9 Sclence&Tech(Gr5 7596 75% 68% 61% 63% 93.8 '-92.7 90.0. .85.6..85.3 Staffin Summa 2012 2013 '- .2015 "IDUA "'t 2015 ' 2016'. Budget Teachers 2,032,523 2,050,690 2,058,367 2,140,643 Grant Funded 1.0 1.0 1.0 1.0 1.0 1.0 General Fund 21.5 22.7 21.7 21.2 21.2 21.2 Paraprofessionals Grant Funded 1.7 General Fund 10.0 11.6 13.2 13.2 12.9 11.5 Princi aIs/Administrators 1.0 1 1.0 1.01 1.0 1 1.0 1.0 Secretary/ Clerks 1.0 1.0 1.0 1.0 1.0 1.0 Nurses 1.0 1.0 1.0 1.0 1.0 1.0 Custodians 2.0 2.0 2.0 2.0 2.0 2.0 Guidance, Psychologists &Thera ists 2.5 2.6 2.6 2.6 2.6 2.6 Other 2.2 2.2 2.2 2.2 2.2 2.2 All Funds Staffing Total 42.2 46.8 45.7 45.2 44.9 43.5 Budget SchMeralFund Actual Expanded FY2012 Actual Expended FY2013 Actual Expended. FY2014 Adopted. Budget FY2025 Requested - Budget FY2M6 2,032,523 2,050,690 2,058,367 2,140,643 General FundServices 143,435164,418152,817 176,392 163,756 2,133,082 1,196,941 2,203,507 2,234,759 1 2,307,399 Inddlling a lay of leaming and Inspiring the Innovative leaders of tomorrow Page 133 260 School Goals: 1. To design instructional strategies that will provide students the opportunities and supports In all curricular areas to further develop and apply skills such as critical thinking, In-depth problem solving, collaboration, communication, literacy, creativity and Innovation. 2. To identify and develop additional strategies to Increase our effectiveness with all students, Including strategies to better support struggling learners, to more effectively meet diverse learning needs, and to better challenge more advanced learners. 3. To explore and Implement strategies to more effectively address the social, emotional, and behavioral health of young adolescents and to promote a safe and healthy environment for all students. 4. To provide faculty the time, support, and structure throughout the school year to work in professional learning communities and to align Instructional and assessment practices. Arthur W. Coolidge Middle School Principal: Sarah Marchant Number of years as principal: 2 Number of years employed with RPS:9 Education background: Boston University, Masters, Earth Science Grades: 68 FY35 Enrollment: 476 PICLBAtceurdability Status: Level EnrollMom Saleaed Pa -lick Enrollment by Gender(2013•t4) Tall School District State Male 2452,304 489,422 Female 204 2,128 466,317 Total 449 4,432 955,739 EnrollMom Saleaed Pa -lick Iola Tall :oil fSchool eFirstUmp" enotEnglish 1317BEnglish 97.2% 97.1% language leamer 0.2]93.1383StudenRWlthDlsablllaes % Average # of days absent 1 5.1 1 5.2 148A 5.7 1 6.4 19217Free Conch 2A33AReduced Wnch 0.74.7High Needs 20.78B Enrollment by Grade (2013-14) 6 7 8 Total Arthur W Coolidge 155 159 135 449 District 1 347 1 362 1 304 1 1,013 AtandridnM1ioh ljry -1 Iola Tall :oil sols 1x14 Atm,danm Rate 97.2% 97.1% 971% 96.8% % Average # of days absent 1 5.1 1 5.2 1 54 1 5.7 1 6.4 instilling a joy of learning and Inspiring the Innovative leaders of tomorrow Page 134 261 Arthur W. Coolidge Middle School Student Growth Percentage 2010 2011 2012 2013 2014 Reading/English language Arts 72.0% 55.0% 62.0% 56.0% 48.0% Math 57.0% 56.5% 54.090 45.0% 44.0% MCAS 2010 2031 2012 2013 2014 2010 2011 2012 2013 mm Budget School Budget %At/Above Proficient Grant Funded 2.0 2.0 CPI 2.0 2.0 Reads EIA 91% 90% 91% 89% 87% 96.5" 965 97.0 96.0 94.8 Grade 6 81% 90% 86% 79% 84% 93.3 96.9 95.9 91.9 93 Grade 7 95% 87% 93% 93% 92% 97.3 95.7 97.7 97.8 93 Grade 96% 94% 95% %% 96% 99.0 96.9 97.3 98.2 98.3 Mathematics 81% 77% 76% 74% `.65% 92.1 89.6 90.8 89.6 85.0 Grade 80% 80% 80% 75% 69% 92.7 92.7 92.7 89.6 85.6 Grade 7 80% 74% 76% 74% 61% 90.4 87.3 90.8 89.6 83.7 Grade8 l % 78% 72% 74% 65% 93.1 88.8 88.9 89.6 85.6 Sdence&Tech (Gr8) 55% 52% 57% 52% 57% -,,80.1 -794 1! ffi.3. ':82 ffi.5 Staffing5umma 2012 2013 ,+2014 :2075; +Butl`et 2015 - 2016 'Bud et Teachers Expended Expended Budget Budget School Budget FY2012 Grant Funded 2.0 2.0 2.0 2.0 2.0 2.0 General Fund 35.2 35.8 35.9 35.9 35.4 35.4 Paraprofessionals 313,087 334,371 305,702 Total General Fund 3,514,853 Grant Funded 3,798,260 3,8%,907 ;,741,185 General Fund 12.1 12.1 14.0 15.9 17.9 17.9 Principals / Administrators 2.0 2.0 2.0 2.0 2.0 2.0 Secretary/ Clerks 1.0 1.0 1 1.0 1.0 1.0 1.0 Nurses 2.0 2.0 1.0 1.0 1.0 1.0 Custodians 2.0 0 2.0 2.0 2.0 2.0 Guidance, Psychologists & Theraists 2.1 3 2.5 2.5 2.5 2.3 Other 4.5 4.5 4.5 4.5 4.5 All Funds Staffing Total 62.9jjj45 7 64.9 66.8 6&3 m8 Instilling ajoy of leaming and Inspiring the innwatl a leaden oftarnonow Page 135 262 Actual -Actual' Actual Adopted Requested Expended Expended Expended Budget Budget School Budget FY2012 FY2013 MM FY2015 FY2016 Person a' Service, 3,237,597 3,396,490 3,495,174 3,562,536 3,435,483 General Fund Supplies&Services 277,256 329,470 313,087 334,371 305,702 Total General Fund 3,514,853 3,725,960 3,798,260 3,8%,907 ;,741,185 Instilling ajoy of leaming and Inspiring the innwatl a leaden oftarnonow Page 135 262 School Goals: During the 2014-2016 school years, teachers will collaborate to expand, share and teach engaging lessons that require students to produce five pieces of written work that corresponds to an Instructional standard or performance rubric. The work will highlight student growth and will be presented in a Student -Led Conference at the end of year parent meetings. 2. During the 2014-2016 school years, teachers and administration will work as a professional Teaming community to Implement the Multi -Tiered System of Supports and focus resources to Improve student learning and engagement, student achievement as measured by median Student Growth Percentiles District Determined Measures, as well as a decrease in the achievement gap. During the 2014-2016 school years, teachers and administrators will successfully Implement the tiered system of support to Improve behavior heath, student's self-awareness and decision making as demonstrated by Improved school and academic behaviors and main office referrals for behavlor issues. Walter S. Parker Middle School Principal: Doug Lyons Number of years as principal: 7 Number of years employed with RPS: 10 Education background: Simmons College, Masters of Education Grades: 6-8 MSEnrollment: 593 NCLBAccountablllty Status: Leve12 enrollment by Gender (2014.14) School District State Male 283 2,304 489,422 Female ..281 2,128 466,317 Total 564 4,432 955,739 En alknem aSelectad Pop hrilon Zota14: 2010 Me %of. s%'22! %of Dadrht %of state Fint la nguage not8,911 sh 25 1.8 17.8 English language Learner I 05 0.6. 79 W Income 7A 6.6 38.3 SWdents With Disal,1110s 18.81 169 17 tree Wnch6.2 5.4 33.6 Reduced Wnch 1.21 1.2 4.7 High Needs 24.6 22.2 48.8 Enrollment by Grade (2013-141 . 6 7 8 Total WalterSParker 192 203 169 564 District 1 347 362 304 1,013 AVIAMMOR Summary 2010 3011 5012 1013. 2014 Atimdance8ate 196.3%196.3%196.6%196.2% 97 Awageffofdaysabsenl 1 6.7 1 6.5 1 6.2 1 62 1 61 Imdlling a)oyofleamlllgand impldngthe InravaUm leaden ormmorraw Page 135 263 Walter S. Parker Middle School Student Growth Percentage 2010 2011 2012 2013 2014 Reading/English Language Arts 63.0% 2014 53.0% 59.0% 50.0% Math 58.0% 59.0% 1 56.0% 39.0% 51.0% MCAS 2010 ZO11 2012 2013 %At/Above Proficient 2014 2010 2011 2012 CPI 2013 2014 Reading/EIA 9096 90% 97% 1 88% 87% 96.5 964 90.9 95.2 95.1' Grade 6 85% 84% 85% 87% 81% 94.6 94.2 93.5 94.6 93.2 Grade 7 92% 90% 82% 90% 88% 97.5 96.7 93.2 96.4 96.1 Grade 8 92% 96% 96% 87% 91% 97.4 98.9 98.2 94.5 95.9 Mathematics 776 78% 74% 67% 70% 90.8 90.4 89.1 80.5 85.7 Grade 6 77% 79% 77% 8096 81% 91.2 91.0 90.5 91.7 90.4 Grade 7 81% 76% 68% 66% 72% 92.8 90.1 86.9 84.4 86.4 Grade 8 73% 76% 78% 56% 57% 88.6 89.9 90.6 77.5 80.3 Sdence&Tech (Gro) 56% 51% fib% 5396 m 83.2. .,BL9.'I 81.8 - 79.3 - W." ;Staffing Summary 2012 2013 2014 2015 Budget 2015 2016 Budget Teachers Expended Expended Budget Budget School Budget FY2012 Grant Funded 0.5 0.5 0.5 0.5 0.5 0.5 General Fund 46.0 46.6 47.0 47.0 47.0 47.0 Paraprofessionals 313,333 Total General Fund 3,936,241 I 4,097,959 I4,199,002 4,37;356 Grant Funded General Fund 9.1 9.1 10.0 10.0 10.0 10.0 Principals/Administmtors 2.0 2.0 2.0 2.0 2.0 2.0 Secretary/ Clerks 1.01 1.0 1.0 1.0 1.0 1.0 Nurses 1.0 1.0 1.0'-0 1.0 1.0 Custodians 3.0 3.0 3.0 3.0 3.0 3.0 Guidance, Psychologists &Theraplsts 3.2 3.3 3.5 3.5 3.5 3.3 Other 2.5 2.5 2.5 2.5 2.5 2.5 All Funds Staffing Total 68.3 69.0 : x70.5--' `70.5 70.5 70.3 InNlllr4 a Jay of learning and Inspiring the Innovathe leaden oftworrow Page 137 264 Actual Actual Actual Adopted Requested Expended Expended Expended Budget Budget School Budget FY2012 FY2013 FY2014 FY2015 FY20M Personel Services 3,737,828 3,848,150 3,984,135 4,109,006 4,289,249 General Fund Su lies&Services 218,413 249809 214,867 263,350 313,333 Total General Fund 3,936,241 I 4,097,959 I4,199,002 4,37;356 4,602,582 InNlllr4 a Jay of learning and Inspiring the Innovathe leaden oftworrow Page 137 264 School Goals: 1. During the 2014-36 school years, :MHS will continue to implement the Massachusetts Curriculum Frameworks In each academic concentration. Curriculum teams will collaborate and review common projects, assignments and standards based assessments. Teams will continue to develop District Determined Measures to ensure alignment with the standards based growth. 2. During the 2014-16 schools years, RMHS will Implement the Multi -Tiered System of Supports to support the social - emotional needs of all students. Student needs will be assessed and specific protocols for student support will be developed. 3. During the 2014-16 school years, RMHS will cont] nue to Improve the use of professional time and resources to support staff by implementing Professional Learning Communitles. The PLS's will use SRI protocols to atrutture theirtime. 4. During the 2014-16 school years, RMHS will work to Improve the school culture by Improving communication with parents and staff, Improve equity with all activities and continue to foster school spirit. Reading Memorial High School Principal: Adam Bakr Number of years as principal: 1 Number of years employed with RPS:1 Education background: Harvard University Masters of Education, Simons College Grades: 9-12 Fy15 Enrollment: 1,255 NCIB Accountability Status: level 1 Enrollment by Gender (2013-14) School District State Male 650 2,304 489,422 Female 657 2,128 466,317 Total 1,307 4A32 955,739 Enro%nentb.,seletded ft Walbe(2aM14 ;. ntle %of sNool %of o,A'Ut %of state Firstlanguage notragllsh 1 21 Ib 173 English language tamer 0.2 OA 7.9 Ww-Income 5.9 6.6 393 students WRh Olsabllltles 20.6 16.9 17 Free Wnch 4A SA $3.6 Reduced Lunch 1.5 1.2 4.7 High:cds 243 22.2 49A Iran" em by Grade(2013.14) ;. 9 1 10 131 12 Total Reading Mem rlal 353 1 323 1 308 323 1 1,307 Olstrlct 3S3 1323 1 308 323 1307 Attenda.Sunmary 3010 2011 2013 ID1S 1014 AtfendameRate 195.1% 1 95A% 95.6% 94.6% 95.0% Avenge g afdays absent 1 85 1 8.1 7.6 9.6 8.9 Instilling a IW of learning aM Inspuing the Innovative leaders of tomorrow Page 138 265 Reading Memorial High School Student Growth Percentage 2010 2011 2012 2013 2014 Reading/English language Arts 40.0% 42.0% 39.5% 34.0% 47.5% Math 34.0% 1 35.0% 37.0% 45.0% 31.0% WAS 2012 %At/Above Pro0cient 2014 2015 Budget._ :.:2015 Requeste0 CPI Teachers Expended: ......Grade 10 2010 2011 2012 2013 2014 2010.... 2011 2012 20132014 4.0 English LanguageArts 90% 95% 97% 98% 98% 97.0 98.6 99.5 99.4 99.4 Mathematics 90% 93% 96% 94% 90% 95.2 97.7 98.3 1 97.7 96.0 Science&Tech 89% 87% 88% 90% 87% 96.2 95.7 96.3 1 97.1 8.8 Staffing Summary 2012 2013 2014 2015 Budget._ :.:2015 Requeste0 2MIS Budget Teachers Expended: Expended Budget Budget School Bud et FY2012 Grant Funded 5.0 5.0 4.0 4.0 4.0 4.0 General Fund 81.6 82.2 87.8 87.8 86.8 87.8 Paraprofessionals 1,290472 1 1,404,5541 1,358,498 Total General Fund 8,047,728 Grant Funded 9,135,945 1 9,571,383 1 9,898,396 General Fund 10.7 9.9 9.9 10.8 10.7 11.0 Principals/ Administrators 8.2 1 8.2 1 8.8 8.8 8.8 8.8 Secretary/ Clerks 4.5 5.0 5.0 5.0 1 5.0 5.0 Nurses 1.8 1.8 1.8 1.8 1.8 1.8 Custodians 3.0 3.0 3.0 3.0 3.0 3.0 Guidance, Psychologists&Therapists 7.1 7.5 9.0 9.0 9.6 9.1 Other 2.5 3.0 4.0 4.0 4.0 All Funds Staffln Total 121.9 125.E x.]32.3 "]34.2 133.7.. `134:5 InsellIng aJW of learning and hupirina the Immat1w leaders of tomwm Page 139 MU Actual Actual :- Actual Adopted Requeste0 Expended Expended: Expended Budget Budget School Bud et FY2012 FY2013 FY2014 Fl2015 FY2016 Person[ Services 6,829,933 7,30&543 7,845,473 8,166,829 8,531,898 General Fund Supplies&Services 1,217,795 1,254,317 1,290472 1 1,404,5541 1,358,498 Total General Fund 8,047,728 8,562,860 9,135,945 1 9,571,383 1 9,898,396 InsellIng aJW of learning and hupirina the Immat1w leaders of tomwm Page 139 MU O j° Y p N nY o v y i° E b° i U 3 a'S$=`i G,g ss� a.9u� Y q >o a _ Si r es 0Rki x D ° '+ DoX iso 9 � � Y Y e r r Uz V � b M pp �p y 'E O N Y p O X O O X O vl X Vl N v, g G G a 0 X Y X X X ��ggqqqpo �NN coO �f9 NYiNLS 9 9 3 ° Y iso 9 � � Y Y e r r g G G a 0 9 9 3 ° B�3 s 267 267 k®)]\ 00 .!�■�! 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T �� � mN O r MNMm QImM YN1 m O ON m P ppU� ry MW yN � ONOONmOmmPOQPP000 N m O NO UUUU bm M Qm mmmIPPVVNON V P e QQ w OQ N mrNmO OrMrPnMOaM gy N M Y pm O 2 prv� Qa o mOmOcif om1 0 m �ZwZ �oayp zayry�zmH "ZZ'oo�ay0 .mi �ywj oy qyF QON V E�aiFCFOO�iF F 0M u ., Q H PppU 60 FO'oq�q "Hill (�99[yUOl�pa]t W M O h nSl Wq [Nps 'y � N WQ�Q�ii NOp4 b W N N4¢G1 �ggyq 8w SQ U pN m N4 F U �w O tM9N�Rl%3U MNm F 00 ryMdmmCOM N..Nbrmm \ mm rC rrrr.P nn Cr r.P nn o� dd QaadQQ p�q�RQQOQQaQQ �� 8�^ (I 8 R_ F A• r_ �g •R M Y � •F :� Ck' F.. �' C 311 CONDUCT OF TOWN MEETING Reading's Town Meeting is conducted in accordance with the rules set down in Article 2 of the Charter and the General Bylaws. Although Town Meeting Time Third Edition is the basic source, a Town Meeting Member need only be familiar with what is contained in the Charter. These notes are intended to outline the major points all Town Meeting Members should know, and which by knowing will make Town Meeting more understandable. Organization • Town Meeting consists of 192 elected members, of which 97 constitute a quorum. • There are two required sessions: The Annual Meeting in Spring which is primarily for fiscal matters and acceptance of the annual budget, and the Subsequent Meeting in November. Special Town Meetings may be called at any time that the need arises. • There are three main committees which review certain Articles and advise Town Meeting of their recommendations: Finance for all expenditures of funds, Bylaw for all bylaw changes, and the Community Planning and Development Commission for all zoning changes. Their reports are given prior to discussing the motion. General Rules Of Procedure • The Meeting is conducted through the Warrant Articles which are presented (moved) as motions. Only one motion may be on the floor at a time; however, the motion may be amended. Often two or more Articles which address the same subject may be discussed together; however, only one is formally on the floor, and each when moved is acted upon individually. Note that the vote on one may influence the others. • Members who wish to speak shall rise, state their name and precinct in order to be recognized. • A Member may speak for ten (10) minutes but permission must be asked to exceed this limit. • Seven (7) Members can question a vote and call for a standing count, and twenty (20) can ask for a roll call vote; however, a roll call vote is seldom used because of the time it takes. Principal Motion Encountered At Town Meeting The following motions are the principal ones used in most cases by Town Meeting to conduct its business. Experience shows that the Members should be familiar with these. • Adjourn: Ends the sessions, can be moved at any time. • Recess: Stops business for a short time, generally to resolve a procedural question or to obtain information. • Lay on the Table: Stops debate with the intention generally of bringing the subject up again later. May also be used to defer action on an Article for which procedurally a negative vote is undesirable. Note that tabled motions die with adjournment. • Move the Previous Question: Upon acceptance by a two-thirds (2/3) vole, stops all debate and brings the subject to a vote. This is generally the main motion, or the most recent 312 amendment, unless qualified by the mover. The reason for this as provided in Robert's Rules of Order is to allow for other amendments should they wish to be presented. • Amend: Offers changes to the main motion. Must be in accordance with the motion and may not substantially alter the intent of the motion. In accordance with Robert's Rules of Order, only one primary and one secondary motion will be allowed on the floor at one time, unless specifically accepted by the Moderator. • Indefinitely Postpone: Disposes of the Article without a yes or no vote. • Take from the Table: Brings back a motion which was previously laid on the table. • Main Motion: The means by which a subject is brought before the Meeting. The Following Motions May Be Used By A Member For The Purpose Noted: • Question of Privilege: Sometimes used to offer a resolution. Should not be used to "steal" the floor. • Point of Order: To raise a question concerning the conduct of the Meeting. • Point of Information: To ask for information relevant to the business at hand. Multiple Motions Subsequent (Multiple) Motions If the subsequent motion to be offered, as distinct from an amendment made during debate, includes material which has previously been put to a vote and defeated, it will be viewed by the Moderator as reconsideration and will not be accepted. If the subsequent motion contains distinctly new material which is within the scope of the Warrant Article, then it will be accepted. An example of this latter situation is successive line items of an omnibus budget moved as a block. Subiect To The Following Considerations • The maker of any proposed multiple motion shall make their intent known, and the content of the motion to be offered shall be conveyed to the Moderator - prior to the initial calling of the Warrant Article. • Once an affirmative vote has been taken on the motion then on the floor - no further subsequent alternative motions will be accepted. (Obviously does not apply to the budget, for example.) • Also - There can only be one motion on the floor at any one time. You have the ability to offer amendments to the motion that is on the floor. You also have the ability to move for reconsideration. Town Of Reading Bylaw - Article 2 Town Meeting 2.1 General 2.1.1 Date of Annual Town Election The Annual Town Meeting shall be held on the third Tuesday preceding the fourth Monday in April of each year for the election of Town Officers and for such other matters as required by law to be determined by ballot. Notwithstanding the foregoing, the Board of Selectmen may schedule the commencement of the Annual Town Meeting for the same date designated as the date to hold any Federal or State election. 2.1.2 Hours of Election 313 The polls for the Annual Town Meeting shall be opened at 7:00 AM and shall remain open until 8:00 PM. 2.1.3 Annual Town Meeting Business Sessions All business of the Annual Town Meeting, except the election of such Town officers and the determination of such matters are required by law to be elected or determined by ballot, shall be considered at an adjournment of such meeting to be held at 7:30 PM on the fourth Monday in April, except if this day shall fall on a legal holiday, in which case the meeting shall be held on the following day or at a further adjournment thereof. 2.1.4 Subsequent Town Meeting A Special Town Meeting called the Subsequent Town Meeting shall be held on the second Monday in November, except if this day shall fall on a legal holiday, in which case the meeting shall be held on the following day. The Subsequent Town Meeting shall consider and act on all business as may properly come before it except the adoption of the annual operating budget. 2.1.5 Adjourned Town Meeting Sessions Adjourned sessions of every Annual Town Meeting after the first such adjourned session provided for in Section 2.1.3 of this Article and all sessions of every Subsequent Town Meeting, shall be held on the following Thursday at 7:30 PM and then on the following Monday at 7:30 PM, and on consecutive Mondays and Thursdays unless a resolution to adjourn to another time is adopted by a majority vote of Town Meeting Members present and voting. 2.1.6 Posting of the Warrant The Board of Selectmen shall give notice of the Annual, Subsequent or any Special Town Meeting at least fourteen (14) days prior to the time of holding said meeting by causing an attested copy of the warrant calling the same to be posted in one (1) or more public places in each precinct of the Town, and either causing such attested copy to be published in a local newspaper or providing in a manner such as electronic submission, holding for pickup, or mailing, an attested copy of said warrant to each Town Meeting Member. 2.1.7 Closing of the Warrant All Articles for the Annual Town Meeting shall be submitted to the Board of Selectmen not later than 8:00 PM on the fifth (e) Tuesday preceding the date of election of Town officers, unless this day is a holiday in which case the following day shall be substituted. All articles for the .Subsequent Town Meeting shall be submitted to the Board of Selectmen not later than 8:00 PM on the seventh (7th) Tuesday preceding the Subsequent Town Meeting in which action is to be taken, unless this day is a holiday in which case the following day shall be substituted. 2.1.8 Delivery of the Warrant The Board of Selectmen, after drawing a Warrant for a Town Meeting, shall immediately deliver a copy of such Warrant to each member of the Finance Committee, the Community Planning and Development Commission, the Bylaw Committee and the Moderator. 2.2 Conduct of Town Meeting 2.2.1 In the conduct of all Town Meetinas, the following rules shall be observed Rule 1 A majority of Town Meeting Members shall constitute a quorum for doing business. 314 Rule 2 All articles on the warrent shall be taken up in the order of their arrangement in the warrant unless otherwise decided by a majority vote of the members present and voting. Rule 3 Prior to debate on each article in a warrant involving the expenditure of money, the Finance Committee shall advise Town Meeting as to Its recommendations and the reasons therefore. Rule 4 Prior to a debate on each article in a warrent involving changes in the bylaw or Charter, petitions for a special act, or local acceptance by Town Meeting of a State statute, the Bylaw Committee shall advise Towp Meeting as to its recommendations and reasons therefore. Rule 5 Every person shall stand when speaking as they are able, shall respectfully address the Moderator, shall not speak until recognized by the Moderator, shall state his name and precinct, shall confine himself to the question under debate and shall avoid all personalities. Rule 6 No person shall be privileged to speak or make a motion until after he has been recognized by the Moderator. Rule 7 No Town Meeting Member or other person shall speak on any question more than ten (10) minutes without first obtaining the permission of the meeting. Rule 6 Any non -Town Meeting Member may speak at a Town Meeting having first identified himself to the Moderator. A proponent of an article may speak on such article only after first identifying himself to the Moderator and obtaining permission of Town Meeting to speak. No non -Town Meeting Member shall speak on any question more than five (5) minutes without first obtaining the permission of the Meeting. Non -Town Meeting Members shall be given the privilege of speaking at Town Meeting only after all Town Meeting Members who desire to speak upon the question under consideration have first been given an opportunity to do so. Rule 9 Members of official bodies and Town officials who are not Town Meeting Members shall have the same right to speak, but not to vote, as Town Meeting Members on all matters relating to their official bodies. Rule 10 No speaker at a Town Meeting shall be interrupted except by a Member making a point of order or privileged motion or by the Moderator. Rule 11 Any person having a monetary or equitable interest in any matter under discussion at a Town Meeting, and any person employed by another having such an interest, shall disclose the fact of his interest or his employer's interest before speaking thereon. Rule 12 The Moderator shall decide all questions of order subject to appeal to the meeting, the question on which appeal shall be taken before any other. Rule 13 When a question is put, the vote on all matters shall be taken by a show of hands, and the Moderator shall declare the vote as it appears to him. If the Moderator is unable to decide the vote by the show of hands, or if his decision is immediately questioned by seven (7) or more Members, or if the Moderator determines that a counted vote is required such as for a debt issue or Home Rule Petition, he shall determine the question by ordering a standing vote, and he 315 shall appoint tellers to make and return the count directly to him. On request of not less than twenty (20) members, a vote shall be taken by roll call. Rule 14 All original main motions having to do with the expenditure of money shall be presented in writing, and all other motions shall be in writing if so directed by the Moderator. Rule 15 No motion shall be received and put until it is seconded. No motion made and seconded shall be withdrawn if any Member objects. No amendment not relevant to the subject of the original motion shall be entertained. Rule 16 When a question is under debate, no motion shall be in order except: • to adjourn, • to lay on the table or pass over, • to postpone for a certain time, • to commit, • to amend, • to postpone indefinitely, or • to fix a time for terminating debate and putting the question, and the aforesaid several motions shall have precedence in the order in which they stand arranged in this rule. Rule 17 Motions to adjourn (except when balloting for offices and when votes are being taken) shall always be first in order. Motions to adjourn, to move the question, to lay on the table and to take from the table shall be decided without debate. Rule 16 The previous question shall be put in the following form or in some other form having the same meaning: "Shall the main question now be put' and until this question is decided all debate on the main question shall be suspended. If the previous question is adopted, the sense of the meeting shall immediately be taken upon any pending amendments in the order inverse to that in which they were moved, except that the largest sum or the longest time shall be put first and finally upon the main question. Rule 19 The duties of the Moderator and the conduct and method of proceeding at all Town Meetings, not prescribed by law or by rules set forth in this article, shall be determined by rules of practice set forth in 'Town Meeting Time Third Edition" except that to lay on the table shall require a majority vote. 2.2.2 Attendance by Officials It shall be the duty of every official body, by a member thereof, to be in attendance at all Town Meetings for the information thereof while any subject matter is under consideration affecting such official body. 2.2.3 Appointment of Committees All committees authorized by Town Meeting shall be appointed by the Moderator unless otherwise ordered by a vote of the Members present and voting. All committees shall report as directed by Town Meeting. If no report is made within a year after the appointment, the committee shall be discharged unless, in the meantime, Town Meeting grants an extension of time. When the final report of a committee is placed in the hands of the Moderator, it shall be deemed to be received, and a vote to accept the same shall discharge the committee but shall not be equivalent to a vote to adopt it. 2.2.4 Motion to Reconsider 316 2.2.4.1 Notice to Reconsider A motion to reconsider any vote must be made before the final adjournment of the meeting at which the vote was passed but such motion to reconsider shall not be made at an ad] oumed meeting unless the mover has given notice of his intention to make such a motion, either at the session of the meeting at which the vote was passed or by written notice to the Town Clerk within twenty-four (24) hours after the adjournment of such session. When such motion is made at the session of the meeting at which the vote was passed, said motion shall be accepted by the Moderator but consideration thereof shall be postponed to become the first item to be considered at the next session, unless all remaining articles have been disposed of, in which case reconsideration shall be considered before final adjournment. There can be no reconsideration of a vote once reconsidered or after a vote not to reconsider. Reconsideration may be ordered by a vote of two-thirds (2/3) of the members present. Arguments for or against reconsideration may include discussion of the motion being reconsidered providing such discussion consists only of relevant facts or arguments not previously presented by any speaker. 2.2.4.2 Federal or State Law Affecting Reconsideration The foregoing provisions relating to motions to reconsider shall not apply to any such motion made by the Board of Selectmen and authorized by the Moderator as necessary for the reconsideration of actions previously taken by Town Meeting by reason of State or Federal action or inaction or other circumstances not within the control of the Town or Town Meeting. In the event such a motion to reconsider is made and authorized, said motion may be made at any time before the final adjournment of the meeting at which the vote was passed, said motion may be made even if the vote was already reconsidered or was the subject of a vote not to reconsider, and reconsideration may be ordered by a vote of two- thirds (2/3) of the Members present. 2.2.4.3 Posting and Advertising Notice of every vote to be reconsidered at an adjourned Town Meeting shall be posted by the Town Clerk in one (1) or more public places in each precinct of the Town as soon as possible after adjournment, and he shall, if practicable, at least one day before the time of the next following session of said adjourned meeting, publish such notice in some newspaper published in the Town. Said notice shall include the vote to be reconsidered and the place and time of the next following session of said adjourned meeting. The foregoing notice provisions shall not apply when a motion to reconsider any Town Meeting action is made publicly at Town Meeting before the adjournment of any session of any adjourned Town Meeting. 2.2.5 State of the Town The Selectmen shall, at each Annual Town Meeting, give to the Members information on the "State of the Town. - 2.2.6 Annual Precinct Meeting Town Meeting Members and Town Meeting Members -elect from each precinct shall hold an annual precinct meeting after the annual Town election but before the convening of the business sessions of the Annual Town Meeting. The purpose of the meeting shall be the election of a Chairman and a Clerk and to conduct whatever business may be appropriate. Chairmen shall serve no more than six (6) consecutive years in that 317 position. Additional precinct meetings may be called by the Chairman or by a petition of six (6) Town Meeting Members of the precinct. 2.2.7 Removal of Town Meeting Members 2.2.7.1 Notice of Attendance The Town Clerk shall mail, within thirty (30) days after the adjournment sine die of the Annual Town Meeting, to every Town Meeting Member who has attended less than one-half of Town Meeting sessions since the most recent Annual Town Election, a record of his attendance and a copy of Section 2-6 of the Charter. 2.2.7.2 Precinct Recommendation All Precinct meeting held prior to consideration by Town Meeting of the warrant article pursuant to Section 2-6 of the Charter. Town Meeting Members of each precinct shall adopt a recommendation to Town Meeting on whether each member from the precinct listed in the warrant per Section 2-6 of the Charter should be removed from Town Meeting. The Chairman of each precinct or his designee shall make such recommendations along with supporting evidence and rationale to Town Meeting. 2.2.7.3 Grouped by Precinct The names of the Members subject to removal in accordance with Section 2-6 of the Charter shall be grouped by precinct in the warrant article required by said section. 2.2.8 Meetings During Town Meeting No appointed or elected board, committee, commission or other entity of. Town government shall schedule or conduct any hearing, meeting or other function during any hours in which an Annual, Subsequent or Special Town Meeting is in session or is scheduled to be in session. Any such board, committee or commission which schedules or holds a meeting or hearing on the same calendar day, but at a time prior to a session of Town Meeting, shall adjourn or recess not less than five (5) minutes prior to the scheduled session of Town Meeting. Any board, committee or commission may, at the opening of any session of Town Meeting, present to that Town Meeting an instructional motion requesting an exemption from this bylaw and asking that Town Meeting permit it to meet at a date and hour at which a future session of Town Meeting is scheduled, and may present reasons for Town Meeting to give such permission. Notwithstanding the foregoing, any board, committee or commission which meets the requirements of M.G.L. Chapter 39, Section 23B concerning emergency meetings may, upon meeting such requirements, conduct such a meeting or hearing at a time scheduled for a Town Meeting. 2.2.9 Rules Committee The members of the Rules Committee, established under Section 2-12 of the Charter, shall hold an annual meeting within thirty (30) days after the adjournment of the Annual Town Meeting for the purpose of electing a Chairman and a Clerk and to conduct whatever business may be appropriate. Additional Rules Committee meetings may be called by the Chairman. In the absence of a Chairman, the Moderator shall convene a meeting of the Rules Committee within sixty (60) days after a vacancy for the purpose of electing a new Chairman. 318 49 FAX: (781) 942-9070 Website: www.readingma.gov Town of Reading 16 Lowell Street Reading, MA 01867-2685 Town Meeting Handout Guidelines TOWN CLERK (781) 042-9050 To ensure that all Town Meeting members have access to the same information, distributed in the same manner, please follow the below listed guidelines for handout materials: Materials that are prepared by a Town Board / Committee / Town Department must include the following: o Article name and number o Name of Town Board / Committee / Commission or Town Department o Date the document was created o Contact Information o Approval of Town Clerk's Office Materials that are prepared by petitioners or other voters must include the following: o Article name and number o Contact information of person who created handout o Date the document was created o Approval of Town Clerk's Office All handouts: • Must contain facts only unless specifically stating "This is the opinion of • Should be on white paper only • Should be double -sided copies if more than one page • May be distributed only by giving adequate copies for all Town Meeting members (192) to the Town Clerk or designee by 6:30 PM on the night in which the subject article will be discussed • All handouts not approved will be removed and recycled • All handouts not distributed must be picked up at the end of each night or they will be recycled at the end of each night All PowerPoint Presentations: • Must consult with the Town Clerk before the meeting • Provide a copy before the meeting • All presentations will be given using the Town of Reading laptop computer February of 2010 319