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HomeMy WebLinkAbout2022-03-02 Finance Committee Packet Town of Reading Meeting Posting with Agenda 2018-07-16 LAG Board - Committee - Commission - Council: Finance Committee Date: 2022-03-02 Time: 7:00 PM Building: Reading Town Hall Location: Select Board Meeting Room Address: 16 Lowell Street Agenda: Revised Purpose: General Business Meeting Called By: Jacquelyn LaVerde on behalf of Chair Ed Ross Notices and agendas are to be posted 48 hours in advance of the meetings excluding operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda. All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted. Topics of Discussion: This meeting will be held in-person in the Select Board Meeting Room at Town Hall, remotely via Zoom, and broadcast on RCTV. Join Zoom Meeting https://us06web.zoom.us/j/81389018087 Meeting ID: 813 8901 8087 One tap mobile +16465588656,,81389018087# US (New York) +16465189805,,81389018087# US (New York) Dial by your location +1 646 558 8656 US (New York) +1 646 518 9805 US (New York) Meeting ID: 813 8901 8087 Find your local number: https://us06web.zoom.us/u/kcJJ1A6yLt AGENDA: Liaison Reports FY23 Budget Presentation Schools Discuss Future School Budget and Capital Needs Vote to Approve FINCOM Reserve Transfer for Ladder Truck and Ambulance Equipment Vote to Authorize Snow and Ice Deficit Spending Approve Meeting Minutes o February 16, 2022 ** Originally posted February 23, 2022 at 2:38 pm. Revised 2/23/2022 to ***First revised and re-posted February 23, 2022 at 4:54 pm. Revised February 28, 2022 to add Discuss Future School Budget and Capital Needs and Vote to Approve FINCOM Reserve Transfer for Ladder Truck and Ambulance Equipment. This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting. Page | 1 Office of the Town Manager 781-943-9043 16 Lowell Street townmanager@ci.reading.ma.us Reading, MA 01867 www.readingma.gov To: Finance Committee Sharon Angstrom, Town Accountant Select Board From: Fidel Maltez Date: February 23, 2022 RE: Snow and Ice Deficit Spending Authorization Pursuant to Chapter 44 Section 31D of the Massachusetts General Law, I am hereby approving incurring of liability and making expenditure in FY2022 in excess of available appropriations for snow and ice removal, subject to approval by the Finance Committee. Note that as of today only ~$576,000 of the $675,000 budget has been spent or encumbered. It is my intent, as we have in past years, to amend the snow and ice budget at the Annual Town Meeting and therefore be able to rescind this action. Sincerely, Fidel Maltez Town Manager By a vote of the FINCOM at a meeting held on March 2, 2022 Snow and Ice Deficit spending was: Approved Denied by a vote of: ____________. Finance Committee _________________ Chair Finance Committee: Request for FY22 Reserve Fund Transfer To: FINCOM From: Fidel Maltez, Town Manager Date: February 28, 2022 It is respectfully requested that a transfer for $67,000 be made from the Reserve Fund to the accounts shown below, which is an unforeseen or extraordinary expense: 12208584 584221 Fire Truck $67,000 (Bids came in higher than appropriated) We have a ladder truck from 2008 that has some mechanical issues. It is the only ladder truck we have in Reading. Bob budgeted $1,300,000 to replace the ladder truck in capital projects in FY2022. The budget was based on an estimate from the fire chief more than 18 months ago. We received one bid for the truck from Seagrave; they are by far the biggest producers of fire equipment. Seagrave's bid came back $66,939 over budget. The fire chief has tried negotiating with the vendor to no avail. The vendor is quoting inflation, rising steel costs, etc., for the overage. The ladder truck has a lead time of 550 days from the day of order. We have 60 days to find the funds, or the vendor might take back the bid. As you can imagine, the price will only go up from here. Bob has requested an earmark from Rep Brad Jones to see if the legislature can fund the overage. If this earmark is funded, we will not spend the additional funds on the overage and instead close them to free cash. We are asking for $67,000 rounded up to sign the contract to purchase the fire truck. If the earmark doesn't come through, we can fund the equipment to outfit the engine ($18,000) from the operating budget in FY2022/FY2023. Current FINCOM Reserve Fund balance: $120,000 Resulting balance if all items approved: $53,000 Town Manager Recommendation: Approve Disapprove Town Manager Signature: ________________________________ Date: February 28, 2022 By a vote of the FINCOM at a meeting held on March 2, 2022 the transfer(s) for the above purpose(s) in the amount of $67,000 was: Approved Denied by a vote of: ____________. Finance Committee _________________ Chair Ladder Truck and Ambulance Equipment Proposed OptionsCost 138.00 558.00 266.00 3. Side Access Door Scuffplates (Page 50): 466.00 4. Cab Side Access Door Compartment Lights (Page 50): 524.00 5. Cab Door Frame Scuffplates (Page 53): 940.00 6. Cab Door Interior Lights (Page 84): 370.00 7. Transverse Compartment Lights (Page 85): 576.00 8. Store Front Operation (Page 116): 7,385.00 9. Rooftop Compartment Over Transverse Compartment (Page 96): 6,688.00 10. Rooftop Compartments over Body Side Compartment (Page 96): 17,911.00 Total of Options 1,349,028.00 Bid Price Total Cost1,366,939.00 Budget1,300,000.00 Amount Over Budget66,939.00 Equipment18,000.00 Total Funds Needed84,939.00 2%!$).' 05",)# 3#(//,3 4§¤ &9ΑΒ 2¤¢®¬¬¤­£¤£ "´£¦¤³ July 1, 2022 - June 30, 2023 January 27, 2022 Contact Information Copies of the budget document are available at the Office of the Superintendent and on the Reading Public www.reading.k12.ma.us. For additional information or clarification on the FY23 Recommended Budget, please feel free to contact the Central Office Administration for assistance at 781-944- 5800. Also, please reach out directly to the Superintendent or Director of Finance and Operations: Thomas Milaschewski, Ed.D. Susan Bottan, M.B.A. Superintendent of Schools Director of Finance and Operations 781-944-5800 781-670-2880 Thomas.Milaschewski@reading.k12.ma.us Susan.Bottan@reading.k12.ma.us Photo Credits Cover and Page 7 - Amy Greco, Administrative Assistant, Joshua Eaton Elementary School Pages 18 and 49 Kathy Drummey, Administrative Assistant, Athletics and Extra-curricular Activities Page 41 Kurtis Martin, METCO Director School Committee 2 School Committee Members Thomas Wise, Chairperson Shawn Brandt, Vice Chairperson Erin Gaffen, School Committee Member Sarah McLaughlin, School Committee Member Carla Nazzaro, School Committee Member Charles Robinson, School Committee Member Superintendent of Schools Thomas Milaschewski, Ed.D. Reading Public Schools 82 Oakland Road Reading, Massachusetts Website http://reading.k12.ma.us School Committee 3 District Leadership Team Central Office Administrators Jennifer Stys, Ed.D., Assistant Superintendent for Special Education and Student Services Sarah Hardy, Ed.D. Assistant Superintendent for Learning & Teaching Michelle Roach, Human Resources Director Susan Bottan, M.B.A. Director of Finance and Operations Other District Administrators Allison Wright, Special Education Director Kelley Bostwick, RISE Preschool Director Heather Leonard, STEM Curriculum Coordinator Allison Straker, Humanities Curriculum Coordinator Karen Hall, Coordinator of English Language Services Kurtis Martin, METCO Director Mary Giuliana, Director of Nursing Danielle Collins, Director of School Nutrition Christopher Nelson, Director of Extended Day, Drivers Education and Adult and Community Education Julian Carr, Network Administrator Joseph Huggins, Director of Facilities for Town and School Buildings Kevin Gerstner, Facilities Manager School Committee 4 School Administrators Reading Memorial High School Kevin Tracey, Principal Kadi Buckley, Assistant Principal Jessica Theriault, Assistant Principal Thomas Zaya, Assistant Principal, Athletics & Extra-curricular Activities A.W. Coolidge Middle School Sarah Marchant, Principal Brienne Karow, Assistant Principal W.S. Parker Middle School Richele Shankland, Principal Jason Peledge, Assistant Principal Alice Barrows Elementary School Beth Leavitt, Principal Birch Meadow Elementary School Stephen Burnham, Ed.D., Principal Joshua Eaton Elementary School Caitlin Shelburne, Principal J.W. Killam Elementary School Sarah Leveque, Principal Wood End Elementary School Joanne King, Ed.D., Principal School Committee 5 TABLE OF CONTENTS Introductory Section 8 FY23 Budget Summary 9 9 Budget Commitment, Process, and Timeline Budget Priorities Financial Section FY23 Recommended Budget Summaries 20 FY23 Recommended Budget by Cost Center 20 Administration Cost Center Regular Day Cost Center Special Education Cost Center District Wide Programs: Health Services, Athletics, Extra-curricular Activities, District Wide Technology Cost Centers . School Facilities Cost Center Other Funding Sources Offset Summary Special Revenue Funds Federal, State, and Private Grants Five-Year Capital Plan Appendices Appendix A: Student Enrollment and Staff FTEs Appendix B: Organizational Section School Committee 6 Appendix C: School Improvement Plans and Video Presentations 63 School Committee 7 ).42/$5#4/29 3%#4)/. School Committee 8 ).42/$5#4/29 3%#4)/. Dear Reading Community, As we share our recommended budget for FY23, we wanted to start by thanking our entire community for the continued support for our schools. While this budget reflects a significant financial contribution of each member of our community, we also deeply appreciate all the time, energy, and advocacy that the community puts towards our schools each day. Since starting as Superintendent in July, I have been overwhelmed by the unrivaled pride that our community holds towards education and inspired by the commitment from our community to provide each and every one of our children with an excellent educational experience. I speak on behalf of our district as I share this sincere appreciation and gratitude. This recommended budget reflects the perspectives of so developed through conversations at School Committee meetings about guiding principles, through coffee hour conversations with families at schools about strengths and challenges in our school communities, through after school staff meetings at schools to learn about how we can move our district to the next level, and through ongoing conversations with school and district leaders on how to chart out a bright and bold future for our district, schools, and students. Furthermore, this recommended budget connects to what our central office leadership team has learned from spending time listening, observing, and engaging with students in classrooms across RPS. Throughout this process, three overarching priorities have emerged: 1. Improve academic outcomes and growth for all students within safe, equitable, and rigorous learning environments. The pandemic has heightened both the challenge of addressing inconsistencies in learning for our students and also the opportunity for innovations in teaching, learning, and programming. 2. -tiered instruction and services. At both the national and local level, our students are demonstrating significant social-emotional needs, as evident through the and an analysis of the results of Reading's Youth Risk Behavior Survey by the Reading Coalition 3. Enhance adult practices and streamline operational systems to increase efficiencies and effectiveness in supporting students. Investments to improve for our students and staff will only hold across a system with the foundation of strong operational systems. The strategic investments outlined in this proposed FY23 budget align with each of these three priorities and will support our district in living out our goal of providing every one of our students with an excellent educational experience. We look forward to your collaboration and feedback throughout the budget process and as always, appreciate your commitment and support of our schools. In partnership for children, Dr. Thomas Milaschewski, Superintendent School Committee 9 School Committeery The FY23 Recommended Budget totals $51,783,363 and represents an incremental increase over the FY22 Appropriated Budget of $2,087,365, or 4.20%, guidance. Of this total incremental increase, $215,380, or 10.3%, is allocated to Accommodated Costs. Accommodated Costs are associated with out-of-district special education placement tuition and transportation costs, net of Circuit Breaker Reimbursement Funds. The balance of the incremental increase over the FY22 Appropriated Budget is $1,871,985, or 89.7%. These funds are allocated to meet the increased costs of all contractual obligations and mandated services, and to address the . The recommended funding allocated to emerging priorities will improve academic outcomes and growth while providing social and emotional services to all students, ensuring that all students are ready to learn. The baseline budget, which is driven by contractual obligations and mandated services, accounts for $1,216,215, or 58.3%, of the incremental increase over FY22. The balance of funds totaling $871,150, or 41.7%, addresses emerging priorities and are allocated to improve academic growth, increase social and emotional supports, and improve practices and systems district wide. A table reflecting the FY23 Recommended Budget in comparison to the FY22 Appropriated Budget is provided below and includes the incremental increases for the baseline and emerging priority categories for both personnel and non-personnel budgets: School CommitteeNon-Personnel for Baseline and Priorities: Developing a school district budget that effectively aligns resources to achieve student achievement outcomes and provide essential social emotional supports require considerable discussion on how funds are spent. The Reading FY23 Budget. The School Committeeeveloped in line with the following principles: Embody what Reading Public Schools stands for Support all learners Plan for reasonable class sizes Meet all contractual and legal obligations Reflect creative ways to recruit and retain workforce Produce accelerated learning outcomes at all levels School Committee 10 Make effective and efficient use of all resources at all levels Budget Commitment, Process and Timeline The District Leadership Team Ensure process is collaborative, transparent and Stand for equity, inclusion, and access for all learners at all levels Make decisions that are student-focused, data-driven, and intentional Leverage all sources of funding - Operating, Grant, and Special Revenue Funds Work collaboratively with the Town Be strategic, think long term and ensure flexibility as new information becomes known Consider and integrate strategies piloted and proven to produce gains in student learning The that accomplished the following: Engaged all stakeholders in a collaborative process Identified emerging priorities to support growth of all learners at all levels Maximized existing resources through efficiencies and leveraging all funds Ensured all contractual and legal obligations will be met A wide voices through Youth Risk Behavior Survey and various assessment data voices through surveys, professional development programs and classroom visits voices through District Leadership meetings, small group, and individual discussions voices through School Councils and Listening Tours voice through Guiding Principles Community voice through collaborative committees and community partners The commitments made to the budget and the perspectives gained from stakeholders were foundational to a successful budget development process. The open, transparent, candid process resulted in a plan that builds upon the work of School Improvement Plans to allocate existing and new resources (position roles, staff time and sources of funding) in ways that will lead students to academic excellence and support their social emotional learning. The actions associated with the budget development process are described by month below: July through December 2021: Listened to the needs of all stakeholders and engaged in an approach to the budget development process, guiding principles and emerging priorities. November and December 2021: Collaborated with district, school, and program leadership teams to discuss and define budget priorities and School Committee 11 examine ways to maximize existing resources in bi-monthly large groups (Preschool-Grade 12 District meetings by level) and in-school budget meetings with principals, instructional and program coordinators. program budgets. Budget tools created included the following: Personnel reports data by person, position, FTE, step, degree, FY22 actual and projected FY23 salaries and stipends. Placeholders for unfilled budgeted positions were incorporated into the report. enrollment by grade and school and projected elementary school class sizes were provided. Schedules for teachers and paraprofessionals provided within the budget folders for each school calculated current student ratios associated to the delivery of special education services. This tool will continue to be used to create thoughtful student groupings and effective staff schedules for FY23 with support from the Director of Special Education. Principals reviewed personnel reports for accuracy. Non-personnel reports data by line item, descriptions, and expenditures trends. Actual expenditures were illustrated for FY19, FY20 and FY21 with the current year appropriation. The FY23 non-personnel budgets were built by principals with support from administrative secretaries for each line item of their budgets using historical spending trends and projected service and supplies needs for the next year. Reflective questions accompanied both personnel and non-personnel reports to provide guidance for consideration and discussion, which are bulleted below: What this report shows and how to use this information: This report shows Personnel and Non-Personnel actual expenditures for FY 2019 through FY 2021 and budgets for FY 2022 by line-item account for your school. What do you notice? What trends do you see? What specific student outcomes would you like to achieve in FY23? Where could funding shifts take place to better align resources to your goals to improve student experiences and academic outcomes? Maximizing Resources and Investing in Growth: As you review your budget, consider how to maximize existing resources to identify savings to reinvest in 1.) academic growth, 2.) social/emotional support for students, and 3.) expand recruitment efforts and programs to retain high performing staff. If enrollment is decreasing, are there opportunities to reduce or reinvest funding to provide more social/emotional support for students or expand opportunities for academic progress? What other information would be helpful for you to review or access to shape your FY23 budget? Staff Ratios, Student Outcome Data, Youth Risk Behavior Survey? January 2022: Meaningful public discussions about the emerging priorities and their tangible impact on the budget will take place throughout January: January 6 Committee: Administration, District Wide and Facilities and Capital Budgets January 11, 18, and 25 Questions received from the School Committee and community. Responses published before the School Committee meetings: January 13, 20, and 27 January 13 Supepresented to the School Committee: Regular Day and Special Education School Committee 12 January 20 FY23 Budget Hearing January 27 School Committee vote on the FY23 Recommended Budget January 31 Budget submitted to Town Manager Budget Priorities Through collaboration with a variety of stakeholders, we have identified three broad priority areas for the FY23 budget: 1. Improve academic outcomes and growth for all students within safe, equitable, and rigorous learning environments. 2. through multi-tiered instruction and services. 3. Enhance adult practices and streamline operational systems to increase efficiencies and effectiveness in supporting students. The budget priorities identified that will address these three broad areas during the 2022-2023 school year are summarized below and explained in greater detail in later sections of this budget document: 1. Improve academic outcomes and growth: We have identified budget priorities that support strong academic outcomes and growth for students in a variety of important areas. High quality instruction is essential to the academic success of students. Several budget priorities will support and enhance high quality instruction in the Reading Public Schools. They are: Reduce Full Day Kindergarten Tuition, our first step toward moving closer to free Full Day Kindergarten. Reallocate funds to the district wide professional development account. Utilize Endicott/Merrimack Fellows to increase support in bubble classes Access to appropriate academic supports for students who require interventions or additional programming to be successful are also addressed through the budget priorities as follows: Create an Academic Support Center through the investment of a 1.0 FTE Coordinator at Reading Memorial High School. Increase 1.0 FTE teachers in the English Language Learner department and translation services. Increase English Language (EL) Coordinator by .20 FTE to coordinate increased levels of EL services driven by new student enrollment. Increase increasing staff by .20 FTE in the Stepping Stones program. Creating options and choice in academic coursework promotes the engagement of students leading to greater academic success. The following budget priorities seek to increase options for students in Reading Memorial High School. Engage in Endicott College Dual Enrollment program at RMHS. Participate in North Shore Community College Gateway to College program at RMHS. Offer introductory computer science course through multiple sections to create a foundation for future computer science pathway at RMHS. School Committee 13 2. Support Social and Emotional Needs: Additionally, we have identified budget priorities that address the increased social-emotional and behavioral health of our students. Supporting the social and emotional growth and development of students is an important part of educating the whole child. Educational professionals trained in teaching social-emotional competencies and in supporting students struggling with social-emotional and behavioral skills are identified as budget priorities for the 2022-2023 school year in the following ways: Create a dual role School Adjustment Counselor/METCO Coordinator at each elementary school through the funding of 5.0 FTEs, which half of the cost will be funded through the operating budget and the other half through the METCO grant. Increase School Adjustment Counselor support by 1.0 FTE at the middle school level and by an additional 1.0 FTE at the high school level. When students experience difficulty in school due to social and emotional needs, appropriate programming and access to staff is required for improved learning and outcomes. The budget priorities reflect this in the following way: Increase Social Worker by 1.0 FTE for REACH program at the middle school level. Ensuring our Nursing Department has the oversight, support, and leadership required to provide for the health of student: The addition of a 1.0 FTE nurse, which allows for the Director of Nursing to be released from direct services at RMHS and R.I.S.E. preschool to lead the district wide health services program. 3. Enhance Adult Practices and Streamline Operational Systems: Efficient and social and emotional growth of students. As such, budget priorities are identified which impact several important operational systems. Improving our ability to manage and analyze our data systems, especially in ways to improve teaching and learning, is addressed as follows: Increasing the FTE of the data specialist by .40 FTE. Additionally, during FY23 we will use the resources of staff time and expertise to identify and plan for the FY24 budget. As such, planning during FY23 will address and articulate required operational supports for implementation in FY 24. The FY23 recommended budget makes great strides toward moving our district forward and we are grateful for the As demonstrated above by the approach and process we took to develop the FY23 recommended budget, certain items were prioritized to achieve the greatest and most immediate impact on student FY23 recommended budget, our team continues to explore many other priorities that have emerged. Those items are outlined below (not in order of importance/priority): School Committee 14 Universal Free full Day Kindergarten to ensure equitable access for all new learners. The FY23 recommended budget lists a reduction in tuition from $4,450 to $3,600 as a way to move closer to our goal of tuition free kindergarten for all students. Our district is currently exploring various pathways to move us towards this tuition free goal and these pathways will be discussed and explored with the community. Full-time Elementary Assistant Principals to support day-to-day building needs and ability of school leaders to prioritize improvements in teaching and learning. We believe that the addition of School Counselors combined with the role of METCO Coordinator at every elementary school will support the principal in several critical areas, including meeting social-emotional needs of students, facilitating student support teams, and serving as a liaison with families. In FY23, we will evaluate how these new roles impact the current need of providing our elementary principals with more support through full-time Elementary Assistant Principals. Sustain the role of Team Chairs in the operating budget. Several Team Chair roles (2.5 FTE) will be funded through the ESSER grant until the end of FY23. In the meantime, we continue to evaluate ways to refine and sustain these roles over the long term. In FY23, the role will expand to include planning interventions and overseeing Student Study Teams. Review of elementary school schedule, including half-day Friday, access to enrichment opportunities (instrumental, world language), and staff collaborative planning. We have and will continue to engage in conversations with our educators and community about how we can expand both time on learning and types of offerings for our students. This review will take place throughout FY23. RMHS Leadership Structure to facilitate increased coaching and feedback. We will continue to engage in conversations with our educators and leadership team about how to use and revise our current leadership structure to expand the quality of coaching and feedback for our educators across the building. These conversations will continue in FY23. RMHS Computer Science Pathway/Program to provide students with access to a series of computer science courses aligned to college and career opportunities. As we build an introductory computer science course in FY23, we will also actively explore how we can build an entire pathway/program to offer in the near future. District-wide vertical alignment of math curriculum and pathways to ensure that students can move fluidly between levels of math courses throughout middle and high school. In FY23, our district will explore how students end up in the highest-level math courses at RMHS and seek ways to remove barriers that limit students to access these higher-level courses. Review of Social Emotional curriculum for all schools, district wide. In FY23, we will continue our efforts to support the social emotional needs of our students by assessing the current curriculum and materials in use. The company that supports our current social-emotional K-5 curriculum, Open Circle, is no longer publishing additional curriculum materials, supports, and resources. Therefore, we plan to engage in a curriculum exploration process and potentially pilot curriculum in FY23 for a K-5 curriculum. At RMHS, students in grades 9 and 10 are participating in an SEL program, Project Wayfinder, funded by the ESSER grants through the end of FY24. We will assess the impact of this program to determine if it should be sustained long term. Seal of Biliteracy Certification to recognize students who have achieved proficiency in two or more languages. During FY23, we will pilot the assessment with a small group of secondary students to learn about the process and systems for providing our students with access to this certification. Comprehensive Professional Development opportunities for all instructional staff. In FY23, we will explore models to provide our staff with expanded high-quality, job-embedded professional learning, such as instructional coaches. We will engage in conversation with educators and leaders to identify areas of need and opportunity. Student Information Systems, Website redevelopment, and Technology service to support efficient and effective scheduling, track attendance, receive and give information to students, staff, and community, and improve technology service delivery to staff and students. We plan to launch focus groups in FY22 and FY23 to analyze our systems/structures in each of these areas and provide recommendations on how to move forward. School Committee 15 Overview of the School Committee The total cost of the emerging budget priorities summarized above and incorporated in the FY23 Recommended Budget totals $871,150, which represents 41.7% of the incremental increase of funding over FY22 and an increase of 9.70 FTEs. Each priority and their relative relationship to the three overarching categories, 1.) improve academic outcomes, 2.) support social emotional needs and 3.) enhance practices and systems, are described, and Illustrated in the tables below by level (Elementary, Secondary and District Wide). A strategic and creative alignment of instructional leaders. Resources identified encompass role refinement, strategic planning time and use of all funding sources. On the pages to follow, each budget priority is described in more detail and includes an explanation of resource (position role, staff time and funding) that will be deployed by level (Elementary, Secondary, District Wide) to improve academic growth and increase social and emotional supports for all students and improve adult practices and operational systems district wide. Elementary Level Priorities: PRIORITIES REFLECTED WITHIN FY23 RECOMMENDED BUDGET BY LEVEL Priority Category: 1 = Improve Academic Outcomes, 2 = Impact on FY23 Impact on FY23 Support Social Elementary Level PrioritiesDescriptionOperating Budget: Operating Emotional Needs, 3 ExpenseBudget: FTE = Enhance Practices and Systems 1 Support Acceptable Class Sizes at Grade 4Add Teaching Fellows to grade 4 classrooms at Eaton and Killam 40,0000.00 Elementary Schools to respond to the rising enrollment "bubble" . 1 Reduce Full Day Kindergarten (FDK) Tuition FeeReduce FDK tuition from $4,450 to $3,600 by deploying a portion of the Resource 0.00 FDK special revenue fund balance. This action increases access for Reallocation students and moves us closer to free full day kindergarten. 1 Provide Impactful Professional DevelopmentDevelop strategy for professional development districtwide. In the short Strategic Planning, 0.00 term, budget for expanded new employee induction and Resource paraprofessional training programs.Reallocation 1 Increase Time on LearningExplore options for increasing time on learning for Elementary Students. Strategic Planning, 0.00 Also explore opportunities for afterschool academic support through Resource Extended Day.Reallocation 2 Add and Integrate Adjustment Counselor with New Combine the role of Adjustment Counselor and new METCO 186,8532.50 Boston Coordinator Roles Coordinator to serve all elementary students in each school. Operating and METCO funds share salary cost of 5.0 FTE (M+30, step 7). 2 Refine Role of Team Chairs Reevaluate the Elementary Team Chair role to explore enhanced Role Refinement0.00 support of all students within the elementary school setting, such as planning interventions and coordinating Student Study Teams. 2 Pilot Social Emotional CurriculumPilot Restorative Justice Curriculum at Birch Meadow Elementary School Leverage Grant 0.00 through a grant under consideration by the Reading Education Funding Foundation. 3 Contract Teaching Fellow for Substitute SupportContract Teaching Fellows to deploy as assigned building substitute and 20,0000.00 to provide instructional support. When possible, deploy teaching and paraprofessional substitute budgets to contract for additional Teaching Fellows to provide substitute coverage at each school building. Subtotal Elementary246,8532.50 Asdescribed in the table above, at the elementary level resources have been allocated to act on each of the three overarching priorities defined by instructional leaders and stakeholders. The new funding required to address these priorities at the elementary level totals $246,853 and requires an addition of 2.5 FTEs. School Committee 16 Improving academic outcomes will be articulated through maintaining acceptable class sizes by adding two Teaching Fellows, who are fully licensed teachers enrolled in in grade 4 at the Joshua Eaton and Killam Elementary Sc each school. Maintaining class sizes within reasonable levels will allow teachers to continue to differentiate instruction effectively supported by Teaching Fellows, to meet Kindergarten Tuition fee by deploying existing fund balances from the Full Day Kindergarten Special Revenue Fund is expected to reduce a barrier to entry and increase access to students. New social and emotional support for all elementary students will be delivered through the addition of one Adjustment counselor/METCO Coordinator at each elementary school. The cost for these positions will be shared equally between the operating fund and METCO grant: operating fund will cover the expense of 2.5 FTEs and the METCO grant will pay for 2.5 FTEs. A refinement of the Team Chair role will be explored to provide increased support to students and support to school principals through intervention planning and leading student study teams. Lastly, a Restorative Justice Curriculum is planned to be piloted, pending approval of the Reading Education Foundation, at the Birch Meadow Elementary School. Through the reallocation of existing resources, opportunities for focused professional development programs will yield results toward strengthening instructional practices and allow exploration for options to increase time on learning. Enhancing systems through contracting Fellows to serve as building substitutes whenever possible will be supported through Regular Day contracted instructional services and the teaching and paraprofessional substitute budgets. Secondary Level Priorities: Priority Category: 1 = Improve Academic Outcomes, 2 = Impact on FY23 Impact on FY23 Support Social Secondary Level PrioritiesDescriptionOperating Budget: Operating Emotional Needs, 3 ExpenseBudget: FTE = Enhance Practices and Systems 1 Offer Additional Academic PathwaysAdd .20 FTE to Stepping Stones Staff to ensure five full days of academic 12,7010.20 support for students transitioning back to school from hospital settings. 1 Engage in Endicott Dual Enrollment program, $4,500 per course, 2 9,0000.00 courses. 1 Participate in North Shore Community College Gateway to College 26,1000.00 program, $4,350 per student, est. 3 students per semester. 1 Launch Computer Science Course SectionsExpand existing teacher's teaching content to launch multiple sections 24,3930.40 of a new Computer Science Course. 1 Establish Academic Center Hire Coordinator of Student Achievement to lead academic 74,7411.00 intervention, testing and coaching (M+30, step 7). 1 Contract for two Teaching Fellows from Endicott and Merrimack to 40,0000.00 support students in the Academic Intervention/Center. 1 Explore Extended Week Vocational OpportunitiesRe-engage in Saturday Vocation Education programs.Resource 0.00 Reallocation 2 Add Adjustment Counselors and Social WorkerAdd 2.0 FTE Adjustment Counselor (1.0 at Parker and 1.0 FTE at RMHS 207,7293.00 and 1.0 FTE Social Worker for REACH program (M+30, step 5). 3 Conduct impactful Professional DevelopmentExtend Professional Development opportunities. Leverage operating Strategic Planning, 0.00 and grant funds.Resource Reallocation 3 Integrate Curriculum CoachesConsider the role of curriculum coaches as a component of a Strategic Planning, 0.00 professional development program.Resource Reallocation Subtotal Secondary394,6644.60 School Committee 17 At the secondary level, resources have been allocated to act on each of the three overarching priorities defined by instructional leaders and stakeholders. The new funding required to address these priorities at the Secondary level totals $394,664 and an addition of 4.6 FTEs. Improving academic outcomes will be articulated through the offering of additional academic pathways, which includes a .20 FTE increase in academic support for students returning from hospital settings, engagement in a dual enrollment program with Endicott College through the offering of two college level courses each semester, and participation in the Gateway to College program at North Shore Community College. In addition, multiple sections of a new, introductory Computer Science course will be offered by adding .40 FTE of an existing Teacher and an Academic Center will be established at Reading Memorial High School with the support of a 1.0 FTE Academic Coordinator supported by two Teaching Fellows. Lastly, exploration of extended week vocational educational opportunities for high school students is underway for continuation next year. New social and emotional support for middle and high school students are reflected in the FY23 recommended budget through the addition of 2.0 FTE Adjustment Counselors (one Counselor at Parker Middle School and one at Reading Memorial High School) and the addition of 1.0 FTE Social Worker for the REACH program. The REACH program will move from Coolidge to Parker Middle School during the 2022-2023 school year. The investment in these resources will increase access to social emotional support by students, equalize social emotional support available to students across both Coolidge and Parker Middle Schools, and improve our capacity to support students at RMHS. The development of a plan for strategic professional development and consideration of the use of curriculum coaches will be completed next year. A phased implementation will begin in FY23 by allocating existing resources to support an expanded induction program for all new instructional staff and increase training opportunities for our paraprofessional staff. District Wide Level Priorities: At the District Wide level, resources have been allocated to address each of the three overarching priorities defined by instructional leaders and stakeholders. The new funding required to address these priorities at the District Wide level totals $229,633 and an addition of 2.6 FTEs. Improving academic outcomes will be articulated through the increase in instructional support for English Language Learners in the form of a 1.0 FTE teacher, the reallocation of existing resources to translations services, and the .20 FTE increase of the English Language Coordinator. In anticipation of the results of the Reading in Reading committee, SPED Programs Reviews, the DESE District Assessment and other internal curriculum reviews, we will use professional development and instructional budgets to respond to the needs identified. A comprehensive outline of areas of focus will be created and incorporated in the long-term strategic plan of the district. An increase in health support district wide will be available through the addition of a 1.0 FTE Nurse, which was piloted in FY22. The addition of the nurse will release the Preschool through Grade 12 Health Service Administrator to focus on district wide coordination of health services and fill in with direct services to students as needed. The development of a plan for strategic professional development, curriculum leadership structure, recruitment and retention programs, and curriculum content renewal cycle will be completed and lead to improved services to students by a high performing and more diverse workforce. Planning committees will focus on a range of operational systems and services to increase access to data and improve support and efficient services to staff. Systems and services under review include the school district website, Student Information Systems (including student/staff scheduling, student attendance, student performance and special education data collection) and an evaluation of technology support. School Committee 18 TheDistrict Wide Level priorities are reflected in the table below: School Committee 19 &).!.#)!, 3%#4)/. School Committee 20 &).!.#)!, 3%#4)/. The leadership team uses financial, staffing and student outcome data to identify trends, analyze resource by cost center. The following information can be found within each subsection: 1. Summary of FY22 appropriation, FY23 recommended budget, and the dollar/percentage change. 2. Primary Function Description summarizing core services. 3. FY22 Appropriated and FY23 Recommended Budgets by org and object codes, in comparison with actual expenditures (excluding end of year encumbrances) for FY19, FY20 and FY21. 4. Description of Personnel and Non-personnel Budget Drivers that have impacted and shaped the FY23 recommended budget. FY23 Recommended Budget Expenses by Cost Center In comparison with actual expenditures (excluding end of year encumbrances) for FY19, FY20 and FY21, the table below provides the total FY22 Appropriated and FY23 Recommended Budgets for each of the five Cost Centers: Administration, Regular Day, Special Education, District Wide Programs, and School Facilities: Summary of FY23 Recommended Budget by Cost Center: Actual Actual Actual Final Recommended Expended Expended Expended Budget Budget % FY19 FY20 FY21 FY22 FY23 Change Administration$ 1,019,370$ 1,112,611$ 1,215,172$ 1,278,967$ 1,303,7601.94% Regular Day$ 25,258,217$ 25,929,387$ 26,392,397$ 28,460,123$ 29,704,7464.37% Special Education$ 13,759,306$ 13,505,600$ 12,631,437$ 16,264,729$ 16,931,5684.10% School Facilities$ 1,306,096$ 1,515,037$ 1,456,937$ 1,578,204$ 1,620,8452.70% District Wide$ 1,880,182$ 1,930,155$ 1,651,730$ 2,113,975$ 2,222,4445.13% Total$ 43,223,172$ 43,992,789$ 43,347,673$ 49,695,998$ 51,783,3634.20% The five Cost Centers were established by a vote of the School Committee. In accordance with that vote, during the current fiscal year, the administration is authorized to transfer funds within any cost center, however, the transfer of funds between cost centers must be obtain upon majority vote of the School Committee through a recommendation at the time of the quarterly financial report presentations. The relative size of each cost center, using the FY23 recommended budget, is illustrated in the tables on the page to follow: School Committee 21 Cost Center Percentage to Total FY23 Recommended Budget: In the subsequent sections, the reader will find a financial and narrative overview of the changes for the recommended personnel and non-personnel funding required to address the emerging priorities and to meet all contractual and mandated obligations in the daily delivery of academic, social, emotional, health and extracurricular services to our students. In the table below, personnel and non-personnel budgets are reflected. Personnel budgets consist of professional salaries, clerical salaries, and other salaries and non-personnel budgets consist of contracted services, supplies and materials and other expenses categories. These categories are defined by the Department of Elementary and Secondary Education (DESE) with their chart of account, which are requirements for reporting expenditure data from school committee appropriations. and criteria for financial reporting can be found here: FY23 Recommended Budget by Personnel and Non-personnel Categories of Spending: Actual Actual Actual Final Recommended Expended Expended Expended Budget Budget % FY19FY20FY21FY22FY23Change Professional Salaries$ 30,497,801 $ 32,380,249 $ 32,748,702 $ 34,517,997 $ 36,079,172 4.52% Clerical Salaries$ 864,481$ 917,050$ 960,784$ 983,843$ 1,032,6674.96% Other Salaries$ 4,332,189$ 4,273,723$ 4,264,215$ 5,304,362$ 5,375,0851.33% Contract Services$ 2,574,463$ 2,214,179$ 2,058,301$ 2,962,729$ 2,749,304-7.20% Supplies & Materials$ 791,567$ 711,016$ 752,679$ 932,734$ 964,2903.38% Other Expenses$ 4,162,671$ 3,496,573$ 2,562,992$ 4,994,333$ 5,582,84511.78% Grand Total$ 43,223,172$ 43,992,789$ 43,347,673$ 49,695,998$ 51,783,3634.20% In addition to spending trends, projected needs and market changes were factored into the allocation of funds when developing the budget for FY23 efforts allowed existing budgets to be realigned, maximizing their use. As the per pupil spending charts indicates below, the efforts resulted in a more even and equitable per pupil allocation of instructional supplies across schools: School Committee 22 Instructional Supplies Per Pupil Budget Allocation: . Administration Cost Center Summary FY22 Appropriated Budget: $1,278,967 FY23 School Committee: $1,303,760 $ Increase: $24,793 % Increase: 1.9% Primary Function: The Administration Cost Center includes the salaries and expenses for Central Office and some District Wide administration which includes the following primary functions: School Committee, Superintendent, Assistant Superintendent, Business and Finance, Human Resources, and District-wide Data and Information Management. The Administration cost center currently accounts for 2.6% of the total district budget. Budget Detail by Administration Cost Center: Actual Actual Actual Final Recommended Expended Expended Expended Budget Budget FY19FY20FY21FY22FY23 % Change Administration$ 1,019,370 $ 1,112,611$ 1,215,172$ 1,278,967 $ 1,303,760 1.94% Professional Salaries$ 579,127$ 627,466$ 675,526$ 683,370$ 676,407-1.02% Administrator$ 465,356$ 507,971 $ 518,082$ 515,800$ 509,850-1.15% Director$ 72,500$ 78,693$ 68,077$ 125,660$ 123,600-1.64% Employee Benefits$ 3,419 $ -$ 48,027$ -$ -- Manager$ 37,852$ 40,802$ 41,340$ 41,910$ 42,9572.50% Clerical Salaries$ 246,010$ 278,807$ 333,726$ 340,182$ 361,443 6.25% Administrative Assistant$ 286,010$ 290,401 $ 330,471$ 365,182$ 386,4435.82% Employee Benefits$ -$ 3,407$ 3,255$ -$ -- Revolving Fund Support$ (40,000)$ (15,000)$ - $ (25,000)$ (25,000)0.00% Contract Services$ 74,625$ 90,100$ 88,187$ 91,600$ 99,000 8.08% Consulting Services$ 8,000 $ 11,500$ 10,500$ 12,000$ 12,0000.00% Labor Counsel$ 18,342$ 32,647$ 33,207$ 27,500$ 33,50021.82% Telecommunications$ 48,283$ 45,953$ 44,480$ 52,100$ 53,5002.69% Supplies & Materials$ 5,584$ 2,752$ 2,024$ 6,695$ 4,700 -29.80% Office$ 5,584 $ 2,752$ 2,024$ 6,695 $ 4,700 -29.80% Other Expenses$ 114,024$ 113,486$ 115,709$ 157,120$ 162,210 3.24% Advertising$ 942$ 505$ 1,170$ 5,550 $ 5,550 0.00% Awards$ -$ 836$ - $ 600$ 6000.00% Dues & Memberships$ 15,373$ 16,184$ 14,866$ 19,060$ 20,5007.56% Employee Benefits$ 25,900$ 26,250$ 27,125$ 30,000$ 30,0000.00% School Committee 23 Administration Cost Center, continued: Administration Budget Drivers: The changes between the FY23 Recommended and FY22 Appropriated budgets are summarized below by personnel and non-personnel categories: Personnel - Salary differences between FY22 budgets and new incoming staff, a cost-of-living salary increase established by School Committee and bargaining unit agreements, and the increase in FY22 of an unbudgeted 1.0 FTE Human Resources Assistant account for changes between FY22 and FY23 budgets. Although not reflected as increased personnel costs, the refinement to duties and roles will increase the efficiency of work and allow for more effective operations. For example, all student registration and enrollment processes and translation of forms into five languages are coordinated through the Central Office rather than by the staff within each school building. This change not only streamlines services to all families, but it also allows close entary school class sizes. Non-personnel An increase to the legal fees and telecommunication services better aligns the budget with trending usage and costs. The redeployment of existing resources to expand our efforts in recruiting a diverse workforce is also reflected above. Reading Public Schools is committed to recruiting a diverse and high performing workforce. Regular Day Cost Center Summary FY22 Appropriated Budget: $28,460,123 FY23 School CommitteeRecommended Budget: $29,704,746 $ Increase: $1,244,623 % Increase: 4.4% Primary Function: The Regular Day Cost Center encompasses all personnel and non-personnel expenses related to delivering core instructional programs to our general education students. Personnel costs for school principals, instructional and support staff, as well as non-personnel costs related to curriculum materials; professional development; instructional materials, supplies, and equipment; instructional technology; library materials and technology; and other instructional services are captured in this Cost Center budget. The Regular Day Cost Center budget accounts for 57.3% of the total School Committee Budget detail for Regular Education follows on the next pages: School Committee 24 Budget Detail by Regular Day Cost Center: Actual Actual Actual Final Requested Expended Expended Expended Budget Budget FY19FY20FY21FY22FY23% Change Regular Day$ 25,258,217 $ 25,929,387 $ 26,392,397 $ 28,460,123 $ 29,704,746 4.37% Professional Salaries$ 22,738,560 $ 23,711,443 $ 24,034,487 $ 25,243,777 $ 26,344,061 4.36% Assistant Principal$ 448,724$ 488,479$ 477,476$ 493,484$ 508,0142.94% Department Head Stipend$ 337,332$ 346,219$ 335,857$ 352,284$ 368,1614.51% Employee Benefits$ 58,714 $ 10,500 $ 56,933 $ 42,150 $ 41,800 -0.83% Guidance$ 436,142$ 388,492$ 403,727$ 437,993$ 507,78015.93% Instructional Specialist$ 262,651$ 238,428$ 240,344$ 252,800$ 286,79613.45% Library$ 614,162$ 638,574$ 628,255$ 655,081$ 683,2194.30% Principal$ 940,914$ 995,729$ 1,028,927$ 1,040,905$ 1,081,6353.91% Psychologist$ 822,691$ 921,954$ 974,404$ 1,033,283$ 1,249,05220.88% Reading$ 541,433$ 611,771$ 626,099$ 641,703$ 654,9362.06% Revolving Fund Support$ (949,000)$ (800,000)$ (1,050,000) $ (1,100,000) $ (1,100,000) 0.00% State Grant Support$ (70,044)$ (70,000)$ (70,000)$ (60,000)$ --100.00% Stipends$ 223,784$ 232,719$ 203,187$ 252,730$ 255,6001.14% Substitutes$ 77,143 $ 92,323 $ 110,953$ -$ -- Teacher$ 18,701,590$ 19,310,787 $ 1 9,753,323$ 20,875,441 $ 21,471,706 2.86% Technology Integration$ 292,324$ 305,467$ 315,002$ 325,923$ 335,3622.90% Clerical Salaries$ 449,330$ 470,796$ 456,161$ 473,088$ 489,9703.57% Employee Benefits$ -$ 14,348 $ -$ 4,500$ 4,5000.00% Secretary$ 449,330$ 456,448$ 456,161$ 468,588$ 485,4703.60% Other Salaries$ 968,500$ 860,284$ 816,652$ 1,255,645$ 1,260,8880.42% Employee Benefits$ 750$ -$ 35$ -$ -- Paraprofessional$ 741,885$ 718,403$ 768,312$ 858,445$ 863,6880.61% Substitutes$ 225,865$ 141,881$ 48,304 $ 397,200$ 397,2000.00% Contract Services$ 143,189$ 110,654$ 125,115$ 224,820$ 273,00021.43% Instructional Services$ 1,250$ 681$ 2,910$ 10,000 $ 65,000 550.00% Transportation$ 141,939$ 109,973$ 122,205$ 214,820$ 208,000-3.17% Supplies & Materials$ 553,094$ 374,536$ 582,869$ 698,156$ 735,5815.36% Art$ 22,801 $ 30,376 $ 12,291 $ 23,347 $ 24,724 5.90% Business$ -$ -$ (13)$ 1,500$ 1,5000.00% Curriclum, Elementary$ 49,446 $ 39,725 $ 208,423$ 63,000 $ 63,000 0.00% Curriclum, High School$ 109,514$ -$ -$ 2,000$ 77,100 3755.00% Curriclum, Middle School$ 7,677$ -$ 8,254$ 65,400 $ 45,400 -30.58% Drama$ -$ -$ -$ 291$ --100.00% English Language Arts$ 20,941 $ 16,159 $ 39,142 $ 23,814 $ 28,500 19.68% Equipment$ 1,686$ 232$ (119)$ -$ -- Foreign Language$ 5,220$ 1,986$ 8,555$ 13,167 $ 12,953 -1.63% FURNISHING$ 64$ -$ 1,919$ -$ -- Furnishings$ 16,039 $ 13,853 $ 31,907 $ 12,446 $ 8,750-29.70% Guidance$ 957$ 789$ (165)$ 1,000$ 1,0000.00% Kindergarten$ 881$ 1,277$ 575$ 300$ 3000.00% Library$ 7,468$ 6,358$ 4,336$ 10,650 $ 10,650 0.00% Library Technology$ -$ -$ 298$ 1,000$ 1,0000.00% Math$ 12,351 $ 15,473 $ 1 0,724$ 30,650 $ 18,350 -40.13% Office$ 9,182$ 12,262 $ 5,569$ 13,645 $ 14,245 4.40% Other$ 49,197 $ 29,528 $ 64,941 $ 37,723 $ 38,337 1.63% Paper$ 54,700 $ 24,989 $ 13,060 $ 35,150 $ 35,500 1.00% Performing Arts$ 13,354 $ 6,155$ 12,138 $ 12,003 $ 12,250 2.06% Periherals$ -$ -$ 898$ -$ -- School Committee 25 Regular Day Cost Center, continued: Actual Actual Actual Final Requested Expended Expended Expended Budget Budget FY19FY20FY21FY22FY23% Change Supplies & Materials$ 553,094$ 374,536$ 582,869$ 698,156$ 735,5815.36% Physical Education$ 10,095 $ 7,911$ 18,602 $ 10,073 $ 9,050-10.16% Printer$ 21,220 $ 12,607 $ 9,333$ 19,744 $ 19,850 0.54% Professional Development$ 1,594$ 1,085$ 60$ 2,450$ 5,600128.57% Psychology$ 140$ -$ -$ 450$ 4602.22% Reading$ 21,384 $ 16,098 $ 14,086 $ 16,500 $ 16,100 -2.42% Science$ 22,687 $ 22,149 $ 15,263 $ 69,137 $ 68,397 -1.07% Social Studies$ 5,945$ 3,345$ 1,598$ 8,400$ 8,9005.95% Software$ 46,062 $ 67,663 $ 60,949 $ 146,178$ 149,1602.04% Teacher Resources$ 5,069$ 3,327$ 2,343$ 5,200$ 7,70048.08% Teacher Supplies$ 14,913 $ 23,173 $ 26,276 $ 17,425 $ 17,375 -0.29% Technology$ 11,732 $ 9,301$ 10,107 $ 42,164 $ 27,780 -34.11% Testing$ 1,203$ 393$ 256$ 1,850$ 1,8500.00% Workbooks & Consumables$ 9,574$ 8,323$ 1,261$ 11,500 $ 9,800-14.78% Other Expenses$ 405,544$ 401,673$ 377,113$ 564,637$ 601,2466.48% COVID19 Expenses$ -$ 12,688 $ (1,798)$ -$ -- Dues & Memberships$ 9,114$ 10,289 $ 16,890 $ 13,300 $ 12,450 -6.39% Equipment$ 54,289 $ 69,070 $ 59,102 $ 79,584 $ 82,900 4.17% Field Trip Travel$ 385$ -$ -$ 500$ 5000.00% Graduation$ 8,972$ 9,428$ 16,728 $ 8,000$ 8,0000.00% Instructional Services$ -$ 1,389$ 990$ 4,500$ 4,5000.00% Other$ 884$ 524$ 422$ 1,400$ 1,000-28.57% Professional Development$ 190,018$ 181,133$ 111,809$ 204,667$ 234,71314.68% Software Licensing & Support$ 66,594 $ 69,011 $ 100,672$ 86,239 $ 90,000 4.36% Technology$ 74,334 $ 46,795 $ 72,298 $ 136,587$ 136,183-0.30% Travel$ 954$ 1,347$ -$ 1,000$ 1,0000.00% Tuition - Out of District$ -$ -$ -$ 28,860 $ 30,000 3.95% Grand Total$ 25,258,217 $ 25,929,387 $ 26,392,397 $ 28,460,123 $ 29,704,746 4.37% Regular Day Budget Drivers: The changes between the FY23 Recommend and FY22 Appropriated budgets are summarized below by personnel and non-personnel categories: Personnel - Salary differences between FY22 budgets and new incoming staff, cost-of-living salary increases as established by School Committee and voted bargaining unit agreements, and increases reflected within emerging priorities in the prior section makes up the personnel cost increases in the Regular Day Cost Center: Personnel New Emerging Priorities 2.5 FTE Elementary School Adjustment Counselors 1.0 FTE Middle School Adjustment Counselor 1.0 FTE RMHS Adjustment Counselor .20 FTE RMHS Steppingstone Teacher .40 FTE RMHS Computer Science Teacher 1.0 FTE RMHS Academic Center Coordinator/Teacher 1.0 FTE English Language Teacher .20 FTE English Language Coordinator .40 FTE Data Specialist Also reflected in the personnel increase is the elimination of the METCO teacher allocation, previously an offset to the personnel budget. With an increase of 40 Boston resident students, the METCO grant will increase, which will support the direct funding of 2.5 FTE of Adjustment Counselors/METCO Coordinators at the elementary school level. These positions are being planned to be filled by certified social workers, thus School Committee 26 the roles have been budgeted eading for this role. As described in the Introductory Section, the METCO Grant will fund an additional 2.5 FTE. Ways to maximize existing resources includes position roles and staff time were discussed throughout the budget development process and are reflected in several ways within the Regular Day budget. For example, as described in the previous section on Budget Priorities, the district will refine the role of Team Chairs to provide additional layers of support to students and principals by leading Student Study Teams and preparing plans for intervention for students, which will provide greater support to the elementary principals. The fund balance that has existed in the Full Day Kindergarten Special Revenue Fund will be utilized to reduce the Full Day Kindergarten fee in FY23. By reducing the tuition fee from $4,450 to $3,600, more families may be able to access the program. It is important to note that the reduction of the fee will have budget implications on future years. Our district is currently exploring various pathways to move us closer to our goal of tuition free kindergarten for all students and these pathways will be discussed and explored with the community. Lastly, impactful professional development programs, including literacy uniformity, will be delivered through the reallocation of existing professional development funds within the operating budget and leveraged with grant funding. Non-personnel Reallocation of resources generated from savings and maximizing existing resources are reflected in the increase to English Language translation services, curriculum and administration software licenses, professional development, and shifts in instructional budgets within and across schools. These increases are offset by decreases in transportation use, curriculum materials and because of shifts in instructional budgets at each school. Existing professional development resources will be deployed in a focused and targeted manner to improve adult practices as well as promote retention through a beginning-year induction program for new instructional staff. In anticipation of the results of the Reading in Reading committee, the DESE District Assessment and internal curriculum reviews, we will use professional development and instructional budgets to respond to the needs identified. In addition, with potential support from the Reading Education Foundation, our hope is to pilot a Restorative Justice program at the Birch Meadow Elementary Schools, which will inform curriculum adoption decisions for FY24. Lastly, to maximize outcomes for students, the district has planned to contract Teaching Fellows to increase instructional support to the grade 4 classrooms at Joshua Eaton and Killam Elementary Schools and in the role of instructional substitutes. Defined within the prior section and summarized below are new Emerging Priority cost increases in Regular Day: Non-personnel New Emerging Priorities Engage in Endicott College Dual Enrollment program Participate in North Shore Community College Gateway to College program Contract for five Teaching Fellows through Endicott and Merrimack Colleges: two at RMHS, one at Joshua Eaton, one at Killam, and one through District Wide instructional Services Special Education Cost Center Summary FY22 Appropriated Budget: $16,264,729 FY23 School Committee $16,931,568 $ Increase: $666,839 % Increase: 4.1% Primary Function: The Special Education Cost Center encompasses all personnel and non-personnel expenses necessary to deliver special education and related services to students in our school community. As mandated by School Committee 27 the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Americans with Disabilities Act, we strive to provide programs and services to allow our students with disabilities to be educated in the least restrictive environment that enables them to make effective progress. In FY23, the Special Education Cost Centers makes up 32.8% of the School Committee Budget Detail by Special Education Cost Center: Actual Actual Actual Final Requested Expended Expended Expended Budget Budget FY19FY20FY21FY22FY23% Change Special Education$ 13,759,306 $ 13,505,600 $ 12,631,437 $ 1 6,264,729$ 16,931,568 4.50% Professional Salaries$ 6,299,857$ 7,100,261$ 7,189,533$ 7,642,145$ 7,953,7134.93% Administrator$ 61,154 $ 61,954 $ 77,849 $ 65,280 $ 112,00471.57% Director$ 202,575$ 251,791$ 269,181$ 257,300$ 274,0726.52% Employee Benefits$ 2,847$ 1,950$ 1,950$ 1,950$ 1,100-43.59% Extended Year Services$ 110,879$ 122,864$ 126,403$ 134,684$ 136,0000.98% Manager$ 25,386 $ 26,099 $ 34,269 $ 36,372 $ 37,184 2.23% Nurse$ 3,539$ 1,934$ -$ 4,000$ 4,0000.00% Occupational Therapist$ 259,995$ 287,203$ 315,833$ 327,815$ 335,2782.28% Physical Therapist$ 126,160$ 133,624$ 150,357$ 154,186$ 158,1502.57% Psychologist$ 403,188$ 461,160$ 489,893$ 511,757$ 621,81421.51% Pysical Therapist$ 6,448$ (0)$ -$ -$ -- Revolving Fund Support$ (528,000)$ (280,000)$ (370,000)$ (400,000)$ (400,000)0.00% Special Education Teacher$ 4,231,715$ 4,486,205$ 4,599,141$ 4,890,604$ 4,934,7130.90% Speech Therapist$ 777,543$ 800,981$ 811,309$ 877,227$ 905,5783.23% Substitutes$ 17,153 $ 61,067 $ 2 3,812$ -$ -- Team Chair$ 599,274$ 683,428$ 659,536$ 780,970$ 833,820- Clerical Salaries$ 94,561$ 100,400$ 102,856$ 100,718$ 110,3829.60% Employee Benefits$ -$ -$ 3,415$ -$ -- Secretary$ 94,561 $ 100,400$ 99,441 $ 100,718$ 110,3829.60% Other Salaries$ 2,174,602$ 2,117,487$ 2,056,991$ 2,592,992$ 2,661,1842.63% Employee Benefits$ 1,211$ 339$ 987$ -$ -- Extended Year Services$ 46,618 $ 49,807 $ 18,884 $ 42,316 $ 42,753 1.03% Paraprofessional$ 2,122,685$ 2,064,737$ 2,033,760$ 2,550,676$ 2,618,4312.66% Substitutes$ 4,088$ 2,604$ 3,361$ -$ -- Contract Services$ 1,633,523$ 1,338,795$ 1,310,448$ 1,744,904$ 1,517,891-13.01% Districtwide Leadership$ 60,822 $ 53,574 $ 54,707 $ 68,250 $ 68,250 0.00% Field Trip Travel$ 1,723$ -$ 335$ 1,500$ 1,5000.00% Instructional Services$ -$ -$ 29,440 $ -$ -- Legal Services$ 143,408$ 83,695 $ 104,331$ 130,000$ 130,0000.00% Other Instructional Services$ 2,630$ 5,913$ 5,239$ 5,500$ 8,00045.45% Psychological Services$ 27,375 $ 1,500$ -$ 8,500$ 8,5000.00% Pupil Transportation$ 1,187,774$ 1,000,390$ 938,094$ 1,260,654$ 1,031,141-18.21% Testing & Assessment$ 6,517$ 12,858 $ (4,365)$ 6,500$ 6,5000.00% Therapeutic Services$ 203,274$ 180,866$ 182,665$ 264,000$ 264,0000.00% Supplies & Materials$ 44,454$ 63,231$ 30,950$ 53,244$ 53,209-0.07% Furnishings$ -$ 100$ -$ -$ -- General Supplies$ 286$ 2,634$ 339$ 2,450$ 1,000-59.18% Instructional Equipment$ 80$ -$ -$ 170$ 20017.89% Office$ 309$ -$ (127)$ 1,000$ 1,0000.00% Other$ 2,590$ 378$ (678)$ 1,500$ 1,5000.00% Postage$ 3,738$ 1,844$ 211$ 2,050$ 2,35014.63% Psychology$ 512$ -$ -$ -$ -- Software$ 249$ 307$ 1,528$ 200$ --100.00% Special Education$ 10,194 $ 18,255 $ 11,450 $ 17,310 $ 18,595 7.42% Testing$ 26,496 $ 39,712 $ 18,227 $ 28,564 $ 28,564 0.00% School Committee 28 Special Education Cost Center, continued: Special Education Budget Drivers: The changes between the FY23 Recommend and FY22 Appropriated budgets are summarized below by personnel and non-personnel categories: Personnel-Salary differences between FY22 budgets and new incoming staff, a cost-of-living salary increase established by School Committee and bargaining unit agreements. Please note that the paraprofessional substitute allocation was deployed based on the percentage of paraprofessional salaries to total in effort to align these existing resources more closely to the schools that may incur the expenses based on the size of their paraprofessional workforce. Efforts to reallocate resources to achieve the best outcomes for students is reflected in the SPED Cost Center budget. One other change that is reflected in the FY23 personnel budget for special education is the reallocation of paraprofessional substitute costs by school based on the percentage to total of the number of paraprofessionals working in each building. In that way, the substitute budgets more closely align to how the funds will be spent. Additional increases driven by emerging priorities as defined in the prior section includes a 1.0 FTE Social Worker who will serve the REACH population, a program that will move from Coolidge to Parker in the 2022- 2023 school year. The addition of this social worker will equalize social/emotional resources between both middle schools. This investment will place a 1.0 FTE social worker at each school: Personnel New Emerging Priorities 1.0 FTE REACH Social Worker Non-Personnel - Reallocation of resources generated from savings and maximizing existing resources are reflected in translation services. Out of district transportation needs and enrollment in day out of district placements are projected to reduce in FY23, whereas residential and collaborative enrollments are projected to increase. Please note that these budgeted estimates for out of district expenses reflect pending services for students as well as a projection for one additional student in each placement (day, residential and collaborative) to be responsive to new needs. The district will deploy funding from paraprofessional turnover, School Committee 29 substitutes and/or open positions, when possible, to contract Teaching Fellows to serve in the role of paraprofessionals. During the next year, both operating and grant funds, will be allocated to support a series of Professional Development opportunities, including Wilson Reading System training, RAVE-O training, Language! Live Training for middle and high school special education teachers, and training in Fundations for special education teachers who need such training. In anticipation of the results of the Reading in Reading committee, DESE and District Assessments, and Special Education Program reviews, we will use professional development and instructional budgets to respond to the needs identified. Furthermore, specific professional development will be provided, such as, classes on working with students with Downs Syndrome and a series of courses on differentiation, study skills and executive functioning strategies will be offered. Existing professional development resources will be deployed in a focused and targeted manner to improve adult practices as well as promote retention through a beginning year induction program for paraprofessional staff. Projected FY23 out-of-district transportation costs are expected to decrease by ($229,513) or (18.21%) and out of district tuition placements will increase, driven by a 5% tuition fee increase and the known, anticipated and pending needs of students, totaling $509,569, or 12.71% over FY22. Special Education Program and Learning Center Descriptions Most of the special education in-district budget funds the salaries of the special education teaching and support staff, as well as related services, in our different in-district special education programs and learning centers as determined by Individual Education Plans (IEPs). Each school has a learning center where students identified with any of the ten disability eligibility categories not in special education in district programs receive services. In addition, seven different types of in-district special education programs, described below, as well as offers a specialized continuum of special education and related services at each school, which are described below: R.I.S.E. Preschool Program-Reading, Integrated School Experience: The R.I.S.E. program serves children ages three and four, including those turning five during the school year, who have mild, moderate as well as intensive special education needs. Educators support students early learning by conducting required diagnostics and providing education and/or specialized services to support individual learning needs. The Reading Public Schools seeks to educate early learning in the least restrictive environment, which typically includes placement with typical peers. Children with and without disabilities are provided early learning opportunities to support early language, literacy, social/emotional, and physical development, while hands-on learning experiences are aligned to the Massachusetts Curriculum Frameworks and Early Learning Standards. Currently located at Killam, Wood End and RMHS. S.A.I.L.-Strategies to Support Academics, Independence, and Life Skills (Formerly Crossroads/Compass): The Crossroads classrooms provide identified students with specialized and skills-based instruction through a modified curriculum primarily in English Language Arts and math, as identified by individual student IEPs. Students are provided with inclusive opportunities often within the general education classroom for social studies, science, and electives/specials. Students can have academic support blocks built into their schedule which support academic, social and communication skill development. Program specific paraprofessionals may also provide academic, social, and behavioral support and accommodations in both the Crossroads and general education classrooms. Located at Wood End, Coolidge, and RMHS. School Committee 30 S.O.A.R.-Social Skills Organizational Skills Academics in Real World Situations (Formerly Compass and Connections): The students within the S.O.A.R. program present with needs relative to social skill acquisition and application, as well as independence engaging in group work, conveying thoughts and opinions, understanding nonverbal communication, and engaging in play and reciprocal conversations. Students may present with language needs that require the use of alternative and augmentative communication. Students may also present with restrictive interests or behaviors which impact the ability to independently access the curriculum. Academically students may present with grade level skills or may require modifications of the academic curriculum to entry points or access skills. Students in the S.O.A.R. program may be diagnosed with autism spectrum disorder or a similar social, communication or executive functioning disability. Located at Birch Meadow, Coolidge, and RMHS. R.E.A.C.H.-Resiliency, Executive Functioning, Academics, Coping Strategies, Habits of Mind (Formerly Therapeutic Support Program): The R.E.A.C.H. is a comprehensive educational program for students with significant emotional, behavioral challenges and for some students, co-existing learning disabilities. While there are common needs amongst the students, namely deficits in emotional and behavioral development that have impacted cognitive and academic skills acquisition, each student will have characteristics unique to that individual. Trust can be a common issue for students in this program, thus forming a relationship with these students that is built on empathy, trust, and mutual respect is a core principle essential to their emotional development. R.E.A.C.H. is designed to meet both the shared and unique needs of the students targeting age-appropriate academic, behavioral, and social development through a foundational approach grounded in a positive behavioral support philosophy. Students require intensive, direct, specialized highly structured and predictable with clear and simply stated expectations. The students typically require demonstrate talents to build upon strengths and foster a sense of competence, and embedded robust clinical, behavioral, and therapeutic supports. Located at Barrows, Coolidge, and RMHS. L.E.A.D.-Language, Executive Functioning, Academics, Determination (Formerly Bridge): The Language Based Program in Reading is now known as the L.E.A.D. program. L.E.A.D. is a comprehensive educational program for students with dyslexia and/or significant language-based learning disabilities. The students who may attend this program have average to above average reasoning skills and require a multi-sensory approach to support their reading, writing, listening, speaking and organizational skills. L.E.A.D. is crafted to meet both the shared and unique needs of the students targeting age-appropriate academic, language, executive functioning and social needs through a foundational approach grounded in language-based methodologies. Students who attend require intensive, direct, specialized instruction throughout the school with clear routines and expectations. Students in the L.E.A.D. program have a profile that typically includes average to superior cognitive abilities with difficulty with organizing language, specifically with verbal tasks. They might have memory deficits in working memory and struggle with efficiency of storage and retrieval. Additionally, students might have exhibit low processing speed and low auditory discrimination/speech perception deficits (e.g., particularly fricative devoicing and place of articulation). The student typically has a history of phonological processing weaknesses. The profile of a student in this program typically includes a higher receptive language ability than expressive language which often results in students having listening comprehension skills that are average or above average. Students receiving services in the L.E.A.D. program may struggle with reading and writing efficiency. This is demonstrated by a developmental lag in phonemic awareness, difficulty decoding words and difficulty mastering and/or efficiently retrieving sight words. Often the students exhibit poor reading fluency, which includes automaticity, accuracy, and prosody. The student School Committee 31 might have comprehension challenges due to inaccurate and/or inefficient decoding/dysfluency. Persistent spelling deficits and challenges with applied syntax and written composition (i.e., structure and organization, not content) can be noted in the students' written language. Sequencing challenges can impact reading, writing and math skills. Additionally, the students may have difficulty memorizing and efficiently using math facts and applying sequences in multi-step math problems. Often older students may experience vocabulary deficits. Located at Joshua Eaton, Parker, and RMHS. E.M.B.A.R.C. - Education Meaningful Inclusion, Becoming Independent, Advocacy, Relaxation, and Leisure Activities Community Integration Serves students in the substantially separate setting in the areas of functional academics and life skills. The E.M.B.A.R.C. program provides a continuum of services ranging from partial inclusion to substantially separate placements. The students in the E.M.B.A.R.C. program require highly individualized, consistent, and intensive special education and related services as a result of intellectual, developmental, and neurological disabilities or health conditions. The methodology and supports may include direct teaching, small group academic instruction, applied behavior analysis, communication skill development, assistive technology and activities of daily living skills training. Students access a modified academic curriculum based on the entry points to the grade level standards or access skills. Students participate in instruction and learning opportunities within the general education setting as appropriate. As appropriate students may participate in small group art, music, library, gross motor, technology or social skills groups as well as adapted physical education. As students progress through the grades their programming may include content academics and/or community based instructional opportunities for generalization of skills such as socialization, community awareness and safety skills. Students may receive vocational training, as well as, job coaching during high school and post high school instruction. This program is offered at Coolidge and RMHS. POST: A collaborative post-secondary program that provides experiential and educational opportunities in the areas of daily living, employment, community inclusion, recreation, leisure, and real-world academic skills to promote successful transition to adulthood. The main goal for the program is for young adults to gain the skills to become integrated members in our community. A collaboration between the Wakefield Public Schools and the Reading Public Schools through an Inter-Municipal Agreement which runs through June 2021. This program services students who are ages 18-22 and is in Wakefield. Learning Center (Not a Substantially Separate Program)- Students who receive Learning Center services have cognitive profiles with a variable range of strengths and weaknesses. The students require specialized skills instruction to be able to access the general education curriculum with modifications and/or accommodations. The students can participate in instruction and access the curriculum either independently or with moderate support/intervention. There might be a need for support to ensure the students have appropriate social emotional responses/behaviors throughout the school day. The staff works with students to ensure that they can participate in daily school life and activities while having access to general education ability to be independent, engage in group work, convey thoughts and opinions, understand nonverbal communication, and engage in play and reciprocal conversations. Students may require direct instruction and/or support with executive functioning and organization. Located at all schools. School Committee 32 District Wide Programs Summaries: Total FY22 Appropriated Budget: $2,113,975 Total FY23 School Committee: $2,157,444 Total $ Increase: $43,469 Total % Increase: 2.1% Primary Function: The District Wide Cost Center consists of the budgets for four functional areas that serve the district: Athletics, Extra-curricular Activities, Health Services, and Technology. The District Wide Programs make up 4.2% of the School Committee Budget Summary of District Wide Programs: Although an overview of each District Wide Cost Center budget follows, it will be helpful to remind the reader that the Covid-19 Pandemic impact on the opportunities available for Athletic and Extra-curricular resulted in decreased participation while health Services and Technology supports required an increase in services. The reader will notice FY22 appropriated and FY23 recommended budgets reflect a building toward a return to pre-Covid participation. Athletics FY22 Appropriated Budget: $688,662 FY23 School Committee $691,105 $ Increase: $2,443 % Increase: .4% Primary Function: The Athletics program budget funds the salaries and expenses necessary to operate the High School athletics program. Budget Detail by Athletics Cost Center: Actual Actual Actual Final Requested Expended Expended Expended Budget Budget % FY19FY20FY21FY22FY23Change Athletics$ 609,796$ 540,866$ 434,941$ 688,662$ 691,1050.35% Professional Salaries$ 57,872$ 62,539$ 60,644$ 62,200$ 65,2424.89% Director$ 57,872 $ 62,539 $ 60,644 $ 62,200 $ 65,242 4.89% Clerical Salaries$ 51,552$ 53,458$ 54,186$ 55,647$ 54,148-2.69% Secretary$ 51,552 $ 53,458 $ 54,186 $ 55,647 $ 54,148 -2.69% School Committee 33 Athletics Cost Center, continued: Actual Actual Actual Final Requested Expended Expended Expended Budget Budget % FY19FY20FY21FY22FY23Change Other Salaries$ 115,731$ 100,287$ 96,988$ 108,560$ 83,460-23.12% Coach$ 428,817$ 342,284$ 348,079$ 469,460$ 469,4600.00% Event Detail$ 3,814$ 4,903$ 909$ 6,000$ 6,0000.00% Revolving Fund Support$ (316,900)$ (246,900)$ (252,000)$ (366,900)$ (392,000)6.84% Contract Services$ 311,610$ 255,953$ 152,149$ 371,955$ 397,9556.99% Athletic Services$ 311,610$ 255,953$ 152,149$ 371,955$ 397,9556.99% Supplies & Materials$ 31,389$ 30,646$ 16,463$ 33,500$ 33,5000.00% Athletic Services$ 7,125$ 4,747$ 6,402$ 9,000$ 9,0000.00% Office$ 724$ 1,035$ 982$ 1,500$ 1,5000.00% Team$ 23,023 $ 23,344 $ 6,979$ 15,000 $ 15,000 0.00% Uniforms$ 517$ 1,520$ 2,100$ 8,000$ 8,0000.00% Other Expenses$ 41,643$ 37,983$ 54,510$ 56,800$ 56,8000.00% Athletic Services$ 6,649$ 3,645$ 515$ 7,300$ 7,3000.00% Awards$ 1,897$ 328$ 1,279$ 2,500$ 2,5000.00% Dues & Memberships$ 11,100 $ 13,515 $ 6,135$ 14,500 $ 14,500 0.00% Equipment$ 13,602 $ 9,643$ 28,462 $ 16,000 $ 16,000 0.00% Software Licensing & Support$ 8,394$ 10,851 $ 18,120 $ 16,500 $ 16,500 0.00% Grand Total$ 609,796$ 540,866$ 434,941$ 688,662$ 691,1050.35% Athletics Budget Drivers: The changes between the FY23 recommended and FY22 appropriated budgets for the Athletics Cost Center are summarized below by personnel and non-personnel categories: Personnel- A cost of living salary increase established by School Committee and bargaining unit agreements. Non-Personnel - The new, three-year Transportation contract that began in FY22 has resulted in an overall projected increase to the Athletics transportation budget by $26,000, based on projected travel. This increase will be funded through an increase of the same amount in the Athletics Special Revenue Fund offset. The offset will increase from ($366,000) to ($392,000). The Athletic Fund balance, which totaled $187,133 at beginning of FY22, along with all other Special Revenue funds, will be reviewed with guidance published Department of Revenue Local Services during the spring of FY22. More about this is summarized in the Special Revenue Fund section of this budget publication. The Athletics program offers 18 different sports for boys and girls enrolled at RMHS. More than 780 student athletes participating so far this year. On average, in recent years, total participation was steady at about 1,200 students, excluding the Covid-19 pandemic impact on participation in FY20: School Committee 34 Student Participation in Athletics: SCHOOL YEARFY14FY15FY16FY17FY181Y19FY20FY21FY22 BASEBALL 545150514748* 51* BASKETBALL (B) 474435383641454542 BASKETBALL (G) 423837343029302931 CHEERLEADING 262122222424302926 53 CROSS COUNTRY 6971585258715855 FIELD HOCKEY 493141555859545364 102 FOOTBALL 1008910910389847479 14 GOLF 1914151315111512 GYMNASTICS 291717202220251918 ICE HOCKEY (B) 515449535457524962 ICE HOCKEY (G) 231817222120171421 INDOOR TRACK (B) 747271798891946668 INDOOR TRACK (G) 513646697684735377 LACROSSE (B) 667166656150* 63* LACROSSE (G) 776061777067* 53* OUTDOOR TRACK (B) 1081019299111103* 97* OUTDOOR TRACK (G) 537369587876* 53* 67 SOCCER (B) 6964677066647269 SOCCER (G) 656662595962555364 SOFTBALL 414239374239* 35* SWIMMING (B) 273424142120171719 31 SWIMMING (G) 3028272929221714 TENNIS (B) 201815181715* 9* TENNIS (G) 171614171316* 18* 37 VOLLEYBALL 4342444442404943 WRESTLING 343437312321231422 SPRING CHEER N/AN/AN/AN/AN/AN/AN/A19N/A TOTAL 1284120511841229125512418071124786 Extra-curricular Activities FY22 Appropriated Budget: $84,388 FY23 School Committee $69,548 $ Increase: ($14,840) % Increase: (17.6%) Primary Function: The Extra-curricular Activities Program budget funds the salaries, stipends, and a small portion of the expenses necessary to offer extra-curricular activities at the high school. Budget Detail by Extra-curricular Cost Center: Actual Actual Actual Final Requested Expended Expended Expended Budget Budget FY19FY20FY21FY22FY23% Change Extra Curricular$ 59,584 $ 96,108 $ 79,686 $ 84,388 $ 69,548 -17.59% Professional Salaries$ 42,962 $ 79,329 $ 45,969 $ 56,838 $ 49,148 -13.53% Coordinator$ 28,936 $ 31,270 $ 30,322 $ 31,100 $ 31,8712.48% Revolving Fund Support$ (50,000)$ (15,000)$ (30,000)$ (64,000)$ (64,000)0.00% Stipends$ 64,026 $ 63,060 $ 45,647 $ 89,738 $ 81,277-9.43% School Committee 35 Extra-curricular Cost Center, continued. Extra-curricular Budget Drivers: The changes between the FY23 recommend and FY22 appropriated budgets are summarized below by personnel and non-personnel categories: Personnel- A cost of living salary increase established by School Committee and bargaining unit agreements and a budget adjustment correcting the HS drama stipend, which was duplicated in the FY22 budget. This adjustment appears as a reduction to the HS drama stipend. Non-Personnel - The transportation line was reduced given the decreased participation, number of outings planned for students, and other opportunities for involvement offered through more than 90 Student Activity Clubs at Reading Memorial High School. Participation in extra-curricular activities has seen a significant decline due to the Covid-19 impact, by nearly 50%. Prior to the pandemic, student participation in afterschool activities, including drama, band, and guard, from a steady is rising, it may take some time to regain the levels of participation previously enjoyed. Student Participation in Extra-curriculars: SCHOOL YEARFY16FY17FY18FY19FY20FY21FY22 **FALL DRAMA CAST/HEAD TECH 891007879603838 FALL DRAMA CREW 47414849322016 WINTER DRAMA CAST/HEAD TECH 588347492923* WINTER DRAMA CREW 55455953348* SPRING DRAMA CAST/HEAD TECH 81465542N/A24* SPRING DRAMA CREW 46483448N/A9* MARCHING BAND 35423856535640 JAZZ BAND 181719181919* STAGE BAND 141117242121* FALL GUARD 1519127131010 WINTER GUARD 1217131314N/A11 TOTAL470469420438275228115 School Committee 36 Health Services FY22 Appropriated Budget: $710,385 FY23 School Committee$801,949 $ Increase: $91,564 % Increase: 12.9% Primary Function: The Health Services program budget pays for the salaries and expenses for servicing the daily of over 4,000 students, preschool through Grade 12. Health services conducts annual health assessments for students, such as hearing, as well providing Covid vaccination clinics, contact tracing, and Test and Stay programs in each school. Budget Detail by Health Services Cost Center: Health Services Budget Drivers: The changes between the FY23 Recommend and FY22 Appropriated budgets are summarized below by personnel and non-personnel categories: Personnel-Salary differences between FY22 budgets and new incoming staff, a cost-of-living salary increase established by School Committee and bargaining unit agreements. The decrease in substitute nurses was made with the expectation that the Department of Health Grant will continue in FY23. The addition of a new 1.0 FTE Nurse is recommended within the new priorities category to provide health services support to students where and when needed. This increase is a major driver in the personnel cost increase within the Health Services budget. Personnel New - Emerging Priorities 1.0 FTE Nurse School Committee 37 Non-Personnel - No changes have taken place. An assumption of FY23 recommended budget is that the support from the Commonwealth in the form of testing kits, masks, supplies and loaner equipment will continue. Technology FY22 Appropriated Budget: $630,540 FY23 School Committee $659,842 $ Increase: 29,302 % Increase: 4.6% Primary Function: 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, clocks and bells systems and telecommunications equipment. Budget Detail by Technology Cost Center: Technology Budget Drivers: The changes between the FY23 Recommend and FY22 Appropriated budgets are summarized below by personnel and non-personnel categories: Personnel- Making up the personnel changes between the FY23 recommended and FY22 appropriated budgets are the salary differences between FY22 budgets and new incoming staff, and a cost-of-living salary increase established by School Committee and bargaining unit agreements. Non-Personnel - The technology supplies and licensing software support increased due to rising costs, a budget addition for the ZOOM license, the implementation of one-to-one devices and accessories at the secondary level, and curriculum applications and licenses to ensure student privacy at the elementary levels. School Committee 38 Decreases in internet service costs and computer contracted services are reflected due to one-time costs and the changing needs of the district. In FY22, committees were formed to review the levels of services and systems, which will directly impact Technology. Work in this area will focus on the following components: o Engaging and functional website that can be used by students, staff, families, and the community to seek information, access instructional websites and register for enrollment that allows monitoring of class size and bridges data from the website to the Student Information System. o Accessible and user-friendly Student Information System to allow attendance tracking to track and notify when students reach threshold allowing for responsive and prompt action, efficient course and staff scheduling to ensure effective class sizes and teacher to student ratios for general and special education courses and programs. o Service tracking to determine how the technology department can sustain the capacity to be -to- one environment. Illustrated in the table below is the addition of technology devices (computer workstations and laptops) existing in the district by the year that they were deployed. This chart changes annually as the older computers are replaced with new computers. The inventory provided below includes all computers that have been funded by both the operating budget and PTO/Donations/Grants. The replacement cycle for devices is five years. With the FY22 deployment, all devices being used in the district are within five years of age. A multi-year replacement plan will be development for consideration during the FY24 budget development process. In addition to the commitment of workstations and laptops, in FY21 the district purchased 194 interactive Smart Boards which will be installed during the FY22 school year: In-District Devices Added by Fiscal Year: School 2013201420152016201720182019202020212022 District 10461033-903 Admin 1143322020 Barrows 24318142113 Birch Meadow 14536851186 Coolidge 1 33126314011969244 Eaton 3918927525190 Killam 2019857225233 Parker 292301337128410830109 RISE 3280 RMHS 3036588125413610 Wood End 341625915813 Grand Total303777231550871114013161033985 School Facilities Cost Center Summary FY22 Appropriated Budget: $1,578,204 FY23 School Committee $1,620,845 $ Increase: $42,641 % Increase: 2.7% Primary Function: The Town of ReadinThe School Building Facilities budget funds the salaries and expenses necessary to clean and maintain our eight school buildings, School Committee 39 preschool program, and central office spaces, which makes up 85% of the square feet of all municipal buildings, or a total of 935,000 square feet. The percentage of work orders created and filled for all services, including but not limited to preventative maintenance and building repairs, for our school buildings totaled 2,305 in FY21. The Facilities Department also provides the necessary services to facilitate building use for internal and external users. The School Building Facilities budget accounts for 3.1% of the School Committee is: The Facilities Department supports the Town's Educational and Municipal Government functions through the quality driven delivery of Facilities Services in a timely and cost- effective manner along with exceptional customer service. Facilities staff members strive to maintain an efficient, safe, clean, attractive, and inviting environment for all public buildings associated with the Town of Reading. Budget Detail by Facilities Cost Center: Facilities Budget Drivers: The changes between the FY23 Recommend and FY22 Appropriated budgets are summarized below by personnel and non-personnel categories: Personnel- Salary differences between FY22 budgets and new incoming staff, a cost-of-living salary increase established by School Committee and bargaining unit agreements. Non-Personnel - The three-year cleaning contract ends in June 2022, which requires a new contract to be entered. The procurement process has begun, and the expense reflected in the FY23 recommended budget anticipates new contracted costs for custodial cleaning services at the Coolidge Middle School and Reading Memorial High School. Within the Facilities expenses budget, other changes in expenses are being driven by the impact of supply chain School Committee 40 shortages and rising cost of raw materials. Increases in cleaning supplies, paper products, floor cleaning solutions, hand soap, and plastic liners are slightly offset by reallocated savings from the waste receptacle line, which was a one-year expense. Closing The School Committeerepresents a thorough and thoughtful articulation of resource allocations achieved through an inclusive and highly collaborative process. The FY23 recommended budget allocates new funding to address many of the 1. Improve academic outcomes and growth for all students within safe, equitable, and rigorous learning environments. 2. -tiered instruction and services. 3. Enhance adult practices and streamline operational systems to increase efficiencies and effectiveness in supporting students. TheFY23 recommended budget maximizes resources through the practice of refining positions, reallocating resources (time and funds) and leveraging other sources of funding wherever possible to create an effective and efficient budget that meets all contractual obligations and legal mandates. Best practices in school district budgeting extends beyond setting instructional priorities and preparing a resource plan to pay for priorities and day-to-day baseline services. As outlined in the Government Finance Officers Best Practices in School Budgeting, essential to the budget process is the effective implementation of the budget. Responsive oversight of s allows the leadership team to assess plans, identify new opportunities to support students early in the school year, and take responsive action toward supporting . For example, this year, savings generated from the salary differential of outgoing and incoming staff was identified in the fall and reallocated to increase access and community engagement through the purchase of audio/video equipment for public meetings and professional development programs, provide more time on learning through vacation academies and MCAS Prep programs, offer new opportunities for new high school students through participation in Gateway to College programs, and increase substitute pay to more competitive amounts . As additional savings are identified, new decisions will be made to support students during the current school year. The continued monitoring of expenditures to maximize the use of residual savings that may take place during the fiscal year will also reduce the amount of the of unutilized funds to Free Cash. The graphs on the next pages reflect the amount of end year funding unspent funds returned to Free Cash. School Committee 41 Annual School Budget Turned Back to Free Cash -Dollars ͡ΐǾΏΏΏǾΏΏΏ ͡ΗΏΏǾΏΏΏ ͡ΕΏΏǾΏΏΏ ͡ΓΏΏǾΏΏΏ ͡ΑΏΏǾΏΏΏ ͡ȃ &9͒ΐΐ&9͒ΐΑ&9͒ΐΒ&9͒ΐΓ&9͒ΐΔ&9͒ΐΕ&9͒ΐΖ&9͒ΐΗ&9͒ΐΘ&9͒ΑΏ &9͒Αΐ ȴ Annual School Budget Turned Back to Free Cash -Percentage 1.72% 1.53% 1.10% 1.01% 0.21%0.18%0.07%0.62%0.30%0.55%0.67% &9͒ΐΐ&9͒ΐΑ&9͒ΐΒ&9͒ΐΓ&9͒ΐΔ&9͒ΐΕ&9͒ΐΖ&9͒ΐΗ&9͒ΐΘ&9͒ΑΏ &9͒Αΐ ȴ Cost and performance analysis will continue throughout the year to maximize all sources of funding in pursuit of achieving our student outcome goals. For example, master scheduling training programs are being provided to our Student Information Systems currently available to maximize staff allocation and manage class sizes, as well as special education student groupings and staff to student ratios. Benchmarking with other nearby communities will provide insights on other effective practices. A thorough examination of all Special Revenue Fdirect and indirect costs and fees will be conducted to closely align services and tuitions, as well as to create appropriate spending plans to support all students in accordance with the Massachusetts General Laws and the Department of Revenue Local Services Division Regulations. This comprehensive analysis will guide timely respond to emerging trends and will support the development of a multi-year strategic resource plan to align sessment of a multi-year resource plan are foundational to ensure all resources are fully used to meet and achieve performance goals. School Committee 42 /4(%2 &5.$).' 3/52#%3 School Committee 43 Offset Summary Several fee-based Special Revenue Funds and Grants have been allocated to offset direct and indirect costs of the operating budget. For example, the fees generated by the Athletics program are used to cover some costs associated and FY23 recommended offsets by Special Revenue Fund: We recommend that all offsets remain level funded in the School Committee for the Athletics and METCO teacher offsets. For Athletics, an offset increase of $26,000 is recommended to pay for the increase in transportation contracted costs. This action allows us to draw down some of the fund balance of $187,133. In FY23, rather than continue the offsethe METCO grant will pay for the direct costs of 2.5 FTEs of the combined Adjustment Worker/METCO coordinator role at the elementary schools. In FY22, the Special Revenue Funds are undergoing a review to ensure direct and indirect operational expenditures are properly aligned to participation fees. When the assessment is complete, a Special Revenue Funds Budget supplement will be developed and include recommendations within a multi-year plan to align fund balances with guidance provided by the Department of Revenue and best practices. School Committee 44 Special Revenue Funds The district maintains thirty-one separate special revenue funds that were created and are required to be maintained in accordance with Massachusetts General Laws and Department of Revenue Division of Local Servic Costing Municipal Services. Special Revenue Funds are established to dedicate a specific source of revenue from fees or charges to pay expenses associated with providing the services for which the payment was made. Special Revenue Funds also consist of donation accounts. The source of revenue for the funds varies by the nature of the fund and include sales of meals, participation fees, user fees, ticket sales, donations, and tuition. The source of expenditures for the funds also varies by the nature of the fund and include salaries, supplies and materials, technology, software licenses and all other expenses. In FY22, a complete examination and analysis of each Special Revenue Fund will be conducted to ensure the fees and expenses are appropriately aligned and to create an expenditure plan for the accounts with considerable fund For example, some funds like School Lunch are restricted to no more than a 3-month operating balance whereas others, like Lost Books, are intended to be spent during the fiscal year funds were received. Some school districts limit other funds not restricted by the , municipal finance regulations or School Committee policy to an end year balance of no more than 10% of the annual operating expenditures. The purpose of the specific fund drives the need for and amount of an end of year balance. A description of the primary Special Revenue Funds established follows below with a description of the type of revenue each generates: Special Revenue Fund Descriptions: Revolving Fund: Specific Revenue Sources Breakfast and lunch sales, catering receipts and state and federal reimbursement for qualifying School Lunch Program meals School Transportation Transportation fees for students opting in for the fee-based transportation (non-mandatory transportation) Guidance Revolving Fund Fees for AP exams, PSAT exam, college fairs, transcripts Coolidge Extracurricular No activity since 2016, analysis to be completed on balance and appropriate use of funds. Parker Extracurricular No activity since before 2015, analysis to be completed on balance and appropriate use of funds. Fees collected from Parker for after-school activities such as welcome to Parker, wind ensemble, library Parker After School Activities activities after school Band Extracurricular Activities High School Student User Fees includes jazz band, stage band, marching band, jazz fee Adult Education Program Community education and drivers education; donations (historically for district wide programs parent day) Summer School Program Kids Club Summer program (run through extended day) Fees charged to students (school specific each school has an account) for lost books, includes amounts Lost Books received from Follett for surplus books School Committee 45 Special Revenue Fund Descriptions, continued: Revolving Fund: Specific Revenue Sources Donation Revolving Funds: Donations received that are generally earmarked for a specific purpose, donations are presented and District Donation Fund approved by the members of School Committee Donations received that are generally earmarked for a specific purpose, donations are presented and Barrows Donations Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and Birch Meadow Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and Joshua Eaton Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and JW Killam Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and Wood End Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and Coolidge Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and Parker Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Donations received that are generally earmarked for a specific purpose, donations are presented and High School Donation Fund approved by the members of School Committee; also includes funds from American Textiles for the clothing bin donations located at each school. Special Education Donation Fund SEPAC Revolving Fund: Athletic Activities Student User fees, donations (earmarked for specific purpose); gate receipts Drama Activities RMHS Student User fees, donations (earmarked for specific purpose); show receipts and ad receipt from playbills Drama Activities Coolidge Student User fees, donations (earmarked for specific purpose); show receipts and ad receipt from playbills Drama Activities Parker Student User fees, donations (earmarked for specific purpose); show receipts and ad receipt from playbills Extended Day Program Student tuition fees for before and after school programs RISE Preschool Program Student tuition fees for typical students attending the RISE integrated Pre-School Use of School Property Rental fees from inside and outside agencies and organizations to utilize school property Special Education Tuition Tuition charged to districts who send students to attend one of our in-district programs Full Day Kindergarten Tuition Student tuition fees for full-day kindergarten students School Committee 46 Fund balances as of June 30, 2021, are illustrated in the table below: FY20FY21FY21FY21FY21 FY21 Revolving Fund: Balance June,2020RevenueOffsetsDirectBalance June,2021Gain/(Loss) Encumbrances Expenditures School Lunch Program$441,623$985,605$657,869$57$769,303$ 327,680 School Transportation 0$ - Guidance Revolving Fund 4,86663,09861,076213$6,675$ 1,809 Coolidge Extracurricular 4,73804,738$ - Parker Extracurricular 3,860$3,860$ - Parker After School Activities 62,0895482,64859,989$ (2,100) Band Extracurricular Activities 24,03420,0758,274100$35,735$ 11,701 Adult Education Program 78,24443,65835,93875085,214$ 6,970 Summer School Program 37,8342,1402,140$37,834$ - Lost Books 28,34050419.58764.6727,206$ (1,134) Total$685,628$1,115,174$0$766,224$4,024$1,030,553$ 344,925 FY20FY21FY21FY21FY21 FY21 Revolving Fund: Balance June,2020RevenueOffsetsDirectBalance June,2021Gain/(Loss) Encumbrances Expenditures Donation Revolving Funds: District Donation Fund$ 3,385 $ 28,977 $ 3,221 $ 29,141 $ 25,756 Barrows Donations Fund$ 7,438 $ 428 $ 100 $ 7,766 $ 328 Birch Meadow Donation Fund$ 8,656 $ 628 $ 3,128 $ 6,157 $ (2,500) Joshua Eaton Donation Fund$ 2,491 $ 1,901 $ 3,457 $ 935 $ (1,556) JW Killam Donation Fund$ 21,856 $ 605 $ 2,390 $ 31 $ 20,040 $ (1,816) Wood End Donation Fund$ 9,291 $ 599 $ 267 $ 242 $ 9,381 $ 90 Coolidge Donation Fund$ 11,100 $ 8,653 $ 2,900 $ 16,853 $ 5,753 Parker Donation Fund$ 9,065 $ 23,211 $ 22,533 $ 9,743 $ 678 High School Donation Fund$ 33,299 $ 12,783 $ 24,085 $ 133 $ 21,864 $ (11,435) Special Education Donation Fund$ 319 --$ 319 $ - Total$ 106,900 $ 77,785 $ - $ 61,980 $ 506 $ 122,199 $ 15,299 FY20FY21FY21FY21FY21 FY21 Revolving Fund:Balance June,2020RevenueOffsetsDirectBalance June,2021Gain/(Loss) Encumbrances Expenditures Revolving Funds that Offset the Budget Athletic Activities$186,269$274,823$252,000$21,606$352$187,133$864 Drama Activities RMHS72,302 38,54830,00015,4934,651 60,706-11,596 Drama Activities Coolidge 26,96511,7517,60931,1074,142 Drama Activities Parker 41,07313,87010,1664,40040,378-695 Extended Day Program497,141 88,66425,000398,3565,683 156,766-340,375 RISE Preschool Program296,958 293,627320,00010,0525,077 255,456-41,502 Use of School Property129,209 16,78925,0009,792 111,206-18,003 Special Education Tuition82,726 34,17350,000 66,899-15,827 Full Day Kindergarten Tuition946,544 724,7411,050,000 621,285-325,259 Total$2,279,187$1,496,986$1,752,000$473,073$20,163$1,530,937($748,250) TOTAL ALL FUNDS$3,071,715$2,689,945$1,752,000$1,301,278$24,693$2,683,689($388,026) School Committee 47 Federal, State, and Private Grants In addition to the Operating and Special Revenue Funds, our district is supported in FY22 by state, and private grants totaling $4,712,438. Grant expenditures are tracked monthly and reviewed periodically with grant coordinators. A list of the grants, descriptions and award amounts are provided below compared with prior year awards. Grants are approved by the School Committee as funding is awarded. FY21 Grant FY22 Grant Grant Funding/Program NamePrimary Grant Use AwardAward FEDERAL GRANTS (Entitlements) Interventionists, Materials, Stipend for Curriculum Coordinator to assist FY20 Title I, Part A$ 117,845 $ 105,656 with Grant Administration on 3 small title grants FY20 Title II, Part A PD$ 57,562 $ 47,472 FY20 Title IV, Part A PD$ 10,000 $ 10,000 Individuals with Disabilities Education (IDEA)Teacher Salaries, Proportionate Share$ 1,079,566 $ 1,104,730 Early Childhood Special Education (IDEA)Teacher Salaries$ 19,059 $ 20,410 SPED Improvement Grant (274) PD$ 26,152 American Rescue Plan IDEA Part B 252 COVID19$ - $ 244,902 American Rescue Plan IDEA Part B 264 COVID19$ - $ 21,790 Early Ed SPED Improvement and Safety Grant Stipends$ 2,666 IDEA Targeted Federal Special Education Program Improvement Grant (258)PD$ 2,500 Coronavirus Relief Fund (CvRF) School Reopening Grants COVID19$ 894,150 $ - Coronavirus Relief Fund (CvRF) School Meal Program COVID19$ 9,652 CARES Act: Elementary and Secondary Education Emergency Relief Fund (ESSER I; COVID19$ 98,311 $ - Fund Code 113) CARES Act: Elementary and Secondary Education Emergency Relief Fund (ESSER II; COVID19$ 383,259 $ - Fund Code 115) CARES Act: Elementary and Secondary Education Emergency Relief Fund COVID19$ - $ 838,876 (*Allocated to FY22 $238,143, balance of $600,733 allcoated to FY23 - ESSER III; Fund Code 119) FEDERAL GRANTS TOTAL$ 2,700,722$ 2,393,836 STATE GRANTS AND CIRCUIT BREAKER Circuit Breaker - using FY20 in FY21 OOD Tuition$ 1,359,731 $ 1,410,278 METCO Director, Transportation, Racial Imbalance - METCO, includes 40 new students$ 444,393 $ 759,645 Tutoring Racial Imbalance - METCO Rollover (317B)Transportation$ - $ 44,761 State Coronavirus Prevention Fund Program COVID19$ 127,750 After School and Out of School Time Quality Enhancements (ASOST-Q), summer Teacher Salaries and Classroom $ - $ 45,000 2021 Supplies Department of Public Health Grant Nurse Salaries and PD$ - $ 29,600 Food Service Emergency Grant Equipment$ - $ 29,318 STATE GRANTS AND CIRCUIT BREAKER TOTAL$1,931,874$2,318,602 FEDERAL AND STATE TOTAL$4,632,596$4,712,438 School Committee 48 Five-Year Capital Plan A Capital Project is a project that helps maintain or improve a Town asset. It is a new construction, expansion, renovation, or replacement project for an existing facility or facilities. Typically, the project will a total cost of at least $10,000 and life span of five or more years. Provided below is a five-year capital project plan for the school district: Five-Year Capital Plan: There are three other projects in discussion that are not yet reflected in the capital plan for Reading: Killam Project no costs are reflected in the capital budget, but expenses could arise quickly, while the school is under review by the MSBA for funding consideration. Parker Turf Field need for updated cost estimates and timeframe. RMHS Fieldhouse/Bleachers have obtained cost estimates. School Committee 49 !00%.$)#%3 School Committee 50 !00%.$)8 AȀ 3³´£¤­³ %­±®««¬¤­³  ­£ 3³ ¥¥ &4%² Student Enrollment On October 1 of each year, Reading Public Schools is required to record, verify, and report the total number of students enrolled by grade to the Massachusetts Department of Elementary and Secondary Education (DESE). DESE and the Commonwealth of Massachusetts use October 1 enrollment to calculate Foundation Enrollment and Chapter 70 F trends in enrollment for subsequent years, which forms the bpersonnel and non- personnel operating budget is developed. Essentially, student enrollment projections drive staffing levels and enrollment trends identified in out--year budget planning. The historical enrollment by school follows below Historical and FY23 Projected Enrollment by School: Total enrollment in the Reading Public Schools on October 1, 2021, was 3846 students, which is (101) fewer students, or (2.66%), than enrolled on October 1, 2020. Using the Cohort Survival Methodology and based on elementary neighborhood school assignments, enrollment projections were created for FY23 for grades K through 12 and revealed a projected decrease of (68) students districtwide. In the enrollment chart below, the CSR projections are provided in comparison to FY22 enrollment project report can be found here. Please note, the projections reflect the addition of 40 Boston resident students: School Committee 51 FY23 Enrollment Projections by School and Grade: READING PUBLIC SCHOOLS FY 2023 PROJECTED STUDENT ENROLLMENT Reflects 40 new Boston Resident Students Total 2023 NESDEC Projections Grade RISEBarrowsBirchEatonKillamWood EndCoolidgeParker RMHSTotalTotal#% #% PreKElementaryElementaryElementaryElementaryElementaryMiddleMiddleHighFY 23FY 22ChangeChangeFY 23ChangeChange PK10210210200%0% PK Total10210210200%000% K4745646232250291-41-14%258-8-3% 157586377453002465422%29372% 25948585334252320-68-21%24662% 36270657845320309114%31641% 46159727144307289186%30341% 56851676238286263239%28600% ELEM total35433138940323817151718-30%1702131% 6128129257298-41-14%25342% 7134163297308-11-4%29252% 8140165305285207%30052% MS total402457859891-32-4%845142% 925425425131%25131% 10256256293-37-13%25421% 11293293295-2-1%29300% 1229629629600%29600% RMHS Total109910991135-36-3%109450% Total FY 23102354331389403238402457109937753846-71-2%3641321% Total FY 2210235133737540724840648511353846 # Change03-614-4-10-4-28-36-71 % Change0%1%-2%4%-1%-4%-1%-6%-3%-2% The reduction is made up of (3) fewer students at the elementary, (32) fewer students at the middle school and (33) fewer students at the high school levels. The most significant changes reflect the migration of student cohorts as they rise to the next grade level. In the table below, historical enrollment is illustrated from 2009-2010 through to enrollment projected for the 2022- 2023 school year. The reader can follow the migration of the number of students each year as students move through the grade levels. It appears enrollment declines between elementary and middle and then again during the middle and high school transitions. This is a trend worth exploring: Historical Enrollment Migration by Grade: PKK123456789101112 2009-10 67280345349363318390353341344334298298312 2010-11 90348308351349369315387353343324327301294 2011-12 100319362315356347366311390349312327326297 2012-13 105302342361324356353362309384323314321327 2013-14 103287319351370327355347362304353323308323 2014-15 95322298314362366330356346367270357319305 2015-16 94319337305308375366326357337328273346323 2016-17 91267343342307313370356324358306336276352 2017-18 94293273341334299305360353326325306331273 2018-19 115325296277338324294291355344293329307322 2019-20 105318330297282331334292291341301294331304 2020-21 97238312316290270312319288287299301292330 2021-22 102291246320309289263298308285251293295296 2022-23 102250300252320307286257297305254256296296 Projected School Committee 52 A three-year Cohort Survival Ratio (CSR) is the methodology used to develop enrollment projections for the Reading Public Schools and is based on progression rates from grade to grade considering the number of live births, migration in and out of the district, student retention and housing turnover over the three prior school years. In addition, the Reading Public Schools contracts with New England School Development Council (NESDEC) to conduct enrollment projections using the CS The CSR uses progression rates and considers housing growth, migration, retention, withdrawals, transfers, and births over the three previous school years and produces reliable next year projections for enrollments in Grades 1-12. However, the CSR is less reliable in predicting out-year enrollment as well as kindergarten enrollment. The CSR aligns students enrolled in Barrows and Joshua Eaton are assigned to Parker Middle School and students enrolled in Birch, and Wood End are assigned to Coolidge Middle Schools. Students enrolled in Killam elementary schools are allocated to both middle schools using a ratio of 66% Parker and 33% Coolidge for projection purposes. Kindergarten enrollment forecasts are less reliable and are affected by several factors including postponed kindergarten enrollment, attendance at private full-day kindergarten programs, adoption, and housing turnover. There are several sources of data used as the basis for predicting kindergarten enrollment including census data from the Town Clerk, birth data from five years before kindergarten enrollment, and self-reported data from parents and local preschools. For FY23 projections, Reading has used three-year average of the birth-to-kindergarten ratio. This method relies on census data from these sources, adjusts for postponements and retentions. Kindergarten enrollment projections are further refined during the year based on self-reported data from parents and local age-eligible children for kindergarten enrollment. Final kindergarten projections are made once kindergarten registration begin for entry into kindergarten compared to the kindergarten projection of 250 students. Not all students who reside in Reading and who are of age will enrolled in Reading Public Schools. Some families may choose private or parochial programs, homeschool, or postpone entry. learning spaces and non- personnel supplies and services. Staffing levels at all grade levels are predicated upon the number and demographics of students reasonably expected to be enrolled at the start of the school year. Elementary enrollment numbers by school and by grade are used in conjunction with class size suggestions and student demographics with sensitivity and consideration to the needs of all learners as the community recovers from the impact of Covid-19 over the last nearly two years. Using the progression rates calculated above, elementary school class sizes have been projected for FY23. Elementary school current and next year projected class sizes are illustrated below. Please note, the projected class sizes reflect the increase of 16 Boston resident students: School Committee 53 Elementary Class Size Comparison FY22 October 1 and FY23 Projected Enrollment: Reading Public Schools October 1, 2021 Enrollment Elementary Class Size Actuals 2021-2022 and Projected 2022-2023 Refects New Boston Resident Enrollment - Potential Placements Actual Class Size, 2021-2022Projected Class Size, 2022-2023 BarrowsGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5TotalBarrowsGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5Total FDK161921212317FDK151820202122 FDK171921192318FDK161919212023 FDK181819212219FDK162020212023 # Sections33333318# Sections33333318 Total515661616854351Total475759626168354 # Sections Changed0000000 Birch MeadowGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5TotalBirch MeadowGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5Total FDK161718191919FDK151916172017 FDK151718211720FDK152016172017 FDK171516191719FDK151916181917 1818 # Sections334333191933343319 Total484970595358337Total455848705951331 # Sections Changed00-11000 Joshua EatonGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5TotalJoshua EatonGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5Total HDK19 1723182320 HDK18 2120212422 FDK182122162222FDK152119222422 FDK1719221822FDK152119222423 FDK1719FDK16 # Sections43343219# Sections43333319 Total715767716742375Total646358657267389 # Sections Changed000-1010 KillamGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5TotalKillamGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5Total HDK16 1919172022 HDK16 1918202320 FDK201619182023FDK152017202421 FDK211819182221FDK151918192421 FDK211919FDK161919 # Sections43443321# Sections44343321 Total785376726266407Total627753787162403 # Sections Changed01-10000 Wood EndGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5TotalWood EndGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5Total FDK221623161922FDK162217152219 FDK211523162021FDK162317152219 FDK1415 # Sections22232213# Sections22232213 Total433146463943248Total324534454438238 # Sections Changed0000000 TOTALGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5TotalTOTALGrade KGrade 1Grade 2Grade 3Grade 4 Grade 5Total Total Sections16141617141390Total Sections16151417141490 Total Students2912463203092892631718Total Students2503002523203072861715 # Sections Changed01-20010 School Committee 54 The Reading Public Schools provides special education services to eligible students ages three to twenty-two years deemed eligible through the special education team evaluation process. Eligibility is based on a determination that the student has a qualified disability that will limit the student education program without special accommodations. Instructional or other accommodations are outlined in the studentThe table below shows historical data regarding the number of students with IEPs based on October 1 enrollment data: Student Enrollment Students with Individual Education Plans: The Commonwealth mandates that special services required for students are defined on individual education plans. Eligibility for special education services is based on a determination that the student has a qualified disability that requires special accommodations to achieve effective progress in the regular education programs. Instructional or vary significantly from year to year. The table above illustrates the ebb and flow of the number of students who received special education service in and out of the district, from preschool to 22 years of ages during the last ten years. From academic year 2013 to 2022, total enrollment declined by 14%, the number of students on IEPs declined by 7% and the number of out of district placements declined by 16%. The number of students on IEPs in the current academic year declined by 29 students, or (4%), whereas the number of students receiving services in out of district placements increased by five students in the last year. Provided in the section that follows are the annual district and school staffing reports, referred to as EPIMS. These staffing data are required to be collected, verified, and reported to the Department of Elementary and Secondary Education annually in October, which corresponds to the October 1 enrollment report. The EPIMS report is a comprehensive staff report by FTE of all positions in the in the Reading Public Schools except for service, operations, and maintenance staff. School Committee 55 The EPIMS reports for FY20, FY21 and FY22 follows on the pages below. The first table reflects District wide Administration. The subsequent tables provide total instructional staff FTEs by category of position: EPIMS Instructional Staffing FTEs: EPIMS Full Time Equivalent (FTE) by Job Classification for OCT 2019 (FY2020),OCT 2020 (FY2021) AND OCT 2021 (FY2022) District: 02460000 - Reading School: 00000000 - District Total AdministratorsFY20FY21FY22 1200 Superintendent of Schools/Charter School Leader/ 111 Collaborative Director 1201 Assistant/Associate/ Vice Superintendents112 1202 School Business Official111 1205 Other District Wide Administrators221 1208 Human Resources Director101 1210 Supervisor/Director of Guidance0.40.40.4 1211 Supervisor/Director of Pupil Personnel110 1212 Special Education Administrator0.511 1213 Supervisor/Director/Coordinator: Arts0.60.60.4 1214 Supervisor/Director/Coordinator of Assessment000 1215 Supervisor/Director/Coordinator of Curriculum222 1216 Supervisor/Director/Coordinator: English 0.20.20.1 Language Learner 1217 Supervisor/Director/Coordinator: English 0.40.40.4 1218 Supervisor/Director/Coordinator: Foreign Language 0.40.40.4 1219 Supervisor/Director/Coordinator: History/Social 0.40.40.4 Studies 1220 Supervisor/Director/Coordinator: Library/Media000 1221 Supervisor/Director/Coordinator: Mathematics 0.40.40.4 1222 Supervisor/Director/Coordinator: Reading 000 1223 Supervisor/Director/Coordinator: Science 0.80.80.8 1224 Supervisor/Director/Coordinator: Technology000 1225 Supervisor/Director/Coordinator of Professional 000 Development 1226 School Nurse Leader0.20.20.2 1305 Principal/Headmaster/Headmistress/Head of 8.88.88.8 School 1310 Deputy/Associate/Vice-/Assistance Principal4.94.84.85 1312 School Special Education Administrator7.77.210.7 1320 Other School Administrator/Coordinator000 Total Administrators34.733.636.85 School Committee 56 EPIMS Instructional Staffing FTEs, continued: Instructional StaffCurrent FTECurrent FTECurrent FTE 2305 Teacher236.16234.34238.93 2306 Co-Teachers20.2018.5022.70 2307 Virtual Teacher0.000.000.00 2308 Virtual Co Teacher0.000.000.00 2310 Teacher -- support content instruction58.8963.1661.09 2325 Long Term Substitute Teacher4.005.101.00 2305, 2306, 2307, 2308, 2310, 2325 by Program 256.16254.86259.43 Area: General Ed. 2305, 2306, 2307, 2308, 2310, 2325 by Program 60.8064.6461.89 Area: Special Ed. 2305, 2306, 2307, 2308, 2310, 2325 by Program 2.291.602.40 Area: ELL 2305, 2306, 2307, 2308, 2310, 2325 by Program 0.000.000.00 Area: CVTE 2330 Instructional Coach0.000.140.00 Total Instructional Staff319.24321.23 323.72 Instructional Support StaffCurrent FTECurrent FTECurrent FTE 3323 Tutor9.585.259.82 3324 Educational Interpreters000 3325 Diagnostic and Evaluation Staff000 3326 Recreation and Therapeutic Recreation Specialists000 3327 Rehabilitation Counselor000 3328 Work Study Coordinator000 3329 Guidance Counselor5.65.66.6 3330 Librarians and Media Center Directors7.756.757.75 3331 School Resource Officer000 3332 Family Engagement Coordinator000 3340 Junior ROTC Instructor000 Total Instructional Support Staff22.9317.6 24.17 Instructional Support and Special Education Shared Current FTECurrent FTECurrent FTE Staff 3350 School Adjustment Counselor -- Non-Special 1.923.9 Education 3351 School Adjustment Counselor -- Special Education000 3360 School Psychologist -- Non-Special Education11.411.410.4 3361 School Psychologist -- Special Education111 3370 School Social Worker -- Non-Special Education110 3371 School Social Worker -- Special Education223 Total Instructional Support and Non-Special 14.314.414.3 Education Staff Total Instructional Support and Special 334 Education Staff Total Instructional Support and Special and 17.317.418.3 Non-Special Education Shared Staff ParaprofessionalCurrent FTECurrent FTECurrent FTE 401 Title I1.4600.85 402 English Language Learner (ELL)000 403 Career and Vocational Technical Education 000 (CVTE) 404 Special Education79.2270.0689.03 405 Other18.3714.4819.79 Number of instructional paraprofessionals who 20.336.8820.74 work in targeted assistance or school wide Title I programs 406 Non-Instructional4.345.165.42 Total Paraprofessional Staff 103.3989.7115.09 School Committee 57 EPIMS Instructional Staffing FTEs, continued: District FTEs associated with these categories of staff not reflected in the EPIMS reports follows below: District Wide and Facilities FTEs: School Committee 58 !00%.$)8 BȀ /±¦ ­¨¹ ³¨®­ « 3³±´¢³´±¤ Town of Reading The Town of Reading is in Middlesex County, Massachusetts, United States, some 10 miles (16 km) north of central Boston. Reading was incorporated on June 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/I-95, I93 and routes 28 and 129. In addition, commuter rail and bus service are available in Reading. The Town of Reading has a Representative Town Meeting form of government. Town Meeting is composed Select Board and a Town Manager. 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 in two elementary schools, which typically changes from year to year depending upon availability of space. District Leadership 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 Teaching, Assistant Superintendent for Special Education and Student Services, Human Resources Director of Finance and Operations. The District Leadership Team includes the Central Office Leadership Team, the eight building principals, the RISE Preschool Director, and Assistant Director for Special Education and Department Directors (Facilities, Food Services, Network Administrator, METCO, and Health Services). The Administrative Council includes the District Leadership Team as well as all Assistant Principals, Special Education Team Chairs and Program Directors. The Superintendent is the supervisor and evaluator of all District Level Administrators and Building Principals. Each District Level Administrator is responsible for a few different departments and functional areas of district operations. Principals, under the 1993 Education Reform Act, are the supervisors and evaluators of all building-based staff including professional and support staff (paraprofessionals, clerical, custodial, food services). Primary Function roles of the Administration Cost Center are described below: 3¢§®®« #®¬¬¨³³¤¤ The role of the School Committee is to recruit, hire, evaluate, and make employment decisions on 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 Massachusetts Board of Education. School Committee 59 The Reading School Committee consists of six members elected by the voters of Reading for three-year terms. Each -election. The current membership and terms of the Reading School Committee are as follows: Tom Wise, Chairperson, Term Expires 2022 Shawn Brandt, Vice Chairperson, Term Expires 2024 Sarah McLaughlin, School Committee Member, Term Expires 2024 Erin Gaffen, School Committee Member, Term Expires 2023 Carla Nazzaro, School Committee Member, Term Expires 2023 Charles Robinson, School Committee Member, Term Expires 2022 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. Superintendent The Superintendent of Schools serves as the chief educational leader for the school district. This position works with the School Committee as well as with building administrators and Central Office administrators to develop the goals, and objectives, to recommend a budget necessary to fund the districts Superintendent supervises and evaluates all Central Office Administrators and Building Principals. In addition, the Superintendent co-supervises the Director of Facilities with the Town Manager. !²²¨²³ ­³ 3´¯¤±¨­³¤­£¤­³² The role of the Assistant Superintendent for Learning and Teaching and Assistant Superintendent of Student Services 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 Adult and Community Education, the Director of METCO, K-8 Curriculum Coordinators, and the Elementary Technology Integration Specialist. The position is professional development and curriculum planning activities. The Assistant Superintendent of Special Education and Student Services supervises the Directors of Special Education, R.I.S.E. Preschool program and Health Services as the (´¬ ­ 2¤²®´±¢¤² 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; managing all Federal, State, and contractual leaves and personnel accommodations and complying with federal and state reporting requirements. A key function of this department has been the oversight and monitoring of all leaves of absence as defined by Federal law and collective bargaining agreements. School Committee 60 &¨­ ­¢¤  ­£ /¯¤± ³¨®­² The Director of Finance and Operations leads the school finance and operations, including budget, financial reporting, payroll, accounts payable, accounts receivable, transportation, grants management, Medicaid reimbursement, and purchasing/procurement, works closely with school facilities and oversees network technology, school nutrition, and use of school property. The Director of Finance and Operations supervises and evaluates the School Nutrition Director and Network Manager. /±¦ ­¨¹ ³¨®­ « #§ ±³ ¥®± 2¤ £¨­¦ 0´¡«¨¢ 3¢§®®«² An organizational chart of the Reading Public Schools is provided below: 3´¯¤±¨­³¤­£¤­³ ®¥ 3¢§®®«² !²²¨²³ ­³ 3´¯¤±¨­³¤­£¤­³ (´¬ ­ 2¤²®´±¢¤² !²²¨²³ ­³ 3´¯¤±¨­³¤­£¤­³ $¨±¤¢³®± ®¥ &¨­ ­¢¤  ­£ ,¤ ±­¨­¦  ­£ 4¤ ¢§¨­¦ ®¥ 3³´£¤­³ 3¤±µ¨¢¤² /¯¤± ³¨®­² $¨±¤¢³®± 4®¶­ #®±¤ & ¢¨«¨³¨¤² !£´«³  ­£ #®¬¬´­¨³¸ 3¢§®®« & ¢¨«¨³¨¤² lj 5²¤ ®¥ 3³ ¥¥ ( ± ²²¬¤­³  ­£ %£´¢ ³¨®­3¯¤¢¨ « %£´¢ ³¨®­ 3¢§®®« 0±®¯¤±³¨¤² "´««¸¨­¦ "´£¦¤³ $¤µ¤«®¯¬¤  ­£ #´±±¨¢´«´¬  ­£ 0±¤²¢§®®«  ­£ % ±«¸ &¨­ ­¢¨ « &®±¤¢ ²³ )­²³±´¢³¨®­ !£¬¨­¨²³± ³¨µ¤ 3¤ ±¢§¤² )­³¤±µ¤­³¨®­ !¢¢®´­³² 0 ¸ ¡«¤ 0±®¥¤²²¨®­ « $¤µ¤«®¯¬¤­³ ΔΏΓ&-,!  ­£ /³§¤± ,¤ µ¤² 0 ¸±®«« -%4#/ 3¯¤¢¨ « %£´¢ ³¨®­ 0¤±²®­­¤« (¨±¨­¦ 4± ­²¯®±³ ³¨®­ %­¦«¨²§ , ­¦´ ¦¤ &®®£ 3¤±µ¨¢¤ ,¤ ±­¨­¦ (¤ «³§ 3¤±µ¨¢¤²,¨¢¤­²´±¤ )­²³±´¢³¨®­ « 4¤¢§­®«®¦¸ (®¬¤«¤²²Ǿ &®²³¤±Ǿ  ­£ 3³ ³¤ȝ&¤£¤± « , ¶ 4¤¢§­®«®¦¸ )­¥± ²³±´¢³´±¤ $¨²¯« ¢¤£ 3³´£¤­³²#®¬¯«¨ ­¢¤ '± ­³ 7±¨³¨­¦ -¤£¨¢ ¨£ !£¬¨­¨²³± ³¨®­!$! '± ­³² - ­ ¦¤¬¤­³ 3³´£¤­³ "´««¸¨­¦  ­£ 2¤¦´« ± $ ¸ ( ± ²²¬¤­³ '± ­³ 7±¨³¨­¦ 4± ­²¯®±³ ³¨®­ (®¬¤ 3¢§®®«¨­¦ 3¯¤¢¨ « 2¤µ¤­´¤ &´­²  ­£ 4¨³«¤ )8 3³´£¤­³ !¢³¨µ¨³¸ !¢¢®´­³² -¤£¨¢ ¨£ &¨­ ­¢¨ « School Committee 61 District Partnerships 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 reve community engagement. We also share many resources and collaborate to efficiently manage the operations of the community. Reading Education Foundation 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. Parent-Teacher Organizations Each of our schools is fortunate to have a PTO composed 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. Parent Booster Organizations Reading Public Schools are supported by a significant number of parent booster organizations of parent volunteers who raise, contribute, and dispense funds for the benefit of specific extra-curricular activities including athletic teams, academic teams, and fine and performing arts. Understanding Disabilities, Inc. Understanding Disabilities, Inc. (UD) partners with Reading Public Schools to increase positive attitudes toward people with disabilities. Thirty years of success teaching disability awareness in the Reading Public Schools has supported the development of innovative curriculum supports inclusion and promotes respectful interactions, which helps children process and understand the communities in which they live and develop healthy relationships. School Committee 62 !00%.$)8 CȀ 2021-ΑΏΑΑ 3¢§®®« )¬¯±®µ¤¬¤­³ 0« ­²  ­£ 6¨£¤® 0±¤²¤­³ ³¨®­² Setting the stage for the FY23 budget development process was the work conducted by the School Principals and their school communities to develop the 2021-2022 School Improvement Plans. Overarching themes and trends to create equitable and rigorous learning environments are Strengthen and revise systems needed to ensure all students have access to effective instructional practices Support student access to rigorous instruction aligned with grade-level standards while addressing unfinished learning Prioritize social-emotional supports for all students Elementary Schools Alice M. Barrows Elementary School Birch Meadow Elementary School Joshua Eaton Elementary School J.W. Killam Elementary School Wood End Elementary School Middle Schools Coolidge Middle School Walter S. Parker Middle School High School Reading Memorial High School School Committee 63 March 2, 2022 Presentation to Finance Committee:FY 23 Recommended Budget ¢®²³²ȁ 4§¤ !¢¢®¬®£ ³¤£ ΓȁΑυ ͡ΓΘǾΕΘΔǾΘΘΗ͡ΔΐǾΖΗΒǾΒΕΒ͡ ΑǾΏΗΖǾΒΕΔ &9 ΑΏΑΑ !¯¯±®¯±¨ ³¤£ "´£¦¤³&9 ΑΏΑΒ 0±®¯®²¤£ "´£¦¤³$®«« ± )­¢±¤ ²¤ ®µ¤± &9 ΑΑȴ0¤±¢¤­³ ¦¤ )­¢±¤ ²¤ ®µ¤± &9 ΑΑ ȴ/¥ ³§¤ ³®³ « ¨­¢±¤¬¤­³ « ¨­¢±¤ ²¤Ǿ ͡ΑΐΔǾΒΗΏ ¨²  ««®¢ ³¤£ ³® 3¯¤¢¨ « %£´¢ ³¨®­ ¡ « ­¢¤ ®¥ ͡ΐǾΗΖΐǾΘΗΔ ¨²  ««®¢ ³¤£ ³® ¬¤¤³ ¢®­³± ¢³´ « ®¡«¨¦ ³¨®­²  ­£ «¤¦ « ¬ ­£ ³¤²Ǿ  ­£ ³® ¥´­£ ¤¬¤±¦¨­¦ ¯±¨®±¨³¨¤²ȁ FY 23 Recommended Budget Financial Summary £±¨µ¤­ ȃ 2¤£´¢¤ &´«« $ ¸ 4´¨³¨®­ &¤¤ ¥±®¬ ͡ΓǾΓΔΏ ³® ͡ΒǾΕΏΏǾ ®´± ¥¨±²³ ²³¤¯ ¢«®²¤± ³® ¥±¤¤ &$+ ³® ¨­¢±¤ ²¤  ¢¢¤²²  ­£ ¤°´¨³¸)­¢±¤ ²¤ %­¦«¨²§ , ­¦´ ¦¤ ¨­²³±´¢³¨®­ « ²³ ¥¥ ¡¸ ΐȁΏ ¡¸ ȁΑΏ &4%ǿ ±¤ ««®¢ ³¤£ ±¤²®´±¢¤² ³® ¨­¢±¤ ²¤ ¥´­£² ¥®± ³± ­²« ³¨®­ ²¤±µ¨¢¤² ³® ¬¤¤³ ¤­±®««¬¤­³­¤¤£²)­¢±¤ ²¤ ²´¯¯®±³ ¥®±  ¢¢¤¯³ ¡«¤ ¤«¤¬¤­³ ±¸ ²¢§®®« ¢« ²² ²¨¹¤² ¶¨³§ £¤¯«®¸¬¤­³ ®¥ ¢®««¤¦¤ 4¤ ¢§¨­¦ &¤««®¶²  ³ '± £¤ Γ  ³ *®²§´  % ³®­  ­£ +¨«« ¬ %«¤¬¤­³ ±¸ 3¢§®®«² Outcomes Improve Academic ²¢§®®« ȃ ®¥ ȃ ¤­±®««¬¤­³ 0±®¦± ¬  ³ %­£¨¢®³³ #®««¤¦¤ ȃ )­³±®£´¢³¨®­ ³® #®¬¯´³¤± 3¢¨¤­¢¤Ǿ *!6!ȝ#χχ ¯±®¦± ¬¬¨­¦ ¢®´±²¤² ³§±®´¦§ ȁΓΏ &4% ³¤ ¢§¤±$´ «' ³¤¶ ¸ ³® #®««¤¦¤ 0±®¦± ¬  ³ .®±³§ 3§®±¤ #®¬¬´­¨³¸ #®««¤¦¤ #±¤ ³¤  ­ !¢ £¤¬¨¢ 3´¯¯®±³ #¤­³¤±  ³ 2¤ £¨­¦ -¤¬®±¨ « (¨¦§ 3¢§®®« ²³ ¥¥¤£ ¡¸ ΐȁΏ &4% #®®±£¨­ ³®±  ­£ ³¶® 4¤ ¢§¨­¦ &¤««®¶²)­¢±¤ ²¤  ¢ £¤¬¨¢ ²´¯¯®±³ ¡¸ ȁΑΏ &4% ¥®± §¨¦§ ²¢§®®« ²³´£¤­³² ±¤³´±­¨­¦ ¥±®¬ §®²¯¨³ « ²¤³³¨­¦²  ­£ ¤·³¤­£¤£ ³¨¬¤ ®´³/¯¤­ ­¤¶ ¯ ³§¶ ¸² ¥®± §¨¦§ ²¢§®®« ²³´£¤­³²Ȁ Improve Academic Outcomes, continued ±®«¤ ®¥ !£©´²³¬¤­³ #®´­²¤«®± ¶¨³§ ȃ #±¤ ³¤ £´ «-%4#/ #®®±£¨­ ³®±  ³ ¤«¤¬¤­³ ±¸ «¤µ¤«Ǿ ±¤¥«¤¢³¤£  ²   ΐȁΏ &4%  ³ ¤ ¢§ ²¢§®®«  ­£ ¥´­£¤£ ¡¸ ®¯¤± ³¨­¦ ¥´­£  ­£ -%4#/ ¦± ­³!££ ΐȁΏ &4% 3®¢¨ « 7®±ª¤± ³® ³§¤ 2%!#( 0±®¦± ¬  ³ ³§¤ -¨££«¤ 3¢§®®« ,¤µ¤«#®´­²¤«¨­¦ ²³ ¥¥ ¡¸   ³®³ « ®¥ ΑȁΏ &4% ³® ¨­¢±¤ ²¤ ²´¯¯®±³ ³® ²³´£¤­³²  ­£ ¤°´ «¨¹¤ ²¤±µ¨¢¤²  ¢±®²² ¡®³§ ¬¨££«¤ ²¢§®®«²Ȁ ΐȁΏ &4%  ³ 2-(3  ­£ ΐȁΏ &4%  ³ 0 ±ª¤± -¨££«¤ 3¢§®®«)­¢±¤ ²¤ (¤ «³§ 3¤±µ¨¢¤² ³® ²³´£¤­³² ³§±®´¦§ ³§¤  ££¨³¨®­ ®¥ ΐȁΏ &4% .´±²¤Ǿ ¶§¨¢§ ¥±¤¤² $¨±¤¢³®± ³® ¯±®µ¨£¤ £¨²³±¨¢³ ¶¨£¤ ®µ¤±²¨¦§³ Social Emotional Needs - ·¨¬¨¹¤ ±®«¤ ®¥ 4¤ ¬ #§ ¨± ¯®²¨³¨®­² ³® ¤­§ ­¢¤ ²´¯¯®±³ ®¥  «« ²³´£¤­³²Ǿ ²´¢§  ² «¤ £¨­¦ 3³´£¤­³ 3³´£¸ 4¤ ¬²Ǿ ³® ¯±®µ¨£¤ ¬®±¤ ²´¯¯®±³ ³® ²¢§®®« ¯±¨­¢¨¯ «²  ««®¶¨­¦ ¬®±¤ ³¨¬¤ ¥®± «¤ ±­¨­¦  ­£ ³¤ ¢§¨­¦)­¢±¤ ²¤ £ ³  ²¯¤¢¨ «¨²³ ¡¸ ȁΓΏ &4% ³® ¨¬¯±®µ¤  ¡¨«¨³¸ ³® ¬ ­ ¦¤  ­£  ­ «¸¹¤ ²³´£¤­³ £ ³   ­£ £¤µ¤«®¯ ²³± ³¤¦¨¤² ¥®± ¨­³¤±µ¤­³¨®­2¤ ««®¢ ³¤ ¥´­£² ³® ¯±®¥¤²²¨®­ « £¤µ¤«®¯¬¤­³ ¥®± ³ ±¦¤³¤£  ­£ ¤·¯ ­£¤£ ®¯¯®±³´­¨³¨¤² ¥®±  «« ¨­²³±´¢³¨®­ « ²³ ¥¥ Practices and Enhance Adult Streamline Systems March 2, 2022 Presentation to Finance Committee:Beyond FY23 Discussion 2021 MCAS Data (DESE DART Comparison) 4¨¬¤ ®­ «¤ ±­¨­¦/¯¯®±³´­¨³¨¤²  «¨¦­¤£ ³® ²³´£¤­³ ¨­³¤±¤²³!¢¢¤²² Ȩ+¨­£¤±¦ ±³¤­Ǿ §¨¦§¤± «¤µ¤«² ®¥ ¬ ³§Ǿ ¨­­®µ ³¨µ¤ §¨¦§ ²¢§®®« ¬®£¤«²ȩ,¤ £¤±²§¨¯ £¤µ¤«®¯¬¤­³,¨³¤± ¢¸ ¯±®¦± ¬¬¨­¦ Future Opportunities 9¤ ± #¸¢«¤ȩ ȃ 9¤ ± (¨¦§ .¤¤£² -®£¤«ȩ ȃ 5²¨­¦ 4§±¤¤ FY24 Ȩ&®««®¶¨­¦ 3³±¨¢³ &¨µ¤Ȩ - ͡ΑΒΕǾΑΏΏ͡ΐΑΏǾΔΏΏ͡ ΔΖǾΕΏΏ͡ ΔΖǾΑΏΏ͡ΓΖΐǾΔΏΏ͡ΑΗΏǾΏΏΏ ͡ΓΐΐǾΏΏΏ Future Considerations %33%2 )))Ȁ 4¤ ¬ #§ ¨±² ΑȁΔ &4%!£©´²³¬¤­³ #®´­²¤«®±² ΑȁΏ &4%30%$ 4¤ ¢§¤± ΐȁΏ &4%%«¤¬¤­³ ±¸ 0 ± ²ȝ4´³®±²4®³ «4¤¢§­®«®¦¸ 2¤­¤¶ «Ȁ ΓΕΕ « ¯³®¯²&´«« $ ¸ +¨­£¤±¦ ±³¤­Ȁ 7§¸ ¨² 5­¨µ¤±² « &$+   4®¯ %£´¢ ³¨®­ « 0±¨®±¨³¸ ¥®± 2¤ £¨­¦Ȉ7§ ³ ¨² ³§¤ 2 ³¨®­ «¤ ¥®± 5­¨µ¤±² « &$+Ȉ7§ ³ ¨² ³§¤ #®²³ ®¥ 5­¨µ¤±² « &$+Ȉ7§ ³  ±¤ 3®¬¤ 0®³¤­³¨ « 3®´±¢¤² ®¥ &´­£¨­¦Ȉ Full Day Kindergarten °´ «¨³¸ ¤ ±«¸ ¢§¨«£§®®£ ȃ ? 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At the end of Quarter 2, a balance of $442,00 in year-end savings was projected. These anticipated savings are expected to be spent on one-time expenditures on services and supplies to move students forward in their learning this spring, 2022. The categories of programs being considered include: Interventions to accelerate learning Enrichments to support social-emotional culture and engagement Support structures to position Reading Public Schools for the future Some investments made to accelerate savings identified earlier this year included conducting February Vacation Academies and offering Endicott College Dual Enrollment Spring Courses. Ћ͵ ŷĻ ĬǒķŭĻƷ ŅƚƩ C— ЋЌ źƭ ğ ЊВ͵Ўі źƓĭƩĻğƭĻ ƚǝĻƩ C—ЋЊ ğĭƷǒğƌ͵ ŷĻ ğĭƷǒğƌ ƭƦĻƓķ ŅƚƩ C— ЋЊ Ǟğƭ υЍЌͲЌЍАͲЏАЌ͵ /ğƓ ƷŷĻǤ ĻǣƦƌğźƓ ƷŷĻ źƓĭƩĻğƭĻ źƓ {ƦĻĭźğƌ 9ķ ğƓķ wĻŭǒƌğƩ ķğǤͪ expenditures only and excludes the total amount of encumbrances remaining at year-end, which accounts for why the increase appears to be 19.5% between FY21 and FY23. expenditures are combined with year-end encumbrances, the total increase of FY23 over FY21 is 9.1%. For Regular Day, the increase of FY23 over FY21 is 2.6% and for Special Education the increase is 21.9% 1 The increase in Special Education is driven by a combination of contractual cost increases, an increase in out of district tuition/transportation accommodated costs of $215,830 and social emotional supports included in the FY23 budget, which includes 2.5 FTE Adjustment Counselors at the elementary level and 2.0 FTE Adjustments Counselors and 1.0 FTE Social Worker at the secondary level. Ќ͵ ‘ŷğƷ ķƚ ƷŷĻǤ ƷŷźƓƉ Ǟźƌƌ ĬĻ ŭĻƓĻƩğƷĻķ źƓ ŅƩĻĻ ĭğƭŷ ŅƚƩ C—ЋЋ͵ At the end of Quarter 2, a balance of $442,00 in end-year savings was projected. These anticipated year-end savings will be spent on one-time expenditures on services and supplies to move students forward in their learning this spring, 2022. Ѝ͵ ‘ŷźĭŷ ƒƚķĻƌ ķźķ ƷŷĻ {/ ǝƚƷĻ ŅƚƩ Cǒƌƌ 5ğǤ YźƓķĻƩŭğƩƷĻƓͪ The School Committee voted for the Three-Year High Needs Model. The high needs model means that Full-Day Kindergarten will be free to all students considered "high-needs," per DESE definition. This includes English Learners, Students with Disabilities, and Economically Disadvantaged students. We currently provide free full-day kindergarten for our students with disabilities and our economically disadvantaged students, so it will just be adding English Learners to this group. The Three-Year High Needs Financial Model allows the community to achieve Universal Full Day Kindergarten in FY27. To reach steady state in FY27, the model combines the use of the FDK revolving fund balance, estimated at $102,300 at the end of FY23, tuition fees that decline each year between FY23 and FY25, and projected funds of $410,912 in FY24, $406,784 in FY25, and $400,784. Following the 2022 spring Town Meeting, the Town Manager, Town Finance Director, Superintendent of Schools, and School Finance Director will work together to identify sources of funding. Ў͵ ‘ŷğƷ źƭ ƷŷĻ ƷǤƦźĭğƌ ƷŷĻ ƚǞƓΉ{ĭŷƚƚƌƭ ƭƦźƌƷ ĬĻƷǞĻĻƓ ƚǒƩ ƦĻĻƩ ĭƚƒƒǒƓźƷźĻƭ ğƓķ źƭ ƷŷĻƩĻ ğ ƷƩĻƓķ ƷƚǞğƩķ ğ ĭĻƩƷğźƓ ƭƦƌźƷͪ The table on the page to follow provides a comparison of education expenditures to total municipal expenditures for peer communities (source: Cleargov.com): &9ΑΒ 2¤¢®¬¬¤­£¤£ "´£¦¤³Ȁ &¨1´¤²³¨®­²  ­£ 2¤²¯®­²¤² 2 The Town of Reading has developed the following approach to allocate funds for education: 1. Calculate the amount of net funds available. 2. Subtract accommodated cost expenses for both town and schools. Accommodated costs include, but are not limited to, health benefits, energy expenses, and out of district tuition and transportation expenses. 3. Allocate remaining balance to municipal and school budgets based on a historical ratio of 64 percent to the school department budget and 36 percent to the municipal government budget. Џ͵ /ğƓ ǞĻ ĭƚƓƭźķĻƩ ķĻķźĭğƷźƓŭ ƓĻǞ ŭƩƚǞƷŷ źƓ ƷŷĻ ĭǒƩƩĻƓƷ ƭƦƌźƷ ƒƚķĻƌ Ʒƚ ƷŷĻ ƭĭŷƚƚƌƭͪ Following Town Meeting, the Town Manager, Town Finance Director, Superintendent of Schools, and School Finance Director will meet o review potential sources of funding for FY24. A portion of new growth may be discussed as an option. А͵ {ƦğĭĻ bĻĻķƭ͵ .ğĭƉŭƩƚǒƓķ źƓŅƚƩƒğƷźƚƓ͵ L ƉĻĻƦ ŷĻğƩźƓŭ źƓ ƷŷĻ ĭƚƒƒǒƓźƷǤ δǞŷĻƩĻ Ǟźƌƌ ǞĻ ŅźƷ ƷŷĻƭĻ C5Y Ɖźķƭͪδ With 16 classrooms district wide and a maximum reasonable class size of 22 students, the district has the capacity to enroll 352 FDK students. At least since 2011, kindergarten enrollment has not reached 352 students and kindergarten enrollment projections through 2027 do not exceed 280 students in any one year. Б͵ LƷ źƭ ğƌǞğǤƭ ŷĻƌƦŅǒƌ Ʒƚ ƦƩƚǝźķĻ ƒĻƷƩźĭƭ ǝƭ ƚǒƩ ƓĻźŭŷĬƚƩƭ ε ƦĻĻƩ ĭƚƒƒǒƓźƷźĻƭ͵ ‘ŷğƷ ğƩĻ ǞĻ ƭƦĻƓķźƓŭ ƦĻƩ ƦǒƦźƌ ƚǝĻƩğƌƌ ŅƚƩ ƉΏЊЋͪ Lƭ ƚǒƩ ĬǒķŭĻƷ ğƓķ ƦĻƩ ƦǒƦźƌ ŅƚƩ C5Y źƓΏƌźƓĻͲ ƌĻƭƭ ƚƩ ƒƚƩĻ ǞźƷŷ ƚƷŷĻƩ ĭƚƒƒǒƓźƷźĻƭͪ Please find below three tables comparing the in-district per pupil expenditures: 1.) Finance Committee Criteria (per pupil expenditures among municipalities used by Finance Committee for other comparative data), 2.) Middlesex League communities (per pupil expenditures for each &9ΑΒ 2¤¢®¬¬¤­£¤£ "´£¦¤³Ȁ &¨1´¤²³¨®­²  ­£ 2¤²¯®­²¤² 3 community participating in the Middlesex League), and 3.) DESE DART (per pupil expenditures identified by DESE as comparable to Reading in terms of grade span, student enrollment, and special population). In the 2020/2021 school year, only 23 of 354 districts in the Commonwealth of Massachusetts charged tuition for full day kindergarten in 21/22. Reading was one of those districts. The average tuition in MA was $3,318, with a range of $1,600-$5,000. Reading charged $4,450. Only one district had a higher tuition rate. This information is reflected in the map of the Commonwealth below: &9ΑΒ 2¤¢®¬¬¤­£¤£ "´£¦¤³Ȁ &¨1´¤²³¨®­²  ­£ 2¤²¯®­²¤² 4 Reading Public Schools 82 Oakland Road Instilling a joy of learning and inspiring the innovative leaders of tomorrow Reading, MA 01867 Phone: 781-944-5800 Fax: 781-942-9149 To: Reading School Committee From: Susan Bottan, Director of Finance and Operations Date: February 17, 2022 Re: FY2022 Second Quarter Financial Report In the spring of 2021, Annual Town Meeting appropriated $49,695,998 to the Reading Public Schools for the Fiscal Year 2022. The School Department expects to meet all financial obligations within the total funds appropriated. Please find on the pages to follow a second quarter financial overview of the School budget spanning the period of July 1, 2021 through December 31, 2021 with remaining requirements and projected end-year balances. The School Committee policy DI calls for periodic financial updates and best practices recommend that quarterly financial reports be prepared and submitted to the School Committee for acceptance. The Quarter 2 Financial Report will be presented to School Committee in public session on February 17, 2022. This Second Quarter Report is organized into four sections: 1. Financial Summary of the Operating Fund by Cost Center 2. Description of the Drivers Impacting Projected Fund Balances by Cost Center 3. Recommendation for Transfers between Cost Centers 4. Financial Summary of Other Sources of Funding: Grants and Special Revenue Fund Offsets Please contact me if you have any questions or would like more information related to the FY22 Second Quarter Financial Report. Thank you. ΐ Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³ FY2022 SECOND QUARTER FINANCIAL REPORT 1. Financial Summary of the Operating Fund by Cost Center READING PUBLIC SCHOOLS FY 22 SECOND QUARTER FINANCIAL REPORT Original Q2 Q2 Q2 Q2 Remaining Projected End BudgetTransfersRevised BudgetExpendituresEncumb./Req.Available% USEDRequirement Year Balance* COST CENTER 580,765 11,000 Administration 1,278,967 -1,278,967619,86967,333591,76553.7% 3% Regular Day 28,395,443 64,68028,460,12310,304,588350,39117,805,14437.4% 17,750,144 55,000 57% Special Education 16,329,409 (64,680)16,264,7294,888,3163,089,8688,286,54549.1% 7,817,545 469,000 33% District Wide: 443,419 (55,000) Health Services 710,385 -710,385320,7361,229388,41945.3% 43,047 - Extra Curricular 84,388 -84,38837,2164,12543,04749.0% 268,678 - Athletics 688,662 -688,662402,28917,695268,67861.0% 350,504 (50,000) Technology 630,540 -630,540310,66419,372300,50452.3% Sub-total District Wide 2,113,975 -2,113,9751,070,90542,4221,000,64852.7%1,105,648(105,000) 4% School Facilities 1,578,204 -1,578,204700,968197,086680,15056.9% 668,150 12,000 3% 49,695,998 - 49,695,998 17,584,646 3,747,099 28,364,252 27,922,252 442,000 GRAND TOTAL42.9% At the end of Quarter 2, 42.9% of the appropriated funds had been expended and $442,000 was projected as an end-year balance. Please note, consideration is being given to deploy anticipated year-end savings in the form of one-time expenditures on services and supplies that will move students forward in their learning this spring. The categories of programs being considered include interventions to accelerate learning, enrichments to support social-emotional culture and engagement, and support structures to position Reading Public Schools for the future. It is important to note that the Quarter 2 projected balance may fluctuate during the last half of the fiscal year due to several factors that influence and drive expenditures. Factors that may impact the projected balance include, but are not limited to, staff medical and maternity leaves, new student enrollment, changes in student needs, staff turnover, delays in hiring, and lack of substitute teaching and paraprofessional coverage. Each subsequent quarterly report will reflect updated data and project an end- of-year status based on historical trends and information available. 2. Description of the Drivers Impacting Projected Fund Balances by Cost Center School Committee annually. The drivers impacting the Q2 projected balances are described below: Administration At the end of Quarter 2, 53.7% of the appropriated Administration Cost Center budget had been expended and encumbered. A positive balance of $11,000 was projected for year- end. This balance was driven by salary savings generated from differences in budgeted and contracted salaries and the delay in filling positions after July 1. The salary savings reflected have been offset slightly by plans to increase the efficiency of the central office workspaces and improve services to the public. Α Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³ Regular Day At the end of Quarter 2, 37.4% of the appropriated General Education Cost Center budget had been expended and encumbered. A projected end-year balance of $55,000 was forecasted. This balance reflects salary savings generated through the difference in amounts between outgoing and incoming salaries, through delays in hiring, and lack of substitute coverage for tutors and paraprofessionals. Projected savings identified in the previous Quarter 1 report were re-invested to target and address learning delays and grow student achievement in grades K through 12. The new programs funded from savings re-allocated this year include the following: February Vacation Academy and MCAS Prep, estimated cost of $45,000 Endicott College Dual Enrollment program, two courses, cost of $9,000. North Shore Community College Gateway to College program, cost of $4,350 Elementary Math Curriculum Materials, estimated cost of $198,000 Participation in Secondary Scheduling Institute for RMHS leadership team, cost of $14,500 Increase of substitute and paraprofessional substitute wages, estimated cost of $60,000 Special Education At the end of Quarter 2, 49.1% of the appropriated Special Education Cost Center budget had been expended and encumbered. A positive end-year balance of $469,000 was projected, driven not only by salary savings generated through the difference in amounts between outgoing and incoming salaries, delays in hiring, savings from lack of substitute coverage for special education paraprofessionals but mostly from tuition and transportation savings from successfully addressing students needs within our schools. Consideration is being given to deploy savings identified in the Q2 report to develop interventions to accelerate learning, to offer new enrichments to support social-emotional needs and increase their engagement in school, and to invest in support structures to position Reading Public Schools for the future. Principals and District Leaders have engaged in discussions and are evaluating options for implementation this year. Funds that remain in the Special Education out of district tuition accounts may be allocated to pre-, consistent with the practice of prior years. Massachusetts General Laws allow out of district pre-payments of up to three months of any approved private placement where students are attending. District Wide At the end of Quarter 2, 52.7% of the appropriated District Wide Cost Center budget had been expended and encumbered. A total negative end of year balance of ($105,000) was projected. Each subgroup that comprises the District Wide Cost Center and their projected end-year balances is described below. o Health Service a shortfall of ($55,000) is projected for a year-end balance due to the addition of hiring substitute nurses to meet the driving needs created by the Pandemic. Although a Floater Nurse was approved earlier in the school year for hire, the position has been difficult to fill. Instead, substitute nurses have been deployed to provide services. During Quarter 2, between 40 and 50 hours per week of additional nursing hours were required to contact trace and conduct COVID-19 testing and support services. o Extracurricular a break-even balance was projected at the end of Quarter 2. Β Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³ o Athletics - a break-even balance was projected at the end of Quarter 2. Although a shortfall in transportation of approximately ($26,000) is anticipated due to a new, three- year bus contract that was executed at the end of FY21, the shortfall will be offset by the savings forecasted in the coaching stipend account. Savings in the coaching stipend account were generated by not filling positions that were not required this year, such as a Gymnastics Head Coach team. o Technology an end-year shortfall of ($50,000) was projected in Technology due to the need for protective laptop cases for the one-to-one program at RMHS and the new audio- visual equipment for public meetings, which will also be used for professional development events. School Facilities - At the end of Quarter 2, 56.9% of the appropriated budget had been expended and encumbered. A balance of $12,000 is anticipated resulting from the pre-purchase in FY21 of bathroom receptacles. The savings generated by the pre-purchase was slightly offset by the increased cost of petroleum-based products used in cleaning and trash supplies. 3. Recommendation for Transfers between Cost Centers As the close of Quarter 2, the following transfer of funds between cost centers is recommended to address projected end of year shortfalls and to correct an error created in the FY22 budget process: Recommendation: Transfer $50,000 in funds from Regular Day to District wide Technology: ƩğƓƭŅĻƩ ŅƩƚƒʹ Regular Day, Class Computer Equipment- the surplus that has resulted in class computers was generated from the June 2021 computer laptop purchases, using end-year savings, to complete the one-to-one program for implementation this school year. Computers planned for purchase this year were pre-purchased in June. ƩğƓƭŅĻƩ Ʒƚʹ $24,000 to District Wide Technology, Tech Supplies - to pay for the purchase of protective device covers for high school students one-to-one laptops. $26,000 to District Wide Technology, Non-Instructional Equipment - to cover the cost of the audio/visual equipment and SMART panel for public meetings. Transfer $55,000 from Special Education to District Wide Health Services ƩğƓƭŅĻƩ ŅƩƚƒʹ Special Education, Paraprofessional Substitute the surplus identified in this account is the result of an inability to hire paraprofessional substitutes due to the shortage of labor. ƩğƓƭŅĻƩ Ʒƚʹ $55,000 to District Wide Health Services, Nurse Substitute - in lieu of hiring the Floater Nurse, as approved by School Committee, health services are being covered through substitutes. The position for a Floater Nurse is still posted. Γ Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³ Transfer $64,680 from Special Education to Regular Day adjustment to correct budgeting error) ƩğƓƭŅĻƩ ŅƩƚƒ: Special Education, Out of District Tuition and Transportation an error in the FY22 budgeting process placed funds within special education accounts intended for Regular Day students. ƩğƓƭŅĻƩ Ʒƚʹ $35,820 to Regular Day, Pupil Transportation the transfer of funds is to correct a budget error. These funds were budgeted to a Special Education transportation account for Regular Day students. $28,860 to Regular Day RMHS Tuition the transfer of funds is required to correct a budget error. These funds were budgeted to a Special Education out of district account when the funds were intended for Regular Day out of district account. 4. Financial Summary of Other Sources of Funding: Grants and Special Revenue Funds In addition to the General Fund, grants and special revenue fund offsets support the delivery of services and supplies students attending Reading Public Schools. Please find below the Quarter 2 financial summary and description of each grant awarded followed by a summary of the Special Revenue Fund Offsets budgeted for FY22: Grants All FY 22 grants awarded to the Reading Public Schools have been approved by School Committee. Some grants are expended across fiscal years. Illustrated in the table below are the grants for which funds were available for expenditure in FY22. Please find below the data reflected in this table: amount of funding available at the start of FY22 total amount of expenditures and encumbrances committed through Q2 projected remaining requirement for FY22 projected end-year balances Using the Title I grant as an example of how to read the data in the table on the page to follow, the reader will see that there has been activity this fiscal year for Title 1 FY20, Title 1 FY21 and Title 1 FY22. The Title 1 FY20 grant had a fund balance of $47,387 at the start of FY22. Through the end of December 2021, the district spent/encumbered $1,941. The anticipated remaining requirement to spend through the balance of FY22 is $45,447 and $0 funds are anticipated to be on hand at the end of the fiscal year. Title 1 FY21 grant reflects the balance at the beginning of FY22, activity through Q2, remaining requirements and year- end balance. Lastly, the Title 1 FY22 grant follows the same format and reflects the amount awarded this year. Δ Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³ FY 22 Quarter 2 Grant Balance FY20FY21FY22 Beginning Beginning Projected Q2 Expended Remaining Projected End Q2 Expended Remaining Amount of Q2 Expended Remaining Projected End GrantFY22 Year FY22 Year End Year & Encumb. RequirementYear Balance& Encumb. RequirementFY22 Award& Encumb. RequirementYear Balance BalanceBalanceBalance STATE METCO $ 44,761 $ 44,761 $ - $ 765,074 $ 267,840 $ 497,234 $ - Dept. of Public $ 29,600 $ 425 $ 29,175 $ - Health TOTAL STATE$ -$ -$ -$ -$ 44,761$ 44,761$ -$ -$ 794,674 $ 268,265 $ 526,409$ - FEDERAL Title I $ 47,387 $ 1,941 $ 45,447 $ - $ 102,092 $ 11,634 $ 90,459 $ - $ 105,656 $ 2,353 $ 103,303 $ - Title II $ 33,670 $ 5,718 $ 27,952 $ - $ 50,391 $ 15,232 $ 35,159 $ - $ 47,472 $ - $ 47,472 $ - Title IV $ 601 $ - $ 601 $ - $ 8,639 $ 1,239 $ 7,400 $ - $ 10,000 $ - $ 10,000 $ - IDEA 240 $ 40,603 $ - $ 40,603 $ - $ 72,015 $ - $ 72,015 $ - $ 1,104,730 $ 373,702 $ 731,028 $ - IDEA 262 $ - $ - $ - $ - $ 298 $ - $ 298 $ - $ 20,410 $ 1,173 $ 19,237 $ - ARP 252 - - $ - $ 244,902 $ 12,782 $ 232,120 $ - ARP 264 - - $ - $ 21,790 $ - $ 21,790 $ - ESSER II - - $ - $ 383,259 $ 121,826 $ 261,433 $ - ESSER III* - - $ - $ 838,876 $ 79,846 $ 246,030 $ 513,000 Ϋ9{{9w LLL ŭƩğƓƷ ĻǣƷĻƓķƭ ƷŷƩƚǒŭŷ C— ЋЌ TOTAL FEDERAL$ 122,260 $ 7,659$ 114,601 $ -$ 233,435 $ 28,105$ 205,331$ -$ 2,777,095$ 591,682 $ 1,672,413$ 513,000 Descriptions of each grant and the way in which the funds have been allocated follows below: State Grants: METCO the Metropolitan Council for Educational Opportunity is a state funded, voluntary educational desegregation program designed to eliminate racial imbalance through the busing of children from Boston, MA and Springfield, MA to suburban public schools in 38 communities. These funds pay for program coordination, transportation, and instructional services related to Boston resident students attending Reading Public Schools through participation in the METCO program. Department of Public Health provides for mandated screenings, professional development, and substitute coverage for nurses. bƚƷĻ ğƌƷŷƚǒŭŷ ƓƚƷ ğ ŭƩğƓƷͲ 59{9 ƩĻźƒĬǒƩƭĻƭ ƭĭŷƚƚƌ ķźƭƷƩźĭƷƭ ŅƚƩ ğ ƦƚƩƷźƚƓ ƚŅ ƚǒƷ ƚŅ ķźƭƷƩźĭƷ ƷǒźƷźƚƓ ƦƌğĭĻƒĻƓƷ ğƓķ ƷƩğƓƭƦƚƩƷğƷźƚƓ ĭƚƭƷƭ͵ LƓ C— ЋЋͲ 59{9 Ǟźƌƌ ķĻŅƩğǤ υЊͲЍЊЉͲЋАБ źƓ ƷǒźƷźƚƓ ğƓķ ƷƩğƓƭƦƚƩƷğƷźƚƓ ĭƚƭƷƭ͵ Federal Grants: Title I - aids schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. These funds are allocated to paraprofessional and extended school year instructional services. Title II A - provides supplemental resources to school districts to support systems of support for excellent teaching and leading. The priorities of Title IIA are to: increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. These funds are allocated to provide professional development for teachers. Title IV -ensures that all students have access to a high-quality educational experience. The priorities of Title IV are to: support well-rounded educational opportunities; support safe and Ε Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³ healthy students; and support effective use of technology. These funds pay for technology integration activities and materials for teachers and classrooms. IDEA 240- provides appropriate special education services for eligible students and to maintain state/local effort in special education. These funds pay for program administration, special education teachers, BCBA, and professional development. IDEA 262 - ensures that eligible 3, 4, and 5-year-old children with disabilities receive a free and appropriate public education that includes special education and related services designed to meet their individual needs in the least restrictive environment. These funds pay for early childhood instruction and professional development. ARP 252 addresses challenges related to the pandemic, including school re-entry, disruption in the education of children with disabilities, mental health services; sustainability; focuses on issues of equity in special education and early intervention services. Funds are allocated to provide professional development, instructional materials, and testing/assessment materials. ARP 264 - addresses early childhood special education and family engagement, such as improving systems to assist with the transition from early intervention to pre-kindergarten to kindergarten to increase educational outcomes for students. Funds from this grant are allocated to fund ESSER II addresses learning loss and provides mental health services and supports. These funds are allocated to pay for special education teachers, adjustment counselors and tutors and social- emotional curriculum. ESSER III - helps schools safely reopen and respond to the academic, social, emotional, and mental health needs of all students, and particularly those disproportionately impacted by the COVID-19 pandemic. These funds are allocated to pay for team leaders, special education teachers, adjustment counselors and tutors. Special Revenue Funds Special Revenue Funds are comprised of fee-based programs, extracurricular activities, and donations. Apart from donations, a total of $2.0M was budgeted to offset the FY 22 operating budget with the fees generated by some of the funds named below: RISE Preschool - Fees are paid by families for enrollment in the RISE preschool program. Offset = $350,000 Full Day Kindergarten Fees are paid by families for enrollment in the Full Day Kindergarten program. Offset = $1,100,000 Athletics - SPED Tuition tuition fees paid by other districts for students to receive services. Offset = $40,000 Extended Day, Drivers Education, Community Education Fees are paid by families for students participation in Community Education events and courses. Offset = $25,000 Building Use Some community organizations which use school facilities pay a fee for space and/or custodial coverage. Offset = $80,000 Student Activities consists of Drama, Transportation participation. Offset = $64,000 Ζ Ȟ 0 ¦¤ &9ΑΑ 3¤¢®­£ 1´ ±³¤± &¨­ ­¢¨ « 2¤¯®±³