The proposed fiscal 2018 budget includes a long list of needs — some funded, some unfunded. The following are selections from that list that include what Superintendent Kathy Body says is the impact of not funding them (to see all in the list, read the full budget plan):
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Requested, unfunded carried over from fiscal 2017
Special Education
ELL: Unfunded – Enrollment growth and high needs.
Each of the two additional elementary learning specialists requested requires a teaching assistant as support. Cost: $35,374.
IMPACT OF NOT FUNDING: Two added learning specialists will need to draw their teaching assistant support from the current teaching-assistant staffing.
Ottoson SPED TAs: Unfunded – High needs.
We are requesting to increase the salary of special-education teaching assistants at Ottoson Middle School to the behavior support personnel level. This is a salary increase of $8,086 for seven current staff, for a total cost of $56,602. The higher salary of $25,773 will help address persistent and severe difficulties in recruiting and retaining these valued staff.
IMPACT OF NOT FUNDING: It will continue to be difficult to retain and attract staff for these positions.
Elementary
Tools of the Mind: Unfunded – Enrollment growth and high needs.
Tools of the Mind is a rigorous full-day academic curriculum replacing curriculum that emphasized morning academic programming. Implementing this program with integrity requires full-day teaching-assistant support. Elementary principals have requested increasing the current 7.05 half-time kindergarten teaching assistants to full-time to better support the kindergarten curriculum. Cost: $124,693.
IMPACT OF NOT FUNDING: This program is based on significant personal instruction not achievable with large class sizes and/or large numbers of high-needs students in a class without sufficient staffing.
Middle School
Languages: Unfunded – Enrollment growth.
The middle school’s continued increased enrollment has created a need for additional class sections in world languages, specifically for Spanish and French. French enrollment has doubled, to more than 27 students on average per class. Spanish classes are already large, with just under 26 students per class in the sixth grade, while eighth grade classes average 25. The school anticipates continued high levels of enrollment in both languages. Request: $58,656 to add an 0.8 full-time equivalent Spanish/French teacher, based on an average teacher salary of $73,320.
IMPACT OF NOT FUNDING: Class sizes of nearly 30 provide an unacceptable educational environment. Students in these classes are experiencing an inequity in their education.
High School
Note: For the two listed below, the budget has added 2.0 full-time equivalent teachers, at a cost of $102,000. This assumes the hiring of Master’s step 1 teachers at a cost of $51,000. The actual allocation of the teaching staff will be determined after enrollment numbers are clear.
Social studies – enrollment growth.
This is a request for an additional 0.8 social studies teacher. Part of this position would enable the third curriculum B section to be co-taught, improving the services provided to our high-needs students. With the addition of several level one and two English language learner students this year, additional instructional support is needed in their classes. Additionally, the history department’s enrollment is continuing to grow. Next year, its core course enrollment is projected to increase by 6 percent (roughly 60 students). With a larger incoming freshman class and a large sophomore class moving up, additional staffing is needed for our core courses in ninth and 11th grade. Cost: $40,800, based on a Master’s step 1 salary of $51,000.
Science – enrollment growth.
Increased enrollment in high school science classes calls for an additional 0.6 full-time equivalent science teacher to cover additional class sections needed in biology and physics. Enrollment has outpaced staff increases, exceeding lab safety and the ability of teachers to manage effective lab instruction. Thirty-one percent of lab classes this year exceed the lab space of 24 students per lab, and 70 more students are coming next year. Cost: $30,600, based on a Master’s step 1 salary of $51,000. The National Science Teachers Association, National Science Education Leadership Association, American Chemical Society and National Fire Protection Board all recommend no more than 24 students in a science classroom for safety reasons.
Languages: Unfunded – Enrollment growth.
Eighty-three percent of high school students are enrolled in a world language program. Enrollment in the French program at the middle school has doubled in recent years. These students entered the high school this year, resulting in a doubling of sections offered at the French 2 level. We were able to offer sufficient sections in FY17 by combining an upper level class (AP French and 5H), which will not be possible next year. Next year, these students will enter French 3 and an equally large amount of students will come in as freshman. Without added staff, we will no longer be able to offer a full range of French courses.
Spanish class averages have also been increasing. A request for a 0.2 Spanish teacher for FY17 was not funded, resulting in our three sections of Spanish 3A running at 28, 28 and 29. Next year, we excerpt a larger number of students entering Spanish 3 from middle school. If Spanish 2 sections are not increased next year, we expect an average class size there of 30.29. If Spanish 3 sections are not increased, we expect an average class size of 28.67. All other sections of Spanish are running over 20, so there is no room to cut. Cost of adding a 0.4 FTE Spanish/French teacher is $29,328, based on the average teacher salary of $73,320.
IMPACT OF NOT FUNDING: Without adding staffing, we will not be able to offer full sequence, or we will have classes of 38-39.
Visual arts: Unfunded – Enrollment growth.
The visual art department needs another 0.4 FTE teacher. There is now a fine-arts graduation requirement, plus increased interest in visual arts. Cost:$29,328 at the average teacher salary of $73,320.
IMPACT OF NOT FUNDING: Crowded art classes and fewer students able to get their first choice elective.
Athletics: Unfunded – Enrollment growth.
The athletic director has requested a budget increase of $121,965 to provide appropriate materials, supplies and services for growing high school athletics. This includes an increase in transportation costs as well as for ice-time cost increase. Particular needs include supporting the growth of boys’ hockey freshman team with coach and ice time, potentially adding a second season for the swim team in the winter, and reinstatement of unfilled coaching stipends.
IMPACT OF NOT FUNDING: May result in not covering all increased costs of the athletic program. Could affect the schedule for non-safety-related equipment purchases, uniform replacement and coaching-staff size.
Reserves: Unfunded – Enrollment growth.
This budget request includes reserve teachers to be allocated where needs arise when actual enrollment in each school and department is known. Cost of three positions: $219,960, based on the average teaching salary of $73,320.
IMPACT OF NOT FUNDING: District seeks two reserve teachers in the FY18 budget in addition to three reserves requested for FY17. Two of the total five requested for FY18 will be funded. The impact is a reduced ability to address inequitable class sizes or inability to meet the full demand for courses.
Math: Unfunded – Essential curriculum needs, unfunded mandates, enrollment growth and high needs.
Request includes an additional full-time equivalent elementary math coach, to complete the elementary math coaching team. The added coach would also assist in implementing the new math curriculum. Cost: about $73,320.
IMPACT OF NOT FUNDING: Support of elementary math teachers will be affected. A significant increase in the academic performance of district students in math has occurred, but we have a continuing increase in high-needs students. A growing number of teachers need support in differentiated math instruction.
Literacy: Unfunded – Enrollment growth and high needs.
Another literacy coach proposed for the elementary level will bring the total full-time equivalent for these positions to 2.6. The current 1.6 level is not sufficient to coach all elementary teachers on the skills needed to support the wide variety of student needs for literacy teaching and learning. Cost: $73,320.
IMPACT OF NOT FUNDING: The expansion of the Lucy Calkins program to reading, the increased rigor of the common core state standards and the continued layering of more demands on classroom teachers build a need for additional coaching support for elementary classroom teachers.
Tech: Funded – Enrollment growth.
Our technology network is larger than districts of our size. Adding teachers and technology increases the need for desktop support for the devices used daily by teachers. Implementing PARCC testing on computers requires additional support. We are also instituting VoIP, which will use the same network. An added desktop-support person will cost about $55,000. This aims to help ensure that the continuing investment in technology is working at a high-performance level.
Fiscal 2018 proposed increases
Special Education
IEPs: Unfunded – Enrollment growth and high needs.
Individual Education Plans (IEPs) are updated and revised frequently, and new students qualify for special-education services each year. Funding requested for five reserve teaching assistants to be allocated as required by IEPs. Cost: $88,435, based on the teaching-assistant salary of $17,687.
IMPACT OF NOT FUNDING: The district’s budget includes 4.5 reserve teaching assistants. We will draw
from this reserve for teaching assistants to meet both general and special education needs.
Elementary
Math: Unfunded – Enrollment growth, high needs and unfunded mandates.
Requesting two additional math interventionists. A new version of the math curriculum, a revised version of math assessments and data analysis, as well as shifts in pedagogy, necessitate support for the teachers. A full salaried staff of interventionists at elementary schools would be the start of the student intervention team. Cost: two interventionists at $146,640, based on the average teacher salary of $73,320.
IMPACT OF NOT FUNDING: We may lose current staff because of low salary or Title 1 funding reduction. That would mean no full-time math interventionists in the district.
Art, music: Unfunded – Enrollment growth.
With higher enrollment, and more classrooms in the elementary grades, more elementary specialists in art and music are needed. At current staffing levels, it is difficult to schedule these classes at times that allow all other needs of the elementary schools to be addressed. This includes common planning time,
staggering subject areas to accommodate special education and English language learner services, Title I intervention and reading services. We propose to hire one FTE divided between the requirements of art and music. Cost: $73,320.
IMPACT OF NOT FUNDING: Continued stress on scheduling appropriate class times for art and music, limiting ability to appropriately schedule core academics so that all students can participate.
Achievement gap: Unfunded – Enrollment growth and high needs.
To be Level 1, all schools need to meet their target for closing the achievement gap between high-needs students (students with disabilities, English language learners, former English language learners and economically disadvantaged students). Growing enrollment grows includes high-needs students. We are requesting an additional Board Certified Behavior Analyst, so that the district has four. Cost: $73,320.
IMPACT OF NOT FUNDING: Continuing difficulty in providing behavior-analysis support in elementary schools, affect the ability to support high-needs students.
Reading: Unfunded – Enrollment growth, high needs, unfunded mandates (CCSS).
As student population has soared at Bishop, we have not added additional reading FTEs. The Fountas & Pinnell Leveled Literacy Intervention System tutor, at a $28,500 salary, would provide needed support for Tier II Response to Intervention for grades K-2 in the buildings that don’t currently have the Title I Literacy Tutors (Hardy, Stratton, and Thompson).
IMPACT OF NOT FUNDING: More primary students reading below grade level not receiving additional RTI reading support, which could impact ability to read on grade level by end of grade three.
Middle School
Art: Unfunded – Enrollment growth.
More than 1,000 students take visual art at Ottoson Middle School, and crowded classes give rise to a request for a 0.4 FTE visual art teacher. This addition will provide smaller class sizes and give students the support of a dynamic teaching team. Cost: $29,328.
IMPACT OF NOT FUNDING: Art classes will be crowded for all three middle school grades.
Latin: Unfunded – Enrollment.
Sixth-grade Latin has 66 students enrolled. Most or all are expected to continue with Latin next year. Two sections of seventh-grade Latin are in effect. Adding an additional 0.2 FTE Latin teacher will create a new seventh-grade section, which will result in a class average of 22. Cost: $14,664.
IMPACT OF NOT FUNDING: If there are only two Latin sections next year, the class average will be 33 students.
Reading: Enrollment growth and high needs.
A consistent group of 10 to 15 students is referred for reading support. These students have diagnosed reading issues and need to receive Tier 2 and/or 3 reading instruction. Some students receive this as a result of an IEP; others do not. With a large group of Tier 3 sixth-grade student this year. Requested is adding a 1.0 FTE reading teacher at the middle school at a cost of $73,320.
IMPACT OF NOT FUNDING: It is very difficult to support student with reading needs, both students with and without IEPs.
High School
Math: Unfunded – Enrollment growth and high needs.
The high school needs a 0.4 FTE math teacher because of enrollment growth, with a focus on the curriculum A courses. With shifts in programs for honors/AP courses and curriculum B courses in recent years, the curriculum A course has increased, with many classes of 25 or more students. Demand for math in general has grown, with 76 percent to 96 percent of seniors now taking math. Cost: $29,400.
IMPACT OF NOT FUNDING: Enrollment growth may increase strongly.
Science: Unfunded – Enrollment growth and essential curriculum materials.
The science department needs new texts for the AP Chemistry and AP Biology courses. Enrollment has grown from six AP sections to nine in the department. At this point the texts are out of spec with AP chemistry and biology. The College Board won’t approve texts that are older than 10 years, which would affect these two subjects. Cost: $15,000.
IMPACT OF NOT FUNDING: These two classes could face rejection from acceptance for AP standing from the College Board.
Computers: Unfunded
The high school is requesting $104,600 for staff computers and replacement of classroom projectors. This is outside of the normal technology replacement schedule.
IMPACT OF NOT FUNDING: Some AHS teaching staff will not have recently replaced computers and classroom projectors.
Other
High school dean: Unfunded – Enrollment growth.
Staff requests an added dean. The school’s enrollment, up to 1,300, operates with two deans. Suspended students are now required to receive instruction while out of school, so the demand of providing that new service is also carried by the two deans. Cost: $95,000.
IMPACT OF NOT FUNDING: The current deans will continue to share responsibility for a growing number of students.
Assistant principals: Funded – Enrollment growth, high needs, essential curriculum materials and unfunded mandates.
The district has no assistant principals in the elementary schools. Growing numbers of students, including those with high needs leads to increased curriculum demands on elementary teachers. Schools need the support of assistant principals. This additional school leader will have an integral and clearly defined role in in running the building. Cost: $95,000. The district seeks to hire five for the largest elementary schools. Funding constraints limit the
hiring to 2.0 FTE.
Director of Social Emotion Learning: Funded – Enrollment growth, high needs.
With higher enrollment and a growing need for guidance services because of increased student social-emotional challenges, including anxiety and related issues, the request includes a request for a director for pre-K through grade 12. This additional administrative support will allow service providers to support a coordinated approach to provide appropriate guidance services districtwide. Approximate cost: $95,000.
Director of Performing Arts K-12: Unfunded (but funded differently in FY18 ask in line 35) – Essential curriculum needs and enrollment growth.
We are proposing to increase the position from a 0.2 to a 0.5 full-time equivalent. Adding to this position will improve the district’s ability to hire an appropriate candidate. This administrator will also have some teaching responsibilities. Cost of this 0.5 full-time equivalent increase is $47,500.
This news summary was published Wednesday, Feb. 22, 2017.
