1	Medway Public Schools Fiscal Year 2007 Budget Presentation December 8, 2005
2	School District Challenge The school department’s FY06 budget appropriation was $1 million less than what was needed to maintain a level service budget from FY05. As a result, a number of program and service cuts had to be made. Our challenge for FY2007 is to try to restore the vital services that were eliminated and make modest improvements to staffing and programs with the limited financial resources that will be available.
3	Long Term Trends in Enrollment (FY96 – FY 06)
4	Grade Sizes: 2005 - 06 Students Per Grade
5	Current Average Class Sizes (School Committee Policy #63 – Budget Development Class Size) Elementary: Middle: High:
6	FY07 Budget Priorities Offer reasonable class sizes Restore selected cuts from FY06 Strengthen the curriculum Make selected program improvements Upgrade technology Provide modest improvements in services Address capital improvement issues 1. Master Plan Study (Middle School, Burke, & McGovern) 2. McGovern School Parking Lot
7	FY06 Budget Review ($19,562,539)
8	FY06 Budget Breakdown ($19,562,539)
9	FY06 Discretionary Items by Category ($825,903)
10	Budget Definitions Level Service Budget – A level service budget would provide status quo staffing and level funded expenses from FY06 to FY07. No restorations or increases to staffing, programs, or services would be added to the current budget that experienced significant cuts in FY06. Selected Restorations Budget – A selected restorations budget would restore some, but not all, of the staff positions, programs, and services that were eliminated in the FY06 budget. It would restore the level of educational services almost to that of FY05. Basic Needs Budget – A basic needs budget would include selected restorations and support some modest improvements to advance the educational services of the district beyond the level of FY05. It would provide a small number of essential programs and services that are needed to continue to offer students a first-rate education.
11	FY07 Budget 1 Level Service Status Quo Staffing – $15,676,069 Level Funded Expenses – $4,120,178 Total – $19,796,247 FY06 Budget Allocation – $19,562,539 Required Increase – $233,708 Percent of Increase – 1.2 % (Total funding and percent of increase does not include provision for FY07 contractual salary increases.)
12	Selected Restorations Elementary – (Not necessarily in any order of priority) One grade 2 teacher and one grade 4 teacher – This restoration would bring class sizes back to previous levels by adding a tenth class at each of these grade levels. It would allow teachers to devote more time to individual students and increase opportunities for differentiated instruction, which are two important factors for student achievement. Two health education teachers (1.8 FTE) – The reinstatement of these positions would restore the health education program to the FY05 level and allow elementary students to develop a strong foundation in areas such as fire safety, personal safety, hygiene, nutrition, tobacco abstinence and other healthy habits.
13	Selected Restorations Elementary – (Continued) Eight kindergarten paraprofessionals – Restoring these teacher assistant positions would provide one instructional paraprofessional in each kindergarten classroom, which would allow for smaller staff-to-student ratios and more opportunities for center-based instruction and enrichment activities.
14	Selected Restorations Middle School – (Not necessarily in any order of priority) A part-time (0.2 FTE) music teacher – Currently there are three grade 6 general music/chorus sections with classes of 40, 42, and 43 students. Also, the grade 5 string program was indefinitely dropped. Restoring this position to its FY05 level will provide a more meaningful music experience for students at the middle school. A part-time (0.5 FTE) nurse – For the safety and well-being of the children in the middle school, currently over 960 students, the restoration of the part-time nurse is needed. It is not unusual for the nurse’s station to service over 40 students per day.
15	Selected Restorations High School – (Not necessarily in any order of priority) A part-time (0.6 FTE) mathematics teacher – Due to FY06 budget cuts, the mathematics department lost 3 sections of math. Class sizes are substantially higher, especially PreCalculus (all approximately 30 students) and Math II Accelerated (at approximately 28 students). This restoration would restore the math department to the FY05 level. A part-time (0.4 FTE) foreign language teacher – Two sections of Latin were dropped from the foreign language department. In order to strengthen the foreign language curriculum to its FY05 level, this position needs to be restored.
16	Selected Restorations High School – (continued) One social studies teacher – A teacher was eliminated from the social studies department in FY06 and this resulted in the elimination of five sections. This has caused some overcrowding at the accelerated levels in core areas. Restoring this position would help to reduce class size and increase course offerings. A part-time (0.8 FTE) English teacher – The English department experienced a loss of 2 sections as well as increases in class size during FY06. The standard English class sizes have increased from an average of 16 students to 21 students. Many of these classes have students on IEPs who require specialized services. Also, many accelerated, honors, and AP classes that averaged 24 in FY05 now exceed 26 students and four classes have 30 or more. This restoration is needed to meet the needs of students in the area of English.
17	Selected Restorations Special Education – (Not necessarily in any order of priority) One paraprofessional at the middle school – Given the ever-increasing number of students with IEPs requiring academic support in the level two classes, restoring a teacher assistant position would allow the students to receive in-class support, in addition to support in the learning center. One paraprofessional for the pre-school program at Burke School – The pre-school program currently services 24 students with disabilities on IEPs. The elimination of this assistant position has increased the student-teacher ratio in pre-school which has caused decreases in individual student attention.
18	Selected Restorations Special Education (continued) Three paraprofessionals at elementary level – These assistants provided services and support to all children, including those with disabilities and IEPs. The lack of support previously available within this crucial educational level has had a negative impact on the students requiring more direct assistance. Restoring these three teacher assistant positions would provide needed support to all students at the elementary level.
19	Selected Restorations Operations – (Not necessarily in any order of priority) One full-time maintenance position – Restoration of the maintenance position, preferably one with a plumbing license, would enable proper maintenance of old systems requiring attention/repair/replacement. Six summer custodial/maintenance part-time staff – This restoration provides a significant benefit in relation to cost. Reinstating these positions would allow leveraging and flexibility to ensure that the middle school is thoroughly cleaned, and the grade six relocation to the fifth-grade wing is accomplished.
20	Selected Restorations Supplies and Materials English/Language Arts (K-12) – The English/Language Arts budget was reduced from $67,258 in FY05 to $34,476 in FY06. As a result, books needed to support the Guided Reading Program at the elementary level were not purchased, magazine subscriptions to Weekly Reader and Action magazine for grades 5, 6, and 7 that supplement the reading program were cancelled, updated grade 8 literature textbooks were not purchased, publication costs of the high school newspaper were eliminated, and all magazine subscriptions for the high school were cancelled. Restoring the funding back to the FY05 level is needed to provide essential supplies and materials.
21	Summary of Selected Restorations Elementary = 2.0 classroom teachers ($97,242) 1.8 health teachers ($87,518) 8.0 kindergarten paraprofessionals ($122,916) Middle School = 0.2 music teacher ($9,724) 0.5 nurse ($23,439) High School = 1.0 social studies teacher ($48,621) 0.8 English teacher ($38,897) 0.6 mathematics teacher ($29,173) 0.4 foreign language teacher ($19,448) Special Education = 5.0 paraprofessionals ($73,749) Operations = 1.0 maintenance position ($48,000) 6.0 part-time summer custodians ($15,360) Part-time summer maintenance ($4,800) Supplies & Materials = English/Language Arts (K-12) ($32,782) Total Requested = $651,669 ($618,887 salaries)
22	FY07 Budget 2 Selected Restorations Status Quo Staffing – $15,676,069 Level Funded Expenses – $4,120,178 Selected Restorations – $651,669 Total – $20,447,916 FY06 Budget Allocation – $19,562,539 Requested Increase – $885,377 Percent of Increase – 4.5 % (Total funding and percent of increase does not include provision for FY07 contractual salary increases.)
23	Basic Needs Improvement Elementary – (Not necessarily in any order of priority) Two mathematics specialists – One mathematics specialist at McGovern and one at Burke/Memorial would enhance overall numeracy instruction for students. Math specialists would provide direct instruction to struggling learners, additional challenges to advanced learners, consultation to teachers, and professional development to staff in the area of mathematics.
24	Basic Needs Improvement Elementary – (continued) Add a part-time (0.25 FTE) art teacher and (0.25 FTE) music teacher for Burke/Memorial - With the current level of staffing, not all kindergarten students are receiving both art and music. Some students receive only art or music. Increasing these positions would help improve the fine arts curriculum and promote equity in the kindergarten program. Increase the literacy specialist position by 0.5 FTE for Burke/Memorial – This addition would increase the current half-time (0.5 FTE) literacy specialist position to full-time. Early intervention is crucial for helping at-risk students learn the skills and strategies they need to have the proper language foundation for learning.
25	Basic Needs Improvement Elementary (continued) A half-time (0.5 FTE) library paraprofessional – Currently one full-time paraprofessional is managing two separate library spaces at the Burke-Memorial School. As a result, both libraries cannot be opened and fully operational at the same time, and not all students at the preschool currently have the opportunity to borrow books.
26	Basic Needs Improvement Middle School – (Not necessarily in any order of priority) One grade 7 teacher – Currently there are 16 classes in grade 7 with class sizes of 28 or more students. The average grade 7 class size based on Level 1 English classes is 30. The addition of a grade 7 teacher would allow for an additional section per subject area which would alleviate the high numbers in the Level 1 classes, given that the population in grade 7 will be similar next year. Add 0.34 FTE to both the art teacher and music teacher positions – This would allow grade 5 students to be fully integrated into the middle school program. An additional period of art and music per cycle would provide a more consistent program and align the grade 5 and grade 6 fine arts programs.
27	Basic Needs Improvement Middle School – (continued) Increase the guidance counselor position by 0.8 FTE – Two full-time counselors currently service students in grades 6 through 8. This results in 2 full-time counselors servicing 715 students. Grade 5 with 245 students, has the service of 0.2 FTE counselor. This addition would allow more time for student contact at this critical age of development. Increase the foreign language department by 0.53 FTE – This addition would provide the staffing needed in order to offer a Conversational Foreign Language program for seventh and eighth graders who are not selected to begin formal study of a foreign language. Currently, those students who were enrolled in the exploratory foreign language program in grades 5 and 6 and do not begin the formal study in grade 7, must wait until grade 9 to further their foreign language study.
28	Basic Needs Improvement Middle School – (continued) One reading/literacy teacher – The needs of the middle school students in general education who are not meeting with success have to be addressed. Currently, the middle school has one special education reading teacher who services students using the Wilson Reading Program; a phonetic, sequential, multi-sensory approach. A reading/literacy teacher is needed to support students in the area of reading. This addition would continue the assistance currently available in grade 4 by providing direct instruction to students and support to staff.
29	Basic Needs Improvement High School – (Not necessarily in any order of priority) Add a 0.4 FTE English teacher – This position would be used to offer Journalism and Writing Workshop as course electives. Add a 0.4 FTE social studies teacher – This position would be used to offer Current Events and Sociology as course electives. Add a 0.4 FTE science teacher – This position would be used to maintain reasonable class sizes in the ninth and tenth-grade science classes. Add a 0.2 FTE mathematics teacher - This position would be used to offer Computer Programming as a course elective.
30	Basic Needs Improvement High School – (continued) Add a 0.2 FTE foreign language teacher - This position would be used to maintain reasonable class sizes within the foreign language courses. Add a 0.2 FTE computer aided drafting and design teacher – This CADD position would be used to offer additional course electives. Add a 0.4 FTE physical education teacher – This position would be used to maintain reasonable class sizes in the area of physical education.
31	Basic Needs Improvement Special Education – (Not necessarily in any order of priority) Increase the 0.7 learning center teacher at Burke to 1.0 FTE – This addition would allow the learning center teacher to increase both direct instruction time for students within the learning center as well as time working with students and staff within the kindergarten classes. One special education teacher to establish a transition class at McGovern – This program would provide a higher level of instructional support for students requiring intensity and content instruction not available within the learning center. This class would complement the special education programs at the other schools in Medway and build a strand of programs across the district that would support students with disabilities who require increased direct instruction in a small group setting.
32	Basic Needs Improvement Special Education – (continued) Increase speech/language therapist position at the middle school by 0.5 FTE – The highest caseload of speech and language exists at the middle school. Increasing the FTE to 1.0 would allow for better provision of current services and increase support to general educators. With this addition, the speech therapist could model lessons within classrooms and provide direct assistance to students and teachers within the current middle school team model. One special education teacher for the middle school – Special education teachers have very high caseloads in varied areas including the learning center, speech, and reading. An additional staff member is needed to provide the services currently on students’ educational plans.
33	Basic Needs Improvement Special Education – (continued) A 0.4 FTE special education coordinator – Special education coordinators organize and chair TEAM meetings including initial evaluations, re-evaluations, and annual reviews. The addition of a 0.4 special education coordinator would provide Medway High School with a full-time coordinator which would increase consistency and support for special education students, staff, and parents. One Applied Behavioral Analysis (ABA) assistant – A specially trained ABA assistant would be needed to enable Medway to develop a substantially separate program for young children as defined by the Code of Massachusetts Regulations under CMR 28. 06 (7)(f).
34	Adequate Yearly Progress Results of the 2003 and 2004 MCAS data indicated that students in the special education subgroup did not make Adequate Yearly Progress (AYP) on the English Language Arts portion of the test. In accordance with the No Child Left Behind Act of 2001 (NCLB), schools or districts that do not make AYP in English Language Arts or mathematics for a student subgroup for two or more consecutive years are considered to be identified for improvement. In 2004 the special education subgroup was given an accountability status of Identified for Improvement. Improvements in the way services are delivered to special education students need to be made in order to address this concern.
35	Basic Needs Improvement District-wide – (Not necessarily in any order of priority) One English Language Education (ELE) teacher – Chapter 386 of the Acts of 2002 (known as “Question 2”) amended in its entirety the Transitional Bilingual Education statute, G.L. c. 71A, and is the new Massachusetts law governing the education of students who are limited English proficient (LEP). State law, G.L. c. 71A, requires that LEP students be educated in Sheltered English Immersion. This requirement applies to all districts that enroll LEP students, regardless of whether there is one LEP student or hundreds of LEP students enrolled in the district. Medway currently has 5 LEP students and, therefore, is required to provide sheltered English instruction.
36	Basic Needs Improvement District-wide – (continued) Two technology integration teachers (one for secondary and one for elementary – These positions would help institute a comprehensive, structured computer education program at all levels and assist the district toward meeting the Department of Education’s Standards for Instructional Technology. One technology technician/support staff – The addition of this position would help maintain and support the technology assets that the district oversees (approximately 1,000 workstations, multiple servers, 4 voicemail systems, email accounts, and 2,900 users).
37	Basic Needs Improvement District-wide – (continued) One director of curriculum – The district continues to make do with part-time curriculum coordinators who also teach 3 periods a day at the high school. Increasing demands for curricular leadership and coordination resulting from the MCAS and NCLB justify the need for a K-12 director of curriculum. The following Tri-Valley and neighboring districts have already recognized the importance and addressed the need for curriculum leadership by hiring curriculum administrators: Ashland, Bellingham, Dover, Franklin, Holliston, Hopkinton, Medfield, Milford, Millis, Norton, and Westwood.
38	Summary of Basic Needs Elementary = 2.0 mathematics specialists ($97,242) 0.25 art teacher ($12,156) 0.25 music teacher ($12,156) 0.5 literacy specialist ($24,311) 0.5 library paraprofessional ($8,259) Middle School = 1.0 grade 7 teacher ($48,621) 1.0 literacy specialist ($48,621) 0.8 guidance counselor ($41,568) 0.53 foreign language teacher ($25,769) 0.34 art teacher ($16,531) 0.34 music teacher (16,531)
39	Summary of Basic Needs (continued) High school = 0.4 English teacher ($19,448) 0.4 social studies teacher ($19,448) 0.4 science teacher ($19,448) 0.2 mathematics teacher ($9,724) 0.2 foreign language teacher ($9,724) 0.2 CADD teacher ($9,724) 0.4 physical education teacher ($19,448) Special Education = 1.0 transition teacher ($48,621) 1.0 ABA assistant ($25,000) 1.0 special education teacher ($48,621) 0.5 speech therapist ($24,311) 0.3 learning center teacher ($14,586) 0.4 special education coordinator ($19,448)
40	Summary of Basic Needs (continued) District-wide = 1.0 ELE teacher ($48,621) 2.0 technology integration specialists ($97,242) 1.0 technology technicians ($19,598) 1.0 director of curriculum ($87,500) Total Requested = $892,278
41	FY07 Budget 3 Basic Needs Status Quo Staffing – $15,676,069 Level Funded Expenses – $4,120,178 Selected Restorations – $651,669 Basic Needs Improvements – $892,278 Total – $21,340,194 FY06 Budget Allocation – $19,562,539 Requested Increase – $1,777,655 Percent of Increase – 9.1 % (Total funding and percent of increase does not include provision for FY07 contractual salary increases.)
42	Budget Increase 2-Year View FY05 Budget Allocation – $19,900,703 FY07 Total Budget 3 Request – $21,340,194 Net Requested Increase – $1,439,491 Percent of Increase – 7.2% Average annual increase – 3.6%
43	FY07 Capital Requests Article 1: To see if the Town will vote to raise and appropriate, transfer from any available source of funds or borrow $100,000 in order to fund the maintenance and upgrade of the School Department’s technology systems; or to act in any manner relating thereto. Article 2: To see if the Town will vote to raise and appropriate, transfer from any available source of funds or borrow $25,000 in order to upgrade and bring into compliance the Medway Middle School’s fire alarm system; or to act in any manner relating thereto. Article 3: To see if the Town will vote to raise and appropriate, transfer from any available source of funds or borrow $125,000 in order to reconstruct the McGovern School parking lot; or to act in any manner relating thereto.
44	FY07 Capital Requests (continued) Article 4: To see if the Town will vote to raise and appropriate, transfer from any available source of funds or borrow $45,000 for the purpose of beginning Phase 1 of the repairs to the Medway Middle School HVAC system; or to act in any manner relating thereto. Total Funds Requested: $295,000
45	DOE’s Definition of Regular Day Per Pupil Expenditure “Day Program per pupil expenditures represent what a school district expends for all locally enrolled students plus any pupils enrolled from other districts through the school choice or other tuition programs. District spending is derived from the school committee budget; municipal indirect educational costs; and school choice income. Districts report pupil membership and expenditures in any of the regular, special, bilingual and occupational programs offered to school districts.”
46	Tri-Valley and Surrounding Town Comparison Per Pupil Expenditure Regular Day (FY04 DOE Data)
47	Per Pupil Expenditure Special Education Day (FY04 DOE Data)
48	Per Pupil Expenditure Integrated Costs (FY04 DOE Data)
49	Average Single Family Tax Bill FY05: Tri-Valley Districts
50	Medway Teachers – Years of Experience FY04 - FY05
51	Medway Teachers – Degree Status FY05
52	Medway Teacher Salary Information
53	Chapter 70 State Aid
54	Conclusion The Medway Public Schools is a massive operation providing the most valuable of services to the most precious of resources – our community’s children. The school department is responsible for educating, nurturing, supervising, feeding, transporting, protecting, and enriching nearly 3,000 students each day that school is in session. In FY06, the school department budget received $1million less than what was required to maintain level services in the district. As a result, services and programs were reduced or eliminated. What type of education do Medway’s children deserve?