2013-14 Adopted Budget and Financial Statements

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2013-2014 ADOPTED BUDGET 1

Fiscal Year 2014 | Beginning July 1, 2013 | Ending June 30, 2014

Think. Learn. Grow.

20132014ADOPTED BUDGET AND FINANCIAL STATEMENTS

www.dmschools.org | facebook.com/dmschools | twitter.com/dmschools


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Des Moines Public Schools901 Walnut Street

Des Moines, Iowa 50309

BOARD OF DIRECTORSDick Murphy, Chair

Cindy Elsbernd, Vice ChairConnie Boesen

Teree Caldwell-JohnsonBill Howard

Joe JongewaardPat Sweeney

Thomas Ahart, Superintendent

Report issued by the Department of Business and FinanceThomas Harper, Chief Financial Of cer

(515) 242-7745


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Table of Contents

04 Introduction and Overview

05 Superintendents Message

07 Our District and Community

21 Our Focus on Progress

27 Our Fiscal Pro le

38 Our Leadership

43 Our Schools

64 Our Financial Awards

66 Financial Structure, Policy, & Process

67 Organization Charts

70 Fund Descriptions and Fund Structure

78 Fund Relationship

79 Basis of Budgeting

82 Financial Policies

89 Budget Process

94 Financial Summaries

95 Consolidated Financial Schedule

97 Three/(Four) Year Consolidated andFund Financial Schedules

102 Fund Balance

134 Revenues

147 Long-Range Financial Plans

151 Capital & Debt

152 Capital Expenditures

158 Impact of Capital Investmentson Operating Budget

165 Debt

171 Departmental Information

172 Personnel

189 Department Descriptions,Accomplishments, and Goals

242 Appendix

243 Certi ed Budget

250 CBAC letter

252 EBAC letter

254 Glossary


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SECTION 1Introduction and Overview


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Superintendents Message

June 21, 2013

Members o the BoardDick Murphy, ChairCindy Elsbernd, Vice ChairConnie Boesen

eree Caldwell-JohnsonBill Howard Joe JongewaardPat Sweeney

I am pleased to present the revised adopted 2013-14 budget of Des Moines Public Schools,which presents the Districts revenue and expenditure plan for the new school year.

Tis budget represents a collaborative e ort on the part o every unit within the District, including theCitizens and Employees Budget Advisory Committees, to implement a nancial plan re ecting theDistricts goals and priorities.

It has been my aim throughout the 2013-14 budget process to maximize the use o every available dollarto continue to improve student achievement. Te result is a budget that I believe is both scally sound and

orward ocused.

Te District continues to make academic excellence our number one priority. While our work is ar romnished, recent trends on key measures such as pro ciency and graduation rates are heading in the right

direction. Regardless o the economic challenges, we are working to make sure every student has thesupport they need to be ready or their next stage in li e.

In addition, we are running our operations more efciently. Sixty o our school buildings have beenrenovated thanks to revenue rom the one-cent sales tax, the result being not only better places or ourteachers to teach and our students to learn, but also acilities that are saving the district money and resourcesthanks to our energy efciency e orts. Te work on our schools was recently recognized, or the second yearin a row, and named Energy Star Partner o the Year by the U.S. Environmental Protection Agency.

Think. Learn. Grow.


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Ultimately, our goal is to provide a seat or every child at his or her neighborhood school, with access to a rich diversity o experiences that will bring students to their highest possible level o achievement througha rigorous curriculum.

Te District is working hard to achieve its goals, in spite o a political, economic, and budget environment

that is not always ideal. While the state and nation are beginning to enjoy a mild economic recovery, theDistrict is still recovering rom numerous budget reductions and redirections over the past several years.

Te District has nalized two-year collective bargaining agreements with employee groups. Te two-yearprocess will allow the District to plan or stafng costs or the next two years, which represents 82% o the entire budget. Tis coincides with the recently passed legislative education budget, which also setsallowable growth or two years. Tese two elements will enable the District to orecast with a greaterdegree o certainty the Districts major revenues and expenditures, which will help the District plan andimplement strategies to close the achievement gap.

I present this budget with con dence, ully anticipating that we will dedicate every dollar to continuing

and improving upon the progress we have made.

Sincerely,

Tomas AhartSuperintendent

Ultimately, our goal is to providea seat for every child at his orher neighborhood school, with

access to a rich diversity of experiences that will bring studentsto their highest possible level of achievement through a rigorouscurriculum.


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ABOUT DES MOINES PUBLIC SCHOOLS

Is Des Moines Public Schools a microcosm or an outlier? A little bit o both, actually.

Te district is located in a small, homogeneous, agrarian, rural state in the heart o the country. But its thelargest provider o public education in Iowa, and its demographic pro le tilts decidedly urban and diverse.Its history is deep and rich; its tradition o student achievement both longstanding and outstanding. Butits also at the ore ront o innovative change as schools rise to meet the unique challenges presented by the21st century. Prime examples o DMPS adaptability include the wide breadth o curricular choice o eredand the groundbreaking teacher contract that was pioneered to attract and retain the next generation o state-o -the-art pro essional, career educators.

Even districts on the cutting edge o educational change are not immune to the dynamics at work in the

broader American culture. Te number o kids growing up hungry and poor in America is on the rise,and in Des Moines more than 2/3 o public school students quali y or ree-and-reduced-price meals. Justas more and more amilies have had to tighten belts, so have the countrys schools. But in Des Moinesthe response to that harsh scal reality in recent years has included an award-winning model o energy efciency, one that saves enough dollars to save enough teachers to save lots o students that mightotherwise have drowned in the rising tide o budgetary red ink.

Yes, DMPS bears most o the earmarks o its counterparts in larger cities but there are noteworthy exceptions. Against the current o generally declining enrollments in large, diverse, urban schools, thisdistrict is growing, and that local trend is projected to continue in coming years. Te graduation rate, too,is on the rise and is substantially higher than the national average among city schools.

Public schools in Des Moines are charged with doing more than ever be ore. A sobering summary o theever-increasing burden America places on its schools is Vollmers List (http://www.iowa uture.org/wp-content/uploads/2011/08/Vollmer-Increasing-Burden.pd ), compiled by noted educational consultant Jamie Vollmer, which also demonstrates that the commitment o resources is not always commensurate tothe expectations.

One o the purposes served by this document is to provide an index o the many ways DMPS ismaximizing outcomes regardless o budgetary constraints. When a 10% across-the-board state budget

Our District & Community

DMPS MISSIONThe Des Moines Public Schoolsexist so that graduates possessthe knowledge, skills, andabilities to be successful at thenext state of their lives.


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cut was imposed in 2009 at the height o the Great Recession, the rallying cry was do more with less.Going orward the objective, regardless o prevailing political and economic winds, remains what it hasalways been: to make the most o every potential scal, human, and otherwise at the districts disposal.

Goals and Strategies: DMPS Graduate EndsHow is Des Moines Public Schools preparing students to be success ul beyond high school and into the21st century? Since 2008, the district has operated under the Graduate Ends expectations or all DMPSgraduates. Te Ends are objectives to help prepare graduates or their uture, so they possess the knowledge,skills, and abilities to be success ul at the next stage o their lives. Te Ends statements were created in thespring o 2007 as a result o 10 community conversations held throughout the district, nine ocus groups,phone surveys, and an electronic sta survey to determine what parents, sta , business leaders, and thecommunity believe are the most important assets children can gain rom their school experience.

Graduates demonstrate the ability to adapt success ully in educational, workplace, and community settings through their ability to think, communicate, and interact.

Graduates demonstrate strategies or li e-long learning

Tey exhibit competent thinking Tey exhibit intuitive thinking Tey understand systems and processes, including the understanding o underlying structures Tey exhibit creative and innovative thinking Tey anticipate uture trends Tey demonstrate critical thinking and problem solving abilities

Graduates demonstrate knowledge and understanding o a rigorous curriculum integrated into all content areas

Tey demonstrate pro ciency in reading, writing, speaking, and listening Tey demonstrate pro ciency in mathematics, including algebra and geometry Tey demonstrate pro ciency in science, including li e, earth, and physical science Tey demonstrate pro ciency in civics and government Tey demonstrate nancial and economic literacy Tey demonstrate an understanding o the value o ne and applied arts in society

The number of kids growing uphungry and poor in America is onthe rise, and in Des Moines more

than 2/3 of public school studentsqualify for free-and-reduced-pricemeals. Just as more and morefamilies have had to tighten belts,so have the countrys schools. Butin Des Moines the response tothat harsh scal reality in recentyears has included an award-winning model of energy ef ciency,one that saves enough dollars tosave enough teachers to save lotsof students that might otherwisehave drowned in the rising tide of budgetary red ink.


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Graduates possess technological and in ormation literacy

Tey can access and evaluate in ormation rom a variety o sources to continue their learning Tey understand, manage, and create oral, written, and multimedia communication Tey utilize appropriate technology to apply or analyze in ormation

Graduates have world awareness

Tey understand the rights and obligations o citizenship at local, state, national, and global levels Tey learn rom and work with individuals representing diverse cultures and religions in a spirit

o mutual respect in school, work, and community contexts Tey are aware o issues acing the world Tey are actively engaged in community li e

Graduates possess the knowledge and skills to be sel -directed and autonomous

Tey demonstrate an understanding o the attributes o physical and mental well-being Tey act responsibly with the interests o the larger community in mind Tey exercise sound reasoning in making complex choices Tey monitor their own understanding and learning needs Tey understand the role o work and productivity in shaping the circumstances o their daily lives Tey have identi ed career interests and developed related academic and technical skills.

Since 2007, the Board has reviewed the End Statements with the community. A result o this review is therecent adoption o new Student Expectations and Board Belie Statements:

School Board Belie sWe believe in every child and, no matter their circumstance, will support them in achieving at their highest level.

DMPS will work to ensure our students are career and post-secondary education ready.


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We believe all students will have the best sta working to provide and support their education.

DMPS will be a best place to work, committed to recruiting, developing, retaining, andrecognizing high quality sta in a climate and culture where people are able to do their best work.

We believe in the ull engagement o our parents and community in the support o our students education. DMPS will commit to the support, training, and tools needed to maximize engagement

opportunities with our parents and the entire community.

We believe, as a community, in providing the resources necessary to o er PK-12 education o the highest qual

DMPS will work, proactively and creatively, with the community to assure the properinvestment in our commitment to our children.

We believe rst-rate acilities are essential to quality education.

DMPS is committed to acilities, as centers o our community and neighborhoods, which o ersa e, healthy, well-run, and creative learning environments.

We believe in a school district that operates with transparency, accountability, and efciency at every level.

DMPS is committed to operating in an atmosphere o ull-disclosure to ensure transparency,accountability, and efciency.

School Boards Expectations or Students

Students demonstrate pro ciency and understanding o a rigorous core curriculum:

Tey demonstrate pro ciency in reading, writing, speaking, and listening Tey demonstrate pro ciency in mathematics, including algebra and geometry Tey demonstrate nancial and economic literacy Tey demonstrate an understanding o the value o ne and per orming arts in society Tey demonstrate pro ciency in technological and in ormation literacy Tey demonstrate pro ciency in science, including li e, earth, and physical science


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Students possess the knowledge and skills to be sel -directed and autonomous:

Tey demonstrate critical thinking and problem solving skills Tey exercise sound reasoning in making complex choices Tey exhibit creative, innovative, and entrepreneurial thinking

Tey understand the attributes o physical and mental well-being

Students have world awareness:

Tey learn rom and work with individuals representing diverse cultures and religions in a spirito mutual respect in school, work, and community

Tey understand the rights and obligations o citizenship at local, state, national, and global levels Tey are actively engaged in community li e Tey will be exposed to languages and cultures o the world

DES MOINES: A VIBRANT, INNOVATIVE, AND DIVERSE CITY

As Iowas capital city, Des Moines is a hub o government, commerce, and cultural a airs. Des Moines,the city proper, is comprised o 80.87 square miles o land with a population o 207,000, approximately 25% o which is younger than 18. Te median household income (2007-2011) in Des Moines was$44,997, and approximately 17% o persons live below the poverty line.

oday, Iowas economy stands on rm ground as it recovers rom the deep recession that began in 2008. Animproved employment outlook nudged Iowas unemployment rate down to 4.7 percent in April 2013 rom4.9 percent in March 2013. Te rate in 2012 was 5.2 percent (Iowa Work orce Development, May 2013). According to a report issued by the Iowa Legislative Services Agency (LSA) in February 2013, Iowa general

und revenues totaled $4.27 billion or the previous eight months, a 9.1% increase over the same perioda year ago. Major sources o tax revenue or that period included personal income taxes (up $229 million,or 10.3%), sales and use taxes (up $50 million, or 2%), and corporate taxes (up $30 million, or 10.9%). Additionally, the LSA reported that scal-year-to-date tax receipts were $355 million higher than in FY 2012(Petroski, March 2013).


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With a metro population o 569,633, the greater Des Moines community is a bustling metropolis. Majorindustries in Des Moines are insurance, government, manu acturing, trade, and health care services, andDes Moines area businesses draw employees rom a ve-county area. While there is big city bustle, thecommunity is extremely proud o its small town atmosphere. Troughout Des Moines are dozens o neighborhoods, each with its own personality and style. Te community o ers superb schools, quality

public services, and riendly neighbors.

Downtown Des Moines o ers amenities usually ound only in larger cities: unique shopping in the EastVillage; dining at world class restaurants; countless entertainment opportunities at Wells Fargo Arena andthe Civic Center; educational opportunities at the new Science Center o Iowa, Downtown Library, andPappajohn Sculpture Park; and pro essional sporting events. Te city boasts unique housing options atseveral lo ts and townhome developments, has one o the nations largest armers markets, and is home to a top-ranked annual art estival. Te community also has a vibrant outdoor scene. One can listen to summerconcerts along the banks o the Des Moines River or on the steps o the State Capitol, take a leisurely strollalong the Principal Riverwalk, and the entire metro area is connected by a series o parks and trails so one canenjoy a bike, walk, or run on a warm summer day, under the colored leaves o autumn, or on a blanket o

reshly allen snow. In act, Des Moines Grays Lake Park was recognized as one o the nations best outdoorplaces, and central Iowa is intertwined with more than a hundred miles o trails.

Heres what others have to say about Des Moines being a great place to live and work:

Des Moines is the #1 Place or Business and Careers in 2013 Forbes Des Moines ranks #1 Best Cities or Families. Kiplinger Des Moines Named No. 5 in op 100 Best Cities or Families. Parenting Magazine Greater Des Moines Ranks #1 Best City or Young Pro essionals. Forbes Des Moines ranks #2 Best Place or Business. Forbes Des Moines is the #1 richest metro in the nation. US News & World Report

Des Moines is the #1 city in the US or home renters. ime Magazine Iowa ranks #9 or best state or business. CNBC Des Moines is the #4 city in the nation or doing business. MarketWatch Des Moines ranks in the top 10 Best Cities or the Next Decade. Kiplinger Des Moines ranks #1 as the Best Place or Business and Careers. Forbes 2010 Des Moines is one o the 20 strongest-per orming metro areas. Brookings Des Moines living costs are 10 percent below the national average. Te Council or

Community and Economic Research Des Moines is the #6 healthiest place to live. Parenting Magazine


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DES MOINES PUBLIC SCHOOLS: IOWAS LEADER IN EDUCATIONAL INNOVATION

Des Moines Public Schools may be the biggest provider o public education in Iowa, but the district takesanything but a one-size- ts-all approach to educating students. In act, amilies in Des Moines can ndmore educational options than anyplace in the state, including:

Advanced Placement.Central Academy, attended by students rom 39 central Iowa middle andhigh schools, is Iowas top AP program, dedicated to providing a challenging curriculum. TeBelin-Blank Center or Gi ted Education and alent Development placed Central Academy in a class by itsel as a college preparatory school. In addition, DMPS is in the midst o a signi cant expansion o AP course o erings throughout all ve comprehensive high schools,providing thousands o students access to rigorous and advanced courses.

International Baccalaureate.Home to the only IB program in Iowa, DMPS o ers this world-class educational opportunity at our elementary schools (Hubbell, Park Avenue, Stowe, and Walnut Street) and our middle schools (Brody, Goodrell, Meredith, and Merrill). Central Academy is the only high school in Iowa to o er the renowned International Baccalaureate

diploma to graduating seniors. Career & echnical Institute.Located at Central Campus, C I presents students with learning opportunities in several high-skill areas, including graphic design, broadcasting & lm, culinary arts, ashion, and automotive technology. Also, DMPS o ers one o only three high schoolaviation programs certi ed by the FAA and has the largest marine biology program o any non-coastal high school.

Higher Education Partnerships.Des Moines Public Schools proximity to Drake University, Iowa State University, Des Moines University, Des Moines Area Community College, and otherinstitutions o higher education have created numerous partnerships and collaborative e ortsthat support students, teachers, and administrators.

Downtown School.Te Downtown School, located in a brand new home at Central Campus,

is a national model where students learn in multiage classes. Te school has been nationally recognized or its innovative programming, including an extended calendar, and is a greatoption or parents who work in the heart o the city.

Montessori.Cowles Montessori School is the only public Montessori program in Iowa, serving students in grades K-8. Students learn in multiage classrooms and childrens natural curiositiesare exploited to the ullest as they advance at their own pace.

Continuous Calendar Schools.In addition to the Downtown School, three other schools in DesMoines o er an extended school year to better serve the educational needs o their students andthe scheduling needs o their amilies. Capitol View Elementary, River Woods Elementary, and

Des Moines Public Schools maybe the biggest provider of publiceducation in Iowa, but the districttakes anything but a one-size- ts-all approach to educating students.In fact, families in Des Moines can

nd more educational options thananyplace in the state.


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Moulton Extended Learning Center begin the school year in mid-July and end in early June, with breaks spread throughout the year.

raditional Programs. Je erson and Phillips elementary schools have dress codes andeature increased emphasis on basic academic skills. Te schools also stress personal respect,

responsibility, and discipline as cornerstones o a place where academic achievement can be

maximized. Alternative Programs.Future Pathways, Scavo Alternative High School, Orchard Place, Des

Moines Alternative, and Middle School Alternative o er programming or students who may be struggling with attendance requirements at a comprehensive school or have other personalissues and need alternative programming.

Ruby Van Meter and Smouse schools.Ruby Van Meter School (serving secondary-age children)and Smouse Opportunity School (serving elementary-age children) provide high-quality,specialized instruction to physically and mentally disabled students.

Des Moines educators and sta are recognized as being among the very best in their elds. Tese are justsome o the awards and honors they have earned in recent years:

2013 nalist or Iowa eacher o the Year 2013 and 2012 ENERGY S AR Partner o the Year rom the Environmental Protection Agency 2013 and 2012 Governors Iowa Environmental Excellence Award 2013 Green Ribbon School Award or Des Moines Public Schools rom the U.S. Department

o Education 2013 and 2012: 15 total awards and citations rom the National School Public Relations

Association or a wide range o communications including a new website, a revamped andmore requent community newsletter, special purpose publications/reports, and video newsproductions. In both years, DMPS received NSPRAs highest honor, the Award o Excellence,

or use o social media, one o only two districts nationwide to achieve that distinction in 2012.

2013 recipient o a Sunny Award or having one o the most transparent government websitesin the nation 2012 and 2010 state nalists or Presidential Award or Excellence in Mathematics and Science

eaching (mathematics) 2012 Phyllis Yager Memorial Commitment to Diversity Award rom the University o Iowa

College o Education 2012 Gary Hendrichs Memorial Award rom the Iowa School Counselor Association 2012 Education Support Personnel o the Year or the State o Iowa 2012 honoree as a Champion o Change in education rom the White House

Des Moines educators and staff

are recognized as being amongthe very best in their elds.


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2012 nalist or America History eacher o the Year rom Iowa Preserve 2012 Green Ribbon School Award or Central Campus rom the U.S. Department o

Education 2011, 2010, 2009, 2008, and 2007 Certi cate o Excellence in Financial Reporting rom the

Association o School Business Ofcials Association or the school districts comprehensive

annual nancial report 2011, 2010, 2009, 2008, and 2007 Certi cate o Achievement or Excellence in Financial

Reporting rom the Government Finance Ofcers Association or the school districtscomprehensive annual nancial report

2011 nominee or U.S. History eacher o the Year rom the Daughters o the AmericanRevolution

2011 Outstanding Secondary Art Educator rom the Art Educators o Iowa 2011 Outstanding Iowa Biology eacher o the Year rom the National Association o

Biology eachers 2011 and 2009 James Madison Fellowships or the state o Iowa 2011 Educator o the Year rom the Printing Industry o the Midwest

2010 honoree or the eacher Program rom oyota International 2010 Presidential Award or Excellence in Mathematics and Science eaching (mathematics) 2010 James Bryant Conant Award in High School eaching 2010 Iowa School Social Worker o the Year rom the Iowa School Social Workers Association 2010 Iowa Financial Literacy Educator o the Year 2010 runner-up or Excellence in Education Award 2010 Edyth May Sli e Award or Distinguished High School Mathematics eaching rom the

Mathematical Association o America 2009 Presidential Award or Excellence in Mathematics and Science eaching (science) 2009 Iowa Industrial echnology Education Middle School eacher o Excellence 2009 Edyth May Sli e Award or Distinguished Junior High/Middle School

Mathematics eaching 2009 Art Educator o the Year rom the Art Educators o Iowa


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School District Offices Educational and Cultural Attractions

Des Moines Public Schools ishome to more than 60 schoolsand support acilities, totaling nearly 6 million square eet,

serving students and amilies inevery neighborhood throughoutIowas capital city.


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Enrollment Over the past 100 years+, Des Moines Public Schools, accredited by the North Central Association o Secondary Schools and Colleges and the Iowa Department o Education, has educated hundreds o thousands o children in Iowas capital ci ty. Peak enrollment occurred early in the 21st century, inFY 2002, ollowed by eight years o decline. Since 2011, DMPS has seen an increase in enrollment,

bucking the trend in urban districts nationwide. In act, the Iowa Department o Education is projecting that the districts enrollment may surpass the FY 2002 peak in the next ew years. o address increasing enrollment and respond to evolving needs, the district will add 95 F E classroom sta and adjust centralofce departments, as described beginning on page 176 o this document.

In addition to serving more than 32,000 K- 12 students, the district also has a robust Early Childhood

program. As the pie chart to the le t indicates, nearly 1,900 students were enrolled in preschool programsthrough a variety o unding sources in 2012-13. Students received preschooling in district buildings or inpartnering religious, child care, and other organizations.

One hundred and ten preschool teachers and associates deliver preschool education. In order to continueproviding quality programming, the rst priority will be to ocus on maximizing enrollment at the threeregional Education Center schools in the district: McKee, Mitchell, and Woodlawn. A continuum o services is provided at each location rom Head Start to preschool to Early Childhood Special Education.In addition, 10 or 11 preschool classrooms will remain in neighborhood elementary schools to providegeographic enrollment equity.

34,00033,50033,00032,50032,000

31,50031,00030,50030,00029,50029,000

1 9 9 9 - 2

0 0 0

2 0 0 0 - 0

1

2 0 0 1 - 0

2

2 0 0 2 - 0

3

2 0 0 3 - 0

4

2 0 0 4 - 0

5

2 0 0 5 - 0

6

2 0 0 6 - 0

7

2 0 0 7 - 0

8

2 0 0 8 - 0

9

2 0 0 9 - 1

0

2 0 1 0 - 1

1

2 0 1 1 - 1

2

2 0 1 2 - 1

3

2 0 1 3 - 1

4 ( E s t

. )

2 0 1 4 - 1

5 ( E s t

. )

2 0 1 5 - 1

6 ( E s t

. )

2 0 1 6 - 1

7 ( E s t

. )

UniversalPreschool

1281

HeadStart454

PrairieMeadows

54

SharedVisions

48

EarlyChildhood

Iowa54

DMPS ENROLLMENT

PRESCHOOL ENROLLMENTBY FUNDING SOURCE

2012-2013

In addition to serving morethan 32,000 K- 12 students, thedistrict also has a robust EarlyChildhood program.


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School DemographicsDMPS is an urban school districtthat serves an increasingly diversestudent population. Sixty-eightpercent o the students in thedistrict are low-income, based oneligibility or Free or Reduced-PriceLunch (FRPL). Te percentageo Des Moines Public Schoolsstudents enrolled in the Free andReduced-Price Lunch program issubstantially higher than the stateaverage, and DMPS has the highestpoverty rate in Polk County (basedon FRPL enrollment).

80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

2004-05 2004-06 2004-07 2004-08 2004-09 2004-10 2004-11 2004-12 2004-13

DMPS State of Iowa

80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

D M P S

S a y d e l

U r b a n d

a l e

W e s t D

e s M o i n

e s

S o u t h e

a s t P o l

k

B o n d u r

a n t - F a r

r a r

J o h n s t o

n

N o r t h

P o l k

A n k e n y

FRPL RATES: DMPS vs. STATE OF IOWA

FRPL ENROLLMENT: POLK COUNTY SCHOOL DISTRICTS 2012-13


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DMPS minority enrollment hassteadily increased to 53.4%, andLatino amilies are the astestgrowing demographic segment o

both the city and the schools.

In the last decade DMPS hasexperienced a 62% increase in thenumber o students enrolled inEnglish Language Learner (ELL)classes and a 386% increase in20 years. DMPS students speak

more than 80 di erent nativelanguages, and currently 16% o the entire student body is ELL.Eighty-six teachers, 44 bilingualcommunity outreach workers,and six additional support sta are necessary or the ELL programto operate. ELL sites are locatedin ve high schools, eight middleschools, 28 elementary schools(including one parochial school),

three Intensive English LanguageCenters, and at Future Pathways.Funding or the ELL programis provided by the state throughsupplemental weighted unding,and the district supports legislationto extend the weighted unding.

White46.6%

NativeAmerican

0.4%

PacificIslander

0.1%

MultipleRaces6.3%

Asian6.7%

AfricanAmerican

17.2%

Latino22.7%

ENROLLMENT BY RACE/ETHNICITY, 2012-2013

ENGLISH LANGUAGE LEARNERS

6,000

5,000

4,000

3,000

2,000

1,000

0

2 0 0 1

- 0 2

2 0 0 2

- 0 3

2 0 0 3

- 0 4

2 0 0 4

- 0 5

2 0 0 5

- 0 6

2 0 0 6

- 0 7

2 0 0 7

- 0 8

2 0 0 8

- 0 9

2 2 0 9

- 1 0

1 0 1 0

- 1 1

2 0 1 1

- 1 2

2 0 1 2

- 1 3


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9000

8000

7000

6000

5000

4000

SPED-weighted enrollment SPED-headcount

2 0 0 2

- 0 3

2 0 0 3

- 0 4

2 0 0 4

- 0 5

2 0 0 5

- 0 6

2 0 0 6

- 0 7

2 0 0 7

- 0 8

2 0 0 8

- 0 9

2 0 0 9

- 1 0

2 0 1 0

- 1 1

2 0 1 1

- 1 2

2 0 1 2

- 1 3

SPECIAL EDUCATION ENROLLMENTSixteen percent o DMPS studentsare Special Education (SPED)students with disabilities ranging

rom mild behavioral or learning disorders to severe and pro ounddisabilities. Enrollment in SpecialEducation continues to be stable,as shown on the chart below. Tedistrict will continue to providequality services that amilies andstudents with disabilities havecome to expect rom the districtand as required by law. Te districtalso receives weighted enrollment

unding or SPED students.


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Our Focus on Progress

PreschoolsDes Moines Public Schools early childhood programs provide quality learning experiences to promote

growth o young children and their amilies. Te district o ers ree, quality preschool with several optionsto best meet the needs o amilies, including a variety o locations, class times, and hal - or ull-day plans.Te ollowing is an overview o preschool options in Des Moines:

Universal Preschool A state- unded program designed to provide voluntary, universal accessto high-quality preschool education programs or the states 4-year-olds. Tis is the largest DMPSpreschool program, serving more than 1,200 children. Classrooms are located throughout DesMoines in neighborhood elementary schools, in DMPS Education Centers, and in partner locations. Head Start A ederally- unded comprehensive child development program that servesincome-eligible children ages three to ve and their amilies. Te Des Moines Head Startprogram partners with the Drake University Head Start program to serve over 400 children. Early Childhood Special Education (ECSE) Services are available or eligible children agesthree to ve. ECSE sta assist in the identi cation, assessment, and development o anIndividualized Educational Plan or eligible children. A continuum o services is available,tailored to meet the individual needs o each student, including integrated classroom settings with Head Start, Universal Preschool, and sel -contained programming. ECSE classrooms arelocated throughout Des Moines in neighborhood elementary schools and in DMPS EducationCenters. Additional in ormation about the DMPS preschool program including a roster o allsites can be ound at:http://www.dmschools.org/schools/pre/

School Improvement Strategies implemented by the district are showing success in improving student achievement. While allresources are directed at school improvement, several important programs and unding streams, including the Dropout Prevention ax Levy, School Improvement Grants, and the High School GraduationInitiative Grant are highlighted in this section.

Dropout Prevention Levy:State law allows districts to levy an amount equal to 5% o the cost per studentor each student enrolled in the district. Te board has approved the maximum levy, which is anticipated


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to generate $9.7 million or FY 2014. Te district uses this unding to work with students at risk o dropping out and with re-engaged students and has implemented multiple dropout prevention strategiesand tools, including:

Early Indicator System DMPS implemented an Early Indicator System (EIS) to help identi y

students at risk o dropping out. An EIS Report is run every six weeks and tracks attendance,grades, achievement, and discipline/behavior issues to identi y students who exhibit dropoutindicators. Academic and/or social-emotional intervention strategies or identi ed students aredesigned based on the in ormation rom the EIS Report to support or improve the studentsacademic per ormance in school. EIS data is re-analyzed every six weeks by Learning Servicessta to identi y students in need, determine the degree to which interventions are e ective,and identi y additional or alternative services rom which the student/ amily might bene t.

Academic Support Labs Extensive review o student progress toward graduation indicated thata signi cant percentage o students in grades 9-12 were o -track or under-credited or graduating with their our-year cohort. Te district designed and implemented Academic Support Labs in the

ve comprehensive high schools (East, Hoover, North, Lincoln, and Roosevelt) to target studentsidenti ed by the EIS as at risk o dropping out. In the labs, students earn graduation credits in analternative classroom using online and project-based learning pathways. Te Academic SupportLab program will be expanded to Scavo Alternative High School in FY 2014. Te teaching sta inthe labs are unded through three unding sources: Dropout Prevention, United Way o CentralIowa, and High School Graduation Initiative Grant.

SUCCESS Te SUCCESS program provides school-based youth services year-round tomeet students social, emotional, and behavioral needs and reduce/remove barriers that hamperacademic success and increase the risk o dropping out. SUCCESS Case Managers identi y students at risk o dropping out through the Early Indicator System. Students who meet a minimum o two indicators on the dropout matrix ailing grades, poor attendance, lack o connection to school, behavior problems, or low achievementare targeted or interventionby SUCCESS. Services are wrapped around, and participating students and amilies receivecase management services (e.g. assistance securing ood, shelter, clothing, or medical services),are re erred to community partners (e.g. mental health services), and are provided with classesto meet identi ed needs (e.g. development o parenting skills or social skills). Based on aneducational risk- actor model, SUCCESS removes barriers or children and amilies in need.SUCCESS collaborates with over 20 agencies to provide a wide variety o support services tochildren and amilies.


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Other strategies unded rom the Dropout Prevention Levy include the re-engagement/credit recovery program, middle school intensive reading, and literacy support in the elementary schools.

School Improvement Grants (SIG):Federal regulations required that each state create two tiers comprising thelowest 5% o schools in the state in terms o student achievement based on the ollowing ederal criteria:

ier I School: A school that received itle I unding and is a School in Need o Assistance(SINA) (has ailed to make annual yearly progress at least two consecutive years) with 30 ormore ull academic year students tested in the 2009-10 school year, has a graduation rateless than 60 percent over the last three years, or alls in the lowest 10 percent o itle I SINA schools or all students pro cient and averaged less than 67 percent pro cient or each o thelast three years in reading and math combined, rom 2007-08 to 2009-10 AND ranks in thebottom 5 percent o itle I SINA schools based on combined all students pro cient rank in a)the three-year average o percent pro cient in reading and math combined, and b) the rank inpercent change o percent pro cient rom 2007-08 to 2009-10.

ier II School: A school that is a secondary school eligible or itle I but not receiving unds,has a graduation rate less than 60 percent over the last three years, or alls in the lowest10 percent o secondary schools eligible or itle I but not receiving unds or all studentspro cient and averaged less than 67 percent pro cient or each o the last three years inreading and math combined, rom 2007-08 to 2009-10 AND ranks in the bottom 5 percento secondary schools eligible or itle I but not receiving unds based on combined all studentspro cient rank in a) the three-year average o percent pro cient in reading and math combined,and b) the rank in percent change o percent pro cient rom 2007-08 to 2009-10.

Six o Iowas 13 ier I persistently low achieving schools (PLAS)identi ed by the Iowa Departmento Education were DMPS schools.

o aid school districts withPLAS, the ederal governmentdisbursed $3.5 billion inSchool Improvement Grants(SIG) with the potential tosupport implementation o the

undamental changes needed toturn around some o the nationslowest achieving schools. Each o the six ier I PLAS in the district was awarded a three-year SchoolImprovement Grant in FY 2011or FY 2012.

SCHOOL FY 2011 FY 2012 FY 2013 FY 2014

Edmunds 1,500,000 750,000 541,033 NA

Hoyt 1,800,000 900,000 695,000 NA

North 2,000,000 1,000,000 750,000 NA

Weeks 1,800,000 900,000 695,000 NA

Findley NA 977,584 944,730 938,182

Harding NA 784,641 781,572 778,503

Total $7,100,000 $5,312,225 $4,407,335 $1,716,685


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Many o these schools have seen student pro ciency numbers increase since receiving SIG unding. Insome cases, the numbers went down. But promising work is underway at each o these schools. All six schools have developed specialized educational strategies including:

Stafng: Providing stafng or academic support labs; additional assistance in literacy, math,

and technology; pro essional development; and extended learning time or students.Instructional materials:Curriculum based materials, technology upgrades, writing skills texts,library adoptions, project based materials, di erentiated instruction, and assessment so tware.

Attendance Improvement:Adjusted school start times to provide or improved studentattendance, especially at the start o the school day.

Funding ended in FY 2013 or North, Hoyt, Weeks, and Edmunds. Currently, two schools are undedthrough 2014:

Each o the SIG- unded schools is working on a transition plan or sustaining their improvement e orts.Te key strategies are to reduce the number o grant- unded positions and to invest unds in developing capacity in their teaching and support sta . All SIG unding ends June 30, 2014. A report on theDMPS SIG program can be ound athttp://www.dmschools.org/wp-content/uploads/2013/03/2013-SIGBrochureFINAL.pd .

SCHOOL FRPL

Average3-YearPro ciency 2009-2011

ChangePro ciency 2009-2011

Average3-YearPro ciency 2012-2012

ChangePro ciency 2010-2012

Harding Middle 87.7% 49.32% 00.30% 47.34% (9.28%)

Findley Elementary 91.7% 56.52% 13.45% 62.96% 15.48%


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High School Graduation Initiative Grant:Te ederal government awarded the district $6.1 million to be usedover ve years to increase the graduation rate in certain schools to 95%, while simultaneously decreasing the dropout rate below the state average. Project schools include East, Hoover, Lincoln, Roosevelt, andScavo high schools and McCombs and Meredith middle schools. Te intent o the grant is to expand uponcurrently e ective programming and to develop and implement new strategies including:

Stafng: Similar to the stafng provided by SIG unding, this grant provides stafng oracademic support labs; school improvement leadership; additional assistance in literacy, math,and technology; pro essional development attendance; social/emotional support sta ; andopportunities or extending learning a ter-school, on weekends, and during the summer.

Pro essional development:Con erence attendance and site visits to exemplary schools in other districts.

ravel:Student transportation so students can engage in community-based learning opportunities,extended learning opportunities, and college visits.

Instructional materials: Again, similar to the instructional materials provided by SIG unding,this grant provides curriculum-based materials, technology upgrades, writing skills texts, library adoptions, project based materials, di erentiated instruction, and assessment so tware.

School improvement e orts across the district are having a real impact in Des Moines Public Schools. Tisis the ourth year that Iowa graduation rates have been calculated with a new ormula established by theU.S. Department o Education. Unique student identi cation numbers are assigned to ninth-gradestudents, allowing school districts to care ully account or all ninth graders as they move through highschool. At the state level, the method helps determine when a student graduates, even i the student hasmoved to a di erent district in Iowa during high school.

DMPS has seen a 6.5 percentage point increase in the our-year graduation rate since Iowa began using itscurrent graduation rate ormula in 2009. DMPS has also seen a 4.0 percentage point increase in the ve-year graduation rate since 2009. In addition, the graduation rate is higher today than in 2009 or every student demographic group in Des Moines, with the largest gains among ELL students (+18%), Hispanics(+14%), and males (+9.2%).

While anything short o 100% means the district has work to do in order to make sure every student is preparedor their next stage in li e, the districts ocus on providing additional support or students to earn the credits

needed to graduate is starting to pay o by helping more young people earn a high school diploma.

DMPS has seen a 6.5 percentagepoint increase in the four-yeargraduation rate since Iowa beganusing its current graduation rateformula in 2009. DMPS has alsoseen a 4.0 percentage pointincrease in the ve-year graduationrate since 2009. In addition, thegraduation rate is higher todaythan in 2009 for every studentdemographic group in Des Moines,with the largest gains among ELLstudents (+18%), Hispanics (+14%),and males (+9.2%).


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100%90%80%70%60%50%40%30%20%10%

0%Class of 2009

Four-Year Rate

72.68%76.97% 78.48%

82.88% 75.68%81.00% 79.15%

Class of 2010 Class of 2011 Class of 2012

Five-Year Rate Linear (Four-Year Rate)

FOUR AND FIVER YEAR GRADUATION RATES; 2009-2012


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Our Fiscal Pro le

This budget, similar to prior years, incorporates nancial assumptions to ensure that revenues andexpenditure projections are credible.The assumptions highlighted below, as required by Board adoptedManagement Limitation 2.5(4), were used to develop the Certi ed Budget.

TOPIC ASSUMPTION FOR FY 2014 2014 at 0% A.G.

Law; Policy governance;Board budget parameters

Will follow budget law, policy governance management limitations, and board budgetparameters.

Generally AcceptedAccounting Principles

Budget will be in accordance with Generally Accepted Accounting Principles.

Allowable growth (AG) 0% AG the increase in the cost per student for current year.

Certi ed Enrollment 32,062; 561 more students, which is a 2% increase over the prior year.Cost per Student $6,069 a 0% increase over the prior year and fully funded.

Property valuations Estimates indicate general taxable property valuations will increase 2.4% and PPELtaxable valuations will increase 2.6%; nal valuations not available until June 2013.

State property tax relief Will continue to receive increased state aid to replace property taxes and therebyreduce property taxes applicable to the district, per state law.

Cash Reserve Levy Recommend maintaining current level until state sets allowable growth for FY 2014.

Statewide Penny Will parallel modeling and Department of Revenue projections.

Short-term investmentrates

Forecasted to be less than 1% in FY14.

State Aid - Certi ed Budget Based on receipt of full funding of each student at a district cost per student of $6,069, a 0% increase.

Weighted funding Funding is based on weighting factors as de ned by law for Home School, ELL, SPED,

At Risk programming, and Regional programming. It does not include Preschool.Certain State grants Funding for state grants is same as the current year; however, Gear Up and Smaller

Learning Communities funding is ending in FY 2013.

Federal funding All federal stimulus funding has ended.

Microsoft Settlementfunding

Will be spent on various technology initiatives.

Short-term Budgetary Factors

Tough the national and stateeconomies continue to improve,the rates o growth remainmodest. Te legacies o thedramatic downturn and nancialcrisis that began in 2008 havenot been ully overcome. Terestructuring process rom thecredit and housing boom andbust continues. A ull recovery is hindered by several actors,such as household balance sheet,repair, labor market restructuring,and the ederal scal cli allo which add to the high levelso uncertainty regarding utureeconomic activity. Many businessesand households are holding back on spending, investing, and hiring decisions. Te district continues torecover rom the most challenging economic conditions in more thana generation.

Chart continued on page 28


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TOPIC ASSUMPTION FOR FY 2014 2014 at 0% A.G.

Compensation Includes a conservative estimate of the possible results of collective bargaining. Em-ployer share of IPERS will increase 3%; and health insurance premiums will increase9%. Compensationsalaries and bene tsin the General Fund represents 82% of overall expenditures. Impact of transitional fees associated wi th the Affordable HealthCare cost.

Utilities costs Energy conservation efforts will continue to offset increased utility costs; however,cannot allow for unknown weather factors.

Early retirements Will include more early retirements based on reopening the early retirement windowin March of this year.

Balanced budget Resources will cover expenditures, as required by law.

Calculation/

Component

Description Budget @ 0%

AllowableGrowth

Budget @ 2%

AllowableGrowth

Budget @ 4%

AllowableGrowth

District CostPer Student

Amount set by the state sets the costper student at prior year + allowablegrowth

$6,069 $6,189 $6,309

X Enrollment District enrollment on October 1,2012; 516 students more

$32,062.1 $32,062.1 $32,062.1

For the last several years, the state legislature has not established State Foundation Aid and allowablegrowth in a timely manner. State Foundation Aid is unding paid by the state to school districts to provideequitable unding on a per pupil basis. It is a signi cant component o the District Combined Cost,the rst major element o a districts Spending Authority. Te State Foundation Aid ormula also undsother special programsalso known as weighted unded programsbased on enrollment adjusted by a weighting actor, then multiplied by the cost per student. Tese programs include Special Education,Shared Programs, English Language Learners, Gi ted and alented, At-Risk programming, and HomeSchool Instruction. Consequently, the district has undertaken multiple-scenario budget orecasting toidenti y various contingency plans. Te district developed three balanced budget scenarios in anticipationo a late determination o State Foundation Aid:

For the last several years, the statelegislature has not establishedState Foundation Aid and allowablegrowth in a timely manner. StateFoundation Aid is funding paidby the state to school districtsto provide equitable funding ona per pupil basis. It is a signi cantcomponent of the DistrictCombined Cost, the rst majorelement of a districts SpendingAuthorityConsequently, thedistrict has undertaken multiple-scenario budget forecasting to

identify various contingency plans.The district developed threebalanced budget scenarios inanticipation of a late determinationof State Foundation Aid.

Chart continued rom page 27



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Calculation/Component

Description Budget @ 0%AllowableGrowth

Budget @ 2%AllowableGrowth


= FY 2013District

Combined Cost

Equal to cost per student Xenrollment

$194,584,885 $198,432,337 $202,279,789

- FY 2012DistrictCombined Cost

Prior years cost per student X prioryear enrollment

($191,454,495) ($191,454,495) ($191,454,495)

= Increase inDistrictCombined Cost

Assumes full funding of the proposedallowable growth and increasedenrollment

$3,130,390 $6,977,842 $10,825,294

+ Funds for

SpecialPrograms

Some state educational programs

require state funding be matched withstate foundation aid ex. SPED; ELL;Gifted and Talented.

($47,101) ($209,481) ($371,861)

= Increase(Decrease) infunding

Also commonly referred to as NewMoney or (Reduction in New Money)

$3,083,289 $6,768,361 $10,453,433

+ Built inRevenuechanges

Increased tax revenue due toincreased valuations; and adjustmentsto the cash reserve levy, adjusted fortax relief built into state foundation aid

formula

$3,677,328 $3,337,528 $2,997,028

- Built inExpenditurechanges

Compensation increases, in ation forutilities, supplies, equipment, etc.

($12,586,769) ($12,586,769) ($12,586,769)

+ Otherongoing savingfrom previousyears

Cumulative on going savings fromprevious reductions in budget neededto maintain a balanced budget asrequired by law

$9,269,865 $9,269,865 $9,269,865




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Calculation/Component

Description Budget @ 0%AllowableGrowth



= Revenuesin excess of Expenditures

Budget Gap amount revenuesexceed expenditures

$3,443,713 $6,788,985 $10,133,557

- AdditionalExpenditures

Anticipated district-recommendedexpenditures

($3,443,713) ($6,788,985) ($10,133,557)

= A BalancedBudget

Expenditures = Revenues $ 0 $ 0 $ 0

School District PrioritiesTe district Board o Directors set the ollowing parameters or FY 2014 budgetary planning:

Maintain nancial heath; provide a balanced budget. Review status o all levies; make strategic adjustments as needed. Seek input rom the Citizens Budget Advisory Committee (CBAC) on budget issues. Seek input rom the Employees Budget Advisory Committee (EBAC) on budget issues. Meet and stay within Board Management Limitations. Support District Student Expectations (Graduate Ends) priorities. Limit sta reductions andto the degree possiblepositively impact average class size by

adding teachers. Maintain, Restore, and Innovate

o the degree possible:

Maintain current educational programs. Strategically restore educational programming lost to prior budget cuts. Develop new, innovative educational programs/program improvements. Focus on strategies to close the achievement gap; increase ELL programming. Continue to ocus on drop-out prevention strategies.

Te district plan or FY 2014 is tied to the Board Budget Parameters, as well as the CBAC and EBACrecommendations, which are included in the Appendix. In addition, the budget will und e ective



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programming and initiatives aimed at improving student per ormance, growth, and achievement. Withinthe FY 2014 budget, the district will:

Maintain all programs and services. Hire 95 F E to be allocated by stafng ormula district-wide.

Spend $2,000,000 per year, over the next our years, on one-time expenditures primarily ontechnology-related improvements and projects that improve efciencies and e ectiveness. rans er $5,000,000 rom unrestricted unds to committed unds or Common Core upgrades

such as textbooks. Invest $1.5 million to develop a Wellness Program with the expectation o a $3.24 return on

each dollar spent. Set the Solvency Ratio at 15% arget Rate. Continue to seek operational efciencies and savings district-wide.

Signi cant Issues Allowable Growth and Education Re orm:State Foundation Aid was not nalized until the Governor signedHF 214 into law on June 3, 2013. At that time, allowable growth was set at 2% or FY 2014 and 4% orFY 2015. Allowable Growth is vital as costssuch as health care, other compensation components, uelcosts, and cost o goods and servicescontinue to rise. HS 214 also included signi cant education re orm,the impact o which will not be ully known until FY 2015.

16%

14%

12%

10%

8%

6%

4%

2%

0%

1 9 7 3

1 9 7 5

1 9 7 7

1 9 7 9

1 9 8 1

1 9 8 3

1 9 8 5

1 9 8 7

1 9 8 9

1 9 9 1

1 9 9 3

1 9 9 5

1 9 9 7

1 9 9 9

2 0 0 1

2 0 0 3

2 0 0 5

2 0 0 7

2 0 0 9

2 0 1 1

2 0 1 3

2 0 1 5

HISTORICAL STATE AID TO SCHOOLS - ALLOWABLE GROWTH PERCENTAGES


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Federal Funding:Tere are several ederal grants that will end in FY 2013. Te unding rom these grantshas historically helped pay or supplemental teaching sta itle I has paid or supplemental literacy andmath teaching sta . Sta paid with these grants will be reassigned. Revenue Bonds:Te district will sell Revenue Bonds in FY 2014 as a way to minimize uture in ationary

increases by condensing repair and renovation costs rom a 10 year plan into a 5 year plan. Te bonds would be paid back using Statewide Penny revenue.

Solvency Ratio:Te districts solvency ratio is a measure o the districts und equity position and is de nedas the unreserved, undesignated und balance (commonly re erred to as the cash reserves) divided by thedistricts total General Fund revenues. Te states suggested nancial solvency ratio range is 5.0% - 15.0%,not to exceed 20.0%. For the year ending June 30, 2012, the audited solvency ratio or the district was12.6%. Te solvency ratio is projected to increase at June 30, 2013 to 16.1%. Estimates or June 30,2014 show a slight decrease to 14.5%. Te district engaged PFM, Asset Management LLC (PFMAM), anInvestment Adviser, to study the districts cash ow and make recommendations on a targeted solvency ratio. PFMAM issued a report that contained the ollowing recommendation: Because the District is

nally realizing a sufcient solvency ratio a ter barely maintaining with the school board guidelines, werecommend that the District always target a solvency ratio toward the high end o the states suggestedrange, at least 15.0%. Te complete report can be ound at:http://www.dmschools.org/wp-content/uploads/2011/11/13-017-Solvency-Ratio.pd .Te Board adopted guidelines setting the minimumSolvency Ratio at 15%.

20%

10%

0%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

SOLVENCY RATIO


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Stafng Levels:Stafng is a top priority to improve student achievement. Purpose ul, long term planning is necessary in order to build and maintain the additional classrooms and stafng levels long term. otalcompensation, including salaries and bene ts, represents 82% o the districts General Fund expenditures.Health care costs continue to rise, which can have a major impact on the bottom line. Accordingly, thedistrict is investing $1.5 million in initiatives to address rising health care costs.

Unspent Spending Authority Ratio:Te unspent spending authority ratio is a measure o the districtsunbudgeted authorized spending capacity (not cash reserves) and is de ned as the districts unspent spending authority divided by the districts maximum budget authority. It should be noted that reaching the maximumbudget authority level would require the board to authorize and levy additional property taxes. Te Boardadopted guidelines in FY 2012 setting the minimum Unspent Spending Authority Ratio at 10%.

Te audited unspent spending authority balance ratio or FY 2012 was 17.0%, up rom the prior year. It isanticipated that the nal ratio or FY 2013 will be slightly higher. However, it is anticipated that the unspentspending authority ratio or FY 2014 will be lower than FY 2013, due to declining ederal revenues.

20%

15%

1%

5%

0%2003

Spending Authority Board-adopted Minimum Threshold

2003 2003 2006 2007 2008 2009 2010 2011 2012 2013

SPENDING AUTHORITY


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Valuations and ax Rate:Te Polk County Assessor is anticipating overall property assessments used todetermine tax collections or FY 2014 will increase. otal property valuations multiplied by the tax rateequals the total taxes assessed. Te rollback percentage applied to residential property may help; however,taxes garnered rom commercial property may signi cantly decrease due to the decrease in valuations inthe uture.

FY 2013 FY 2014

GENERALRegularInstructional SupportDropout PreventionCash Reserve Levy

9.929591.935851.481712.35146

9.705591.696571.483662.81277

MANAGEMENT 1.55484 1.55484

PPEL

RegularVoted

0.330000.63000

0.330000.63000

PERL 0.13500 0.13500

DEBT SERVICE 0.00000 0.00000

TOTAL 18.34845 18.34842

DECREASE FROM PRIOR YEAR (0.00003)

DISTRICT PROPERTY OVERALL RECOMMENDED TAX RATE: NO CHANGE


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Budget Overview

Te schedules below delineate thedistricts revenues and expenditures

or all appropriated unds or FY 14.

FY 2011ACTUAL

FY 2012ACTUAL

FY 2013RE-ESTIMATED

FY 2014BUDGET

Revenues

Property TaxesUtility Rep lacement TaxMobile Home TaxesState Foundation AidInstructional Support State AidAEA Flow ThroughTeacher Quality ActUniversal 4 Year Old PreschoolOther State SourcesChapter 1 GrantsOther Federal SourcesTuition/Transportation FeesEarnings on InvestmentsStudent ActivitiesNutrition Program SalesSales and Use TaxOther Revenue from Local SourcesRevenue from Intermediary SourcesOther Financing SourcesGeneral Long-Term Debt ProceedsProceeds from Fixed Asset DispositionTransfers InBoard Designated Fund Balance Use of Funds

$ 108,696,2343,917,245

129,348151,836,554

659,39812,878,20721,200,946

4,249,8792,863,3748,499,225

51,682,6076,354,662

832,8542,642,6602,977,643

28,174,78218,567,685

486,553--

849,2697,514,020

-

$ 116,058,9034,291,854

132,227163,593,289

-11,699,76821,215,397

3,926,9032,532,944

15,992,54044,657,596

6,750,34862,617

2,787,4972,816,185

26,045,23818,462,777

489,2751,470,988

75,223,75921,150

6,008,000-

$ 113,949,2004,155,206

137,096174,578,928

-12,235,40722,002,270

3,324,0902,546,703

12,455,12138,703,060

5,931,000223,174

2,799,3002,840,815

27,148,00015,673,546

504,293700,000

-134,750

11,618,665-

$ 117,964,2524,239,849

139,049177,665,294

-13,797,17622,362,032

3,843,6411,998,805

11,216,68532,274,459

5,926,000211,677

2,769,9002,969,821

25,650,00014,832,500

500,000700,000

70,000,00040,000

11,581,8242,000,000

Total Revenues 435,013,145 435,013,145 451,660,624 522,682,963

Expenditures

InstructionStudent Support ServicesInstructional Staff SupportGeneral AdministrationBuilding AdministrationBusiness and Central AdministrationPlant Operation & MaintenanceStudent TransportationNon-Instructional ExpendituresFacilities Acquisition and Construction

235,705,82719,847,08711,698,041

4,490,05517,422,604

9,979,64931,519,24510,207,58718,836,37345,275,427

242,546,65220,447,63411,497,451

4,691,75818,905,85212,526,54231,561,90610,984,86419,685,55445,240,752

242,546,65220,447,63411,497,451

4,691,75818,905,85212,526,54231,561,90610,984,86419,685,55445,240,752

252,464,90021,928,00012,780,000

5,325,00019,042,00010,362,00034,516,00011,557,00022,569,69846,915,710

DES MOINES PUBLIC SCHOOLS 2013-2014 BUDGET | SUMMARY ALL FUNDS



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FY 2011ACTUAL

FY 2012ACTUAL

FY 2013RE-ESTIMATED

FY 2014BUDGET

Expenditures

Debt Service

Other Financing UsesAEA SupportTransfers OutBoard Designated Fund Balance Use of Funds

$ 7,514,020

33,57012,878,2077,514,020

-

$ 6,008,000

15,68111,699,7686,008,000

-

$ 11,618,665

33,45412,235,40711,618,665

-

$ 11,581,824

30,00013,797,17611,581,824

2,000,000

Total Expenditures 432,921,712 441,820,412 471,539,412 476,451,132

Excess of Revenues over ExpendituresBeginning Fund Balance

2,091,432107,797,959

82,418,843109,889,391

(19,878,788)192,308,235

(19,878,788)192,308,235

Ending Fund Balance $109,889,391 $192,308,235 $172,429,447 $218,661,278



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LOCAL STATEWIDE DEBT FOOD & CHILDGENERAL MANAGEMENT PPEL PERL ACTIVITY TRUST OPTION PENNY SERVICE NUTRITION CARE PRESCHOOL OTHER TOTAL

RevenuesProperty Taxes 100,491,468$ 9,825,000$ 6,798,072$ 849,712$ -$ -$ -$ -$ -$ -$ -$ -$ -$ 117,964,252$Utility Replacement Tax 3,627,546 359,000 221,833 31,470 - - - - - - - - - 4,239,849 Mobile Home Taxes 119,000 12,000 7,037 1,012 - - - - - - - - - 139,049 State Foundation Aid 177,665,294 - - - - - - - - - - - - 177,665,294 Instructional Support State Aid - - - - - - - - - - - - - - AEA Flow Through 13,797,176 - - - - - - - - - - - - 13,797,176 Teacher Quality Act 22,362,032 - - - - - - - - - - - - 22,362,032 Universal 4 Year Old Preschool 3,843,641 - - - - - - - - - - - - 3,843,641 Other State Sources 1,867,481 6,000 2,324 - - - - - - 123,000 - - - 1,998,805 Chapter 1 Grants 11,216,685 - - - - - - - - - - - - 11,216,685 Other Federal Sources 18,566,566 - - - - - - - - 13,707,893 - - - 32,274,459 Tuition/Transportation Fees 5,926,000 - - - - - - - - - - - - 5,926,000 Earnings on Investments 105,000 - 6,000 - - 25,677 - 75,000 - - - - - 211,677 Student Activities 50,000 - - - 2,709,900 10,000 - - - - - - - 2,769,900 Nutrition Program Sales - - - - - - - - - 2,969,821 - - - 2,969,821 Sales and Use Tax - - - - - - - 25,650,000 - - - - - 25,650,000 Other Revenue from Local Sources 10,250,000 - 8,000 500,000 - 100,000 - 324,500 - - 3,590,000 - 60,000 14,832,500 Revenue from Intermediary Sources 500,000 - - - - - - - - - - - - 500,000 Other Financing Sources - - - - - 700,000 - - - - - - - 700,000 General Long-Term Debt Proceeds - - - - - - - 70,000,000 - - - - - 70,000,000 Proceeds from Fixed Asset Disposition 40,000 - - - - - - - - - - - - 40,000 Transfers In - - - - - - - - 11,581,824 - - - - 11,581,824 Board Designated Fund Balanc e Use of Funds 2, 000,000 - - - - - - - - - - - - 2,000,000

Total Revenues 372,427,889 10,202,000 7,043,266 1,382,194 2,709,900 835,677 - 96,049,500 11,581,824 16,800,713 3,590,000 - 60,000 522,682,963

ExpendituresInstruction 245,115,000 4,330,000 - 200,000 2,709,900 110,000 - - - - - - - 252,464,900 Student Support Services 21,526,000 402,000 - - - - - - - - - - - 21,928,000 Instructional Staff Support 12,780,000 - - - - - - - - - - - - 12,780,000 General Administration 4,412,000 913,000 - - - - - - - - - - - 5,325,000 Building Administration 18,493,000 549,000 - - - - - - - - - - - 19,042,000 Business and Central Administration 8,412,000 - 1,950,000 - - - - - - - - - - 10,362,000 Plant Operation & Maintenance 32,564,000 1,952,000 - - - - - - - - - - - 34,516,000 Student Transportation 9,325,000 1,432,000 800,000 - - - - - - - - - - 11,557,000 Non-Instructional Expenditures 560,000 819,000 - 1,000,000 - - - - - 16,575,698 3,500,000 - 115,000 22,569,698 Facilities Acquisition and Construction - - 5,175,000 135,000 - 200,000 - 41,405,710 - - - - - 46,915,710 Debt Service - - - - - - - - 11,581,824 - - - - 11,581,824 Other Financing Uses - - 30,000 - - - - - - - - - - 30,000 AEA Support 13,797,176 - - - - - - - - - - - - 13,797,176 Transfers Out - - - - - - - 11,581,824 - - - - - 11,581,824 Board Design ated Fund Balance Use of Fund s 2,000 ,000 - - - - - - - - - - - - 2,000,000

Total Expenditures 368,984,176 10,397,000 7,955,000 1,335,000 2,709,900 310,000 - 52,987,534 11,581,824 16,575,698 3,500,000 - 115,000 476,451,132

Excess of Revenues over Expenditures 3,443,713 (195,000) (911,734) 47,194 - 525,677 - 43,061,966 - 225,015 90,000 - (55,000) 46,231,831 Beginning Fund Balance 74,704,317 2,712,408 5,817,337 118,563 1,921,076 3,602,672 0 81,273,022 - 2,855,308 (103,614) (677,879) 206,236 172,429,446

Ending Fund Balance 78,148,030$ 2,517,408$ 4,905,603$ 165,757$ 1,921,076$ 4,128,349$ 0$ 124,334,988$ -$ 3,080,324$ (13,614)$ (677,879)$ 151,236$ 218,661,277$

FISCAL YEAR 2014 BUDGET

SPECIAL REVENUE ENTERPRISE

DES MOINES PUBLIC SCHOOLS2013 - 2014 BUDGET

SUMMARY ALL FUNDS

CAPITAL PROJECTS


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Our Leadership

School Board Election and ResponsibilitiesTe people o Des Moines elect seven members to serve as their representatives on the Des Moines SchoolBoard o Directors. In turn, the Board is responsible or the governance o Iowas largest provider o publiceducation. Board members in Iowa are elected to our-year terms. Elections are held every other year onthe second uesday in September, and new members begin their term the ollowing week. Te schoolboard then elects a chair and vice chair rom among its members. Appointment o the board secretary andtreasurer takes place be ore August 15 each year. In addition to their responsibilities on the school board,members also serve on a variety o district committees; represent Des Moines Public Schools on a variety o local, state, and national organizations; and maintain cooperative relationships with both nationalorganizations and local governmental bodies.

On September 13, 2011 voters in theDes Moines school district approved a proposal to elect school board membersby director districts. Between now andthe 2015 election, three school boardmembers will be elected at-large and

our will be elected by director districts.In the past, all Des Moines schoolboard members were elected at-large.

Te school board adopted, and theIowa Secretary o State approved, a map which created our districts, each onerepresenting at least one high school.

In addition to their responsibilities on theschool board, members also serve on avariety of district committees; representDes Moines Public Schools on a varietyof local, state, and national organizations;and maintain cooperative relationshipswith both national organizations and localgovernmental bodies.


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Dick Murphy, Chair

3800 Crestmoor Place | Des Moines, IA 50310 | (515) 278-6048 | [email protected]

Member Since: 2005 | Term Expires: 2013

Dick has been an educator and trainer in the Des Moines area for 30 years. He has worked with teachers,parents, students, and administrators in urban, suburban, rural, and parochial school districts, allowing him aperspective that is receptive to various ideas and viewpoints.

His service in the Peace Corps inspired him to develop his specialties in language and cultural transitions andin education research and evaluation. Dick has authored books that have international distribution, and hehas served on national, state, and local boards, committees, and commissions. His focus is acting locally whilethinking g lobally.

All members of Dicks family are bilingual, and his children are graduates of DMPS. His grandson attendsCallanan Middle School.

Cindy Elsbernd, Vice Chair

659 46th Street | Des Moines, IA 50312 | (515) 771-1140 | [email protected]


Cindy Elsbernd was born in Decorah, Iowa and is a graduate of the University of Nor thern Iowa. She has livedin Des Moines since 1993.Cindy and her husband Ryan have two sons: Sam, a student at Roosevelt High School,and Lars, who attends Merrill Middle School.

Cindy is the director of a non-pro t organization in Des Moines called Iowa Kidstrong, Inc., which she foundedin February 2005 with a mission to promote healthy, active lifestyles to youth. Over the last several years,22 Des Moines elementary schools, as well as other schools in surrounding areas, have participated in IowaKidstrongs KidStriders program. Elsbernd has also launched several other programs through the organizationto encourage students to get and stay active, including a marathon training program for high school youth calledSee Us Run Des Moines.

School Board Members


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Connie Boesen

3011 Don Lee Court | Des Moines, IA 50317 | (515) 266-7063 | [email protected]


Connie Boesen works for Polk County and is also the owner of Applishus, Inc., a concession business.Her extensive involvement with Des Moines Public Schools includes serving as president/chair of the SchoolBoard for three years, past-president of the Council of Des Moines PTAs, past-president of the East High SchoolPTA, and treasurer of the Schools First Local Option Sales Tax campaign. She is a Champion of Education forthe United Way and serves on the United Way Board of Directors and on the Early Childhood Iowa Board of Directors.

Connie graduated from East High School and attended DMACC and Grand View College. She is married to TedBoesen, Jr. and has two daughters who graduated from East High, as well as four stepchildren.

Teree Caldwell-Johnson

3907 SW 29th Street | Des Moines, IA 50321 | (515) 287-3123 | [email protected]


Teree Caldwell-Johnson, a graduate of Spelman College and the University of Kansas, serves as the CEO of Oakridge Neighborhood and Oakridge Neighborhood Services, a local housing and human services non-pro t agency. Active in the community, Teree serves on several non-pro t boards, including the University of Kansas

2013-14 Adopted Budget and Financial Statements

Documents