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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
GRAND TOTAL 433.46 437.16 48.29 41,583,768 41,380,847 43,068,492 5,939,922 439.47 44,349,100 50.56 6,315,435 490.03 50,664,535 2.32 1,280,608 2.97%
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Lindsey Rinder
Director of English, ELL, and Reading
English
Grades 5-12
The English program budget funds the staff, textbooks, and supplies required to teach the English curriculum to grades 5-12 and the software required to support English language arts instruction in grades K-12. The English program is designed to cultivate students’ abilities to read critically, think analytically, and communicate clearly and persuasively. The curriculum includes a rich variety of genres, covering classical and contemporary literature, and provides students with the knowledge of genre conventions necessary to understand and appreciate a wide range of texts. Writing instruction encompasses an equally diverseselection, and students learn to compose an argument, explicate a topic, describe an image or event in detail, narrate a story, and persuade an audience. Due to the adoption of the new Massachusetts State Frameworks for English, which incorporate the Common Core State Standards, the English program has been making a number of changes to our curriculum and instruction. Based on available funds for FY14, textbook requests needed to continue our implementation of state standards must be deferred. Staffing in grades 5-12 is unchanged in the FY14 budget, which will result in large class sizes in grade 6 at the Chenery Middle School. In grade 6, if funds were available, staffing would be increased to manage class size issues while maintaining the middle school team model used in grade 6. This would be reflected here as a 0.5 FTE (combined with 0.5 in math, science, and social studies for a total of 2.0 FTEs). This is not included the FY14 budget. The FY14 budget allows us to continue to offer additional sections of intensive, small-group English instruction as an elective to struggling high school students through our Response to Intervention initiative, which has reduced English failure rates for the lowest-performing 5% in grades 9-12. It does not allow us to offer English enrichment electives. The FY14 English budget supports the implementation of the district’s strategic plan, namely our preparation of all students for college, career, and life-long learning through continuity of curricula aligned with Commonwealth and community standards.Full implementation will require additional funding for textbooks.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Reading program budget funds the staff, textbooks, and supplies required to teach the 6th grade Reading curriculum and provide intensive intervention in reading to grades K-8. Reading is a sequential, integrated developmental program designed to provide all students with decoding and comprehension skills and active reading strategies. In the comprehensive K-5 literacy program, instructional practices include the study of phonics, phonemic awareness, vocabulary, fluency, and reading comprehension strategies in a text-rich environment. In grade 6, instructional emphasis is placed on teaching active reading and organizational skills to all students to support learning in all subject areas. In grades K-8, a Response to Intervention model provides for intensive, small-group instruction for struggling readers. Implementation of a Response to Intervention model mandated by Federal IDEA legislation began several years ago in order to meet Implementation of a Response to Intervention model mandated by Federal IDEA legislation began several years ago in order to meet the needs of all learners and avoid unnecessary referrals to special education. The FY14 Reading budget funds reading specialists to work with K-4 students in Tiers 2 and 3 individually or in small groups to provide reading intervention. In grades 5-8, the current budget request funds Response to Intervention in reading largely limited to small-group instruction of struggling readers in Tier 3 (mostly those with identified learning disabilities). The Reading budget for FY14 does not contain a requested increase needed to purchase books at elementary and middle school due to the adoption of new Massachusetts Curriculum Frameworks, including Common Core State Standards for Literacy in the content areas, which require an increase in the amount of informational text students read. The FY14 Reading budget supports the implementation of the district’s strategic plan, namely our preparation of all students for college, career, and life-long learning through continuity of curricula aligned with Commonwealth and community standards and a clear articulation of instructional models, including Response to Intervention.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Grades 1-4 The elementary program budget funds the staff, equipment, textbooks and supplies required to teach the core academic subjects of language arts, mathematics, science, and social studies to students in grades 1-4. The focus of the elementary program is to ensure that all students achieve success with a challenging, standards-based curriculum. Last year, Massachusetts published new curriculum frameworks for language arts and mathematics based on national “Common Core” standards. The curriculum frameworks are designed to be rigorous and relevant, reflecting the 21st century skills that students will need in a global economy. These literacy and mathematics standards will require the restructuring of curriculum and instruction in several strands of our program. Funding was requested for the adoption of a mathematics program which aligns with the new state framework. The total price of the purchase for grades K-5 is $250,000. This includes textbooks, manipulatives, technology resources, instructional materials, and teacher training. This is not included in the FY14 budget, but is a high priority should funds become instructional materials, and teacher training. This is not included in the FY14 budget, but is a high priority should funds become available. There is also a need for instructional materials to implement changes to the literacy standards where there is an increased focus on nonfiction reading as well as informational and opinion-based writing. This request is also not included in the FY14 budget. These curricular initiatives directly align with the BPS Strategic Plan, Goal A, Key Initiative 1: Align Belmont curriculum to state core
curriculum. The FY14 budget includes classroom teachers (grades 1-4) and instructional aides. The instructional aides support our Response to Intervention initiative, which is directed by the curriculum specialists and principals. Response to Intervention (RtI) is a regular education, multi-tiered approach designed to ensure the success of all learners through progress monitoring and the use of research-based interventions. Student to staff ratio is critically important to the success of this mandated initiative which requires intensive, small group instruction. The FY14 budget funds manageable, not ideal, class size. It is important that class size is maintained within the School Committee’s recommended guidelines in order for students’ complex academic needs, as well as social and emotional needs, to be met. Currently, there are a number of classes, across the elementary schools, which exceed these guidelines. The FY14 budget does not include any additional staffing for the elementary school classrooms.
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Elementary instructional practices rely heavily on “hand-on” materials and manipulatives which enable students to actively work with, and make sense of, curricula concepts. The FY14 budget includes funding for these materials in the supply lines for each discipline. Additionally, the elementary program budget provides funding for the general supplies which are used throughout the buildings such as paper, pencils, folders, charts, etc. The FY14 budget also includes funds to replace worn books and broken equipment with materials which support best practices in the classroom.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Department of Fine and Performing Arts includes K-12 instructional programs in music, visual arts, and a vibrant after-school theatre program at Belmont High School. The mission is to educate all students in a supportive, nurturing and challenging environment by providing them with the skills, knowledge, and opportunities for expression in art, music, drama and dance that enable them to participate actively as consumers and makers of the arts in a diverse global community. Our curriculum is grounded in the standards mandated by the Massachusetts Arts Curriculum Framework for all public schools in the Commonwealth. The FY 2014 budget provides funding for curricular and instructional materials for the professional staff, essential supplies needed for efficient operation of the department office and the administration of the overall program. The proposed budget for this account maintains level services for FY 2014.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Art is required for all students in grades K-8. Students learn art skills and concepts through a variety of two and three-dimensional media. Students at the high school level must successfully complete one year of study in the arts. Students who elect visual art astheir arts focus to meet the graduation requirement can do so through painting and drawing, ceramics, sculpture, or photography. The high school program offers a four year sequence in painting and drawing that includes two advanced placement level courses. Students can elect a three year sequence in ceramics, sculpture, or photography, as well. The FY14 visual art budget provides minimum funding needed for essential supplies and materials to sustain the program at its current level. The visual art curriculum is almost entirely dependent on the availability of consumable supplies and materials. The proposed new courses in the BHS art curriculum do not have an anticipated impact on the budget, as any new sections would replace sections of courses that were previously funded. Maintenance accounts include a minimum contingency for annual inspection and repair of art room equipment at the middle school and high school. New initiatives include the addition of two new elective art courses at BHS in Mixed Media and Figure Sculpture. These courses would enrich our current curriculum in the visual arts, providing students with the opportunity to explore alternative mediums and would enrich our current curriculum in the visual arts, providing students with the opportunity to explore alternative mediums and genres. These supply and equipment requests reflect the BPS strategic plan to keep our curriculum in compliance with state standards. New courses at BHS would provide teachers and students to experiment and innovate with an exciting new curriculum.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
General music is required for all students in grades K-5, through which they learn to sing, play instruments, and read and notate music. The grade 5 program provides all students with a mandatory choral music experience. In grades 6-8, students begin to directly apply knowledge and skills learned in general music to their experiences in band, orchestra, and chorus. Students at the middle school (with the exception of students in grade 7) are required to take either general music or enroll in a performing ensemble. At the high school level students can choose to fulfill their one-year arts requirement in music. High school students may do so by enrolling in the band, orchestral, or choral program, or in general music course electives. The fee-based instrumental music program begins in grade 3 (string instruments) and/or grade 4 (wind instruments). Funds for instructional equipment reflect the need to replace school-owned instruments that are in disrepair. The implementation of the K-12 music curriculum is highly dependent upon availability of consumable supplies and materials. This budget request also includes minimum essential funding for equipment repair, police and custodial details for concerts and other essential department events, and transportation for required student travel to programs that are essential educational experiences that are directly related to curricular and program implementation. New initiatives include the addition of a Music Technology course at BHS to offer in alternating years with AP Music Theory. ThisNew initiatives include the addition of a Music Technology course at BHS to offer in alternating years with AP Music Theory. Thiscourse in its initial phase would have no impact on FTE, and would only require only a modest increase to the department budget for software and technology. The FY14 budget does not include requested funds to enter into a three-year agreement with our instrument supplier to supply the CMS and BHS bands and orchestras with new instruments and equipment (at a cost of $15,000 over three years). This proposal reflects the BPS Strategic Plan by maintaining the curriculum at all levels. The addition of Music Technology ensures that we are keeping the curriculum current and relevant, and aligns with our Core Belief regarding the need to teach 21st Century skills.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The curricular portion of the theatre program currently consists of an 8th grade one-semester elective in theatre arts. All other theatre arts programming at is extra-curricular and is fee-based. These programs are not funded by the general funds accounts. There is currently no funding provided for materials and supplies for the 8th grade American Theater class. The FY14 budget does not increase funding for this class. The 8th Grade American Theater elective aligns with the BPS Strategic Plan of ensuring continuity of our curriculum with state requirements. The Massachusetts Art Curriculum Framework includes Theater Arts as a vital component of arts education.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Kindergarten is a time of transition as students enter their first year of formal public schooling. Students participate in a challenging curriculum that includes study in literacy, numeracy, social studies, science, and visual and performing arts. Equally important, it is a critical time for learning good work habits and important social skills. Students’ progress is routinely assessed and, when needed, interventions are put in place in order to ensure that students are progressing. The full-day kindergarten program has been in place since September of 2008. Parents opt to enroll their children in a full or half day program. The additional costs which resulted from the full day program have been covered by a state grant combined with the parent fee of $2,900 for FY 13. There is no anticipated change to the fee for FY14, assuming the continuation of the state grant and stable enrollment. In order to align with the new state framework of standards, a new math program for grades K-5 is needed. The total price of the purchase for grades K-5 is $250,000. This amount includes textbooks, manipulatives, technology resources, instructional materials, and teacher training. This is not included in the FY14 budget, but is a high priority should funds become available. This curricular initiative directly aligns with the BPS Strategic Plan, Goal A, Key Initiative 1: Align Belmont curriculum to state core curriculum. In FY 13 we have 15 classroom teachers assigned to this program as well as assistants whose positions are funded in part through the state kindergarten grant. Each of the 15 classroom teachers has one kindergarten assistant. Teachers and assistants work together to provide small group instruction in all of the subject areas.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The math program budget funds the staff, equipment, textbooks and supplies required to teach mathematics in grades 5-12 and the software required to support math instruction in grades K-8. The program provides an articulated study of mathematics, which is required for all students each year. In order to align with the new state framework of standards, a new math program for grades K-5 is needed. The total price of the purchase for grades K-5 is $250,000. This amount includes textbooks, manipulatives, technology resources, instructional materials, and teacher training. This is not included in the FY14 budget, but is a high priority should funds become available. This curricular initiative directly aligns with the BPS Strategic Plan, Goal A, Key Initiative 1: Align Belmont
curriculum to state core curriculum. Future consideration of these needs in grades 6-12 shall be required as the curricular changes are implemented and specific needs are determined and prioritized. In grade 6, if funds were available, staffing would be increased to manage class size issues while maintaining the middle school team model used in grade 6. This would be reflected here as a 0.5 FTE (combined with 0.5 in ELA, science, and social studies for a total of 2.0 FTEs). This is not included the FY14 budget. Overall, the FY14 math budget maintains manageable, though not ideal, class sizes in the other grades. Curricular changes to grade 7 math courses have created class size issues throughout the academic areas. The FY in the other grades. Curricular changes to grade 7 math courses have created class size issues throughout the academic areas. The FY 14 budget does not reinstate the MCAS support position which was cut three years ago. No additional funding has been designated for Response to Intervention in math to address the Level 2 Accountability Rating at the middle school.
Math Team Memberships and Travel accounts continue to support interscholastic competitions with area schools and allow for participation in American Mathematics Contests. Dues and conferences support professional development for the program director and staff.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Physical education is required of every student in the Belmont Public Schools. The K-12 Physical Education program budget funds teaching staff, equipment & supplies required to teach this subject area at the Elementary, Middle & High School level. Elementary school students receive instruction twice a week for thirty minutes. Middle school students receive instruction twice per 6-day cycle for fifty minutes. At the high school level, physical education is a graduation requirement for each student. All students in Grade 9 are required to take Wellness, which is a full year course that meets twice a week. The Wellness course focuses on current health issues and personal fitness concepts. Students in Grade 11 are required to take the Positive Decision Making/Current Health Issues course. This course meets twice a week for one semester and counts toward one of the two physical education credits that are required yearly. Students in grades 10-12 can elect to participate in any of the current elective courses offered, or they may pursue alternative forms of programming in order to fulfill this requirement, such as participation in interscholastic sports, or other after school activities such as dance, gymnastics, fitness programs, or marching band. Students are encouraged to develop life long physical activities that will enable them to make good decisions relative to developing and maintaining a healthy lifestyle. The FY14 budget maintains the current physical education program and staffing levels. A request increase of 0.4 FTE for the Middle The FY14 budget maintains the current physical education program and staffing levels. A request increase of 0.4 FTE for the Middle School is not in the FY14 budget, but is needed to address class size, increased enrollment, and over scheduling of current staff. Furthermore, the additional FTEs would connect to the District strategic goal ensuring a balanced and healthy school experience, while maintaining curriculum aligned with Commonwealth and community standards.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Director of Science, Technology and Health Education
Science, Grades 5- 12
The science program funds the staff, materials and equipment needed to instruct students in the content and process of science. Science courses in grades 5-12 are aligned with the 2006 Massachusetts Curriculum Frameworks for science instruction. The science program is in the process of designing instruction and assessments to meet the Standards for Content Area reading and writing, which are embedded in the ELA/Literacy Common Core State Standards. Science in grades 5-8 uses a standards-based curriculum that integrates topics from physical, life, and earth/space sciences. These topics are spiraled throughout the middle school science curriculum, so that students revisit the same topics in upper middle school grades with greater sophistication. Students are introduced to the scientific method, and begin conducting and reporting on experiments of their own design. In grade 6, if funds were available, staffing would be increased to manage class size issues while maintaining the middle school team model used in grade 6. This would be reflected here as a 0.5 FTE (combined with 0.5 in English, math, and social studies for a total of 2.0 FTEs). This is not included the FY14 budget. Students in grades 9-11 take physics, chemistry, and biology in that order. Passing the high school science MCAS test in one of those three subjects is mandated for graduation competency. Students may choose between advanced placement (where offered), honors, and college preparatory levels of study. Primarily in grades 11 and 12, students have a range of science electives from which to and college preparatory levels of study. Primarily in grades 11 and 12, students have a range of science electives from which to choose. Students are required to take four years of science for graduation from Belmont High School. Labs and hands-on experiences are included when possible with the given time on instruction in science. The FY14 request maintains the current science program and supports the implementation of the district’s strategic plan, namely our preparation of all students for college, career, and life-long learning through continuity of curricula aligned with Commonwealth and community standards.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Director of Science, Health & Technology Education
Jim Davis, Director of Athletics,
Physical Education & Student Activities
Health/Wellness Education
Grades 6 - 12
The comprehensive health program is offered to students in grades 6-12. The health & wellness program budget funds teaching staff, equipment & supplies required to teach this subject area. The curriculum includes programs offered through health, science, physical education classes, guidance, school nurse programs, and after school programs. The program includes the integration of tobacco education, substance abuse education, risk assessment, making healthy decisions, stress reduction, violence prevention, nutrition, dental health, personal safety, CPR, and human development. At the Chenery Middle School, students begin formal Health classes in 6th grade. Topics covered in middle school health include the human body and mental health, healthy relationships and consumer awareness. At Belmont High the Wellness course includes an integrated physical education and health program that is required for all students in grade nine. Students in grade eleven are required to take the semester-long Positive Decision-Making & Life Skills: Current Teen Health Issues course. This course includes current information and pressing health issues facing teens today. The two cornerstones of the course are decision making, particularly in the areas of risky behaviors, and also life skills.
The FY 14 budget maintains the 6-12 health education programs. The FY 14 budget maintains the 6-12 health education programs.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Director of Science, Health and Technology Education
Technology Education
Grades 6 - 12
Technology education (defined as design technology) is taken by all students in grades 6-8. The curriculum is based on technology learning modules that meet the 2006 Massachusetts Curriculum Frameworks for science and technology. Students are introduced to the engineering design process, and participate in many hands-on projects such as CAD (computer-aided design), Lego robotics, and construction of wooden projects. Middle school technology education courses also cover transportation, communication, and manufacturing technologies. At the high school level there are three elective technology courses: Introduction to Design & Technology, Engineering Design & Technology, and CADE (Computer Aided Design and Electronics). The introductory course is a one semester course that introduces the art of design and engineering with an emphasis on the creative process and logical problem solving. In Engineering Design & Technology, students learn to implement the engineering/design process in constructing projects that they have designed using mechanical drawing. The CADE course teaches students to use professional 3D modeling and programming tools, and to program electronic devices that respond to external stimuli. The FY14 budget maintains the current technology education program.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Social studies is concerned with developing reflective democratic citizenship within a global context. It includes the disciplines typically classified as belonging to the social and behavioral sciences, as well as history, geography, government, civics and content selected from law, philosophy and the humanities. A balanced scope and sequence in grades 5-12 provides students with a careful blending of U.S. and world history. A minimum of three years of Social Studies is required for graduation from Belmont High School.
Last year Massachusetts approved a new English Language Arts and Literacy Frameworks that include expectations for social studies reading and writing instruction. Currently, we have been able to comply with this mandate without additional specialized funding although we have an increased need for non-fiction texts that may require more funds in the future. In grade 6, if funds were available, staffing would be increased to manage class size issues while maintaining the middle school team model used in grade 6. This would be reflected here as a 0.5 FTE (combined with 0.5 in English, math, and science for a total of 2.0 FTEs). This is not included the FY14 budget. At the high school, 48% of social studies classes have 25 or more students. Under our current funding model, we are not able to add a 0.6 FTE which would have reduced the percentage of students in classes with 25 or more students to 27%. more students to 27%. Belmont High School is also moving to create a Global Studies Certificate Program. This Program aims to increase opportunities for students to improve their 21st century skills such as problem solving, critical thinking, research and analysis, as well as oral and written communication. It also supports students with experiential and real world learning opportunities beyond the core curriculum offered at Belmont High School, additional academic choice and an opportunity to develop an interest and expertise in a global issue and culture, and the chance to reflect on their learning experiences across a variety of classes and disciplines. An additional 0.2 FTE (not included in the FY14 budget) will be required to fully implement and monitor the Global Certificate Program for all students in the future. Community service is introduced in grade 6, where all students are required to perform service as part of the social studies curriculum. In grades 7 and 8, students may elect to participate after school in the Community Service Club. Belmont's commitment to community service is formalized and deepened at the high school level, where students must perform a minimum of 40 hours of service as a graduation requirement. Relationships with community boards, agencies, and organizations develop opportunities that accommodate a wide variety of interests and skills. Upperclassmen may enroll in a 5-credit community service course through which they work at service placements for 4.5 hours weekly, in addition to meeting as a focus group for one class period.
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The FY14 social studies budget supports the implementation of the district’s strategic plan, namely our preparation of all students for college, career, and life-long learning through continuity of curricula aligned with Commonwealth and community standards.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Foreign Language program budget funds the staff and supplies for courses in grades 5 through 12 to teach Chinese, French, Latin, and Spanish. The program begins in grade 5 with an exploration of all four languages. At the end of grade 5, students select onelanguage for continued study in grades 6 through 12. Students have the option of beginning a new language when they enter high school. Students who continue with the same language may reach the advanced levels of study (including Advanced Placement courses) in grade 12. The curriculum for each course in the Foreign Language Department is based on the National Standards for Foreign Language Learning. In each course, there is a focus on developing and refining communication skills, cultural understanding, making connections and comparisons with other cultures and other content areas, and providing authentic experiences for students in their own communities and beyond. The FY14 budget maintains the current course offerings of the Foreign Language Program. However, it does not account for the projected increase in enrollment for the 2014-15 school year at both the middle and the high school. Currently, many of the class sizes projected increase in enrollment for the 2014-15 school year at both the middle and the high school. Currently, many of the class sizes in both buildings are close to 30 students per class. With an increase in enrollment we anticipate having to run many more classes with close to 30 students. The Foreign Language Program supports the implementation of the district’s strategic goals and core beliefs. The program prepares students to be a member of a global community, aids in the development of 21st Century skills, and prepares students for college, career, and life-long learning.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The ELL program budget funds the staff, textbooks, and supplies required to teach the English Language Education curriculum to ELLs in grades K-12. English Language Education services are designed to identify ELLs and provide instruction in speaking, listening, reading, and writing the English language. The goal of the program is to develop each learner’s English capacity so that, over time, he or she may successfully access all curricula in English without support. There is a heavy regulatory burden from both the federal and state government that prescribes the type and amount of English language instruction an ELL student must receive, including both English language development instruction and sheltered content-area instruction. The same regulation determines the sort of intake and monitoring we must do of ELL students. Over the past several years, the Belmont Public Schools has improved its compliance with these mandates; during those same years, ELL enrollment has increased. In particular, we have enrolled a larger number of low-proficiency students who require the greatest amount of services. The Rethinking Equity and Teaching English Language Learners [RETELL] state initiative, begun last year in response to concerns broached at the federal level and addressing the significant achievement gap between ELL and non-ELL students in Massachusetts, mandates new training in sheltered content-area instruction for all core academic teachers of ELLs, as well as new state standards and assessment to improve the quality of English language education. Due to the RETELL initiative, Massachusetts joined the World-class Instructional Design and Assessment [WIDA] consortium, which numbers 31 states and territories, including almost all of New England. As part of the consortium, Massachusetts has adopted the WIDA English Language Development Standards and the associated ACCESS test of English language development. In contrast with the previous state standards for ELLs, the WIDA standards (and ACCESS test) cover academic language in the core subjects of English, math, science, and social studies. This is a significant change in curriculum and practice for Massachusetts ESL educators. Last year Belmont ESL teachers spent in excess of 200 hours writing new curriculum; this work will continue in FY14. Professional development in the new WIDA standards has begun for ESL staff and will extend to general education staff through district efforts as well as the RETELL state initiative next year. The FY14 budget request funds an additional .4 FTE ESL teacher at the high school and an additional 1.0 FTE ESL teacher at the elementary level to meet the increasing needs of our students and the increasing demands of our field. There is a related decrease in the overall amount of ESL tutoring hours requested across the district as we make this shift.
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The FY14 ELL budget supports the implementation of the district’s strategic plan, namely our preparation of all students for college, career, and life-long learning through continuity of curricula aligned with Commonwealth and community standards and a clear articulation of instructional models, including sheltered content-area instruction. In particular, the district has identified the implementation of the new state model for English language learners as a key initiative.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
As required by law, Massachusetts school systems provide services to students starting at age 3 who qualify under special education regulations. A number of these children attend half-day integrated preschool classes and those students with more substantial disabilities have extended classroom hours. A typical preschool classroom slot is 2.5 hours per day. Full day classroom programs run 5 hours per day. Classrooms are scheduled on a continuum of three to five days, as well as a continuum of integration from full inclusion to fully self-contained. Each inclusion classroom consists of a highly structured environment servicing a small group of up to 15 students including eight tuition paying students and seven children on Individualized Education Plans (IEPs). Self-contained classrooms service up to seven children on IEPs. The Preschool Team also works closely with parents to coordinate school and home activities. As needed, the related services of speech and language, occupational therapy, psychologist, and physical therapy counseling are provided. The program also teaches typically developing students on a tuition basis which helps defray some of the costs for providing these mandated services. Students are referred to Belmont Preschool for evaluation through area Early Intervention Programs, area community preschools, local pediatricians, or parents. Based on reports, interviews, observations, and screening tools, children are evaluated in all areas of need by pediatricians, or parents. Based on reports, interviews, observations, and screening tools, children are evaluated in all areas of need by the Belmont staff consisting of Speech/Language Pathologists trained in Early Language Development; Occupational Therapiststrained in sensory integration; and Physical Therapists trained in mobility assessment. Also available are the School Psychologist and Early Childhood Special Educators and specialists. Students may be evaluated in the following areas: Speech/Language, Fine and Gross Motor, Sensory Integration, Play Skills, Functional and Pragmatic Language, Social/Emotional Development, Cognitive Development and Behavioral Assessments. As a result of the evaluations, children are referred for services based on the significance of their delay and the numbers of areas of delay.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Mary Jane Weinstein, Assistant Director of Student Services
Student Services/Special Education
Grades Pre K-12, Ages 3-22
The Student Services Department encompasses a full range of student support services for the entire district. These include both General Education support services as well as Special Education services and programs. General Education Support Services include Health and Nursing Services, Guidance and Counseling, Psychological Services, Child Find Outreach and Monitoring, Homeless Student Monitoring, Selective Population State Documentation and Reporting, Transportation, Home and Hospital Educational Services, Truancy Monitoring and Reporting, Residency Verification, Juvenile Court Representation, Social Service Agency Liaison, 504 Coordination, Crisis Management and Support Services, General Education Student Intervention Support, Specialized Training, and Development for Staff and Administration. Special education services, mandated by Massachusetts Regulations 603 CMR 28.00 and the Federal Education Law IDEA, include any specially designed instruction or related services provided for students ages 3 to 22 who present with documented disabilities that are impacting their ability to effectively progress in the regular education program, and who require this level of support and service in order to succeed.These services are provided both in district and in out of district placements. This program budget also includes transportation costs when required as part of the service delivery. Special educators and service providers are active collaborators with classroom teachers in planning for and providing instruction and supports. Special educators and service providers are active collaborators with classroom teachers in planning for and providing instruction and supports. Special Educators consist of a wide range of specially educated and trained staff members including, Resource Room Teachers/Liaisons, Speech/Language Pathologists, School Psychologists, School Adjustment Counselors/Social Workers, Augmentative and Alternative Communication/Assistive Technology (AAC/AT) Specialists, Applied Behavior Analysis (ABA)/Behavior Specialists, Occupational Therapists (OTs) and Physical Therapists (PTs). This team of professionals provides consultation services, conducts assessments, and providesdirect instruction and services to students. Examples of instructional supports and services include specially designed instructional materials and lessons within the regular education curriculum or more targeted and individualized instruction in reading, mathematics, written language,and/or organizational strategies. Examples of related services includes speech/language therapy to improve articulation and/or social pragmatics, occupational therapy to improve motor skills, physical therapy to improve strength, flexibility and mobility, socio-emotional counseling, adaptive physical education, and supportive and adaptive technology such as e-readers, vision magnifiers and FM hearing systems.
Special education is funded from the General Fund, a federal IDEA Grant and the State Circuit Breaker Program. In addition, Belmont Public
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Special education is funded from the General Fund, a federal IDEA Grant and the State Circuit Breaker Program. In addition, Belmont Public Schools is a member of LABBB Collaborative, which provides special education services to its member communities. The BPS Student Services and Special Education Program specifically target the district’s Strategic Goal A and C. Key Program Initiatives and Strategies ongoing for FY13 and planned for FY14 include:
• A comprehensive program evaluation of service availability and implementation models used at BHS and CMS
• Expansion of in-district program supports through contracted services to meet the needs of our increasing Autism Spectrum Disorders (ASD) population
• Increases in the availability of high quality professional development in the areas of co-teaching, differentiated instruction specialized reading, writing, math programming, and the teaching of organizational strategies for students with learning disabilities for individual teachers as well as teams of general and special education staff
• Continued implementation of a Language-Based Learning Disabilities (LBLD) program and coordinated LBLD co-teaching model of instruction at BHS.
• IPAD initiatives throughout the district targeted to support the delivery of instruction for many students, as well as use of the device as an AAC alternative for many of the district’s more challenged students
• Elementary Level Summer Response to Intervention (RTI) program to target remediation for struggling students who pose a high risk of developing future challenges.
• Math and Reading intervention programs both in tutorial format as well as more classroom of computer based are continuously being considered and explored as ways to increase fluency and comprehension.
Emerging Trends for monitoring and future considerations include an increase in the district’s need for direct ASD services to students in CMS and BHS, increasing student support demands on the district’s counselors and psychologists to meet rising need for mental health and and BHS, increasing student support demands on the district’s counselors and psychologists to meet rising need for mental health and behavioral interventions, ongoing professional development needs to ensure that staff are well trained and prepared to address the increasingly varied student struggles, and ongoing program review, adjustment and development to ensure student services within the context of Least Restrictive Environment (LRE) and towards the subsequent goal of decreasing the need for out of district placements. In addition, staffing for all types and levels of instructional support needs to be regularly evaluated to ensure effective service delivery to students. Indications for FY14 currently warrant increasing Winn Brook staff by 1 FTE Special Education Teacher. It is not included in the FY14 budget but will be considered if additional funds become available.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Athletic & Intramurals grade 5-12 program budget funds both coaching & support staff, equipment & supplies, transportation, officials’ fees, event fees, details, reconditioning, uniform replacement, MIAA & Middlesex League dues and assessments as well as other cost associated with running a comprehensive education-based interscholastic athletic program. The Belmont Public Schools offer an extensive and highly competitive athletic program for students at both the middle and high school levels. The interscholastic athletic program helps to produce the necessary attitudes, habits, and skills to participate and compete successfully in athletic events. Twenty eight (28) interscholastic programs and fifty nine (59)different levels of teams (Varsity, Junior Varsity, and Freshmen) are offered throughout the school year. At Belmont High School, fall programs include V, JV & Freshmen level teams in the sports of Football, B&G Soccer, Field Hockey, and G Volleyball, V & JV programs in B&G Cross Country, and Varsity level teams in G Swimming, Golf, and Cheerleading. Winter programs
include V, JV & Freshmen level teams in the sport of B&G Basketball, V& JV level teams in B&G Ice Hockey, B&G Indoor Track, & Wrestlingand V level teams in B&G Alpine Skiing, and B Swimming. Spring programs include V, JV & Freshmen level teams in Baseball & Softball, V& JV level teams in B&G Lacrosse & B&G Outdoor Track, and V programs in B&G Tennis. At Chenery Middle School we offer fall programs in B&G Cross Country and winter programs in B&G Basketball. During the three seasons of the school year, over one thousand student athletes and sixty-six coaches represent Belmont High School and Chenery Middle School in athletic competition. The program is funded through a combination of general fund dollars, user fees and gate receipts. For FY Middle School in athletic competition. The program is funded through a combination of general fund dollars, user fees and gate receipts. For FY 13 this proportional split of general funds dollars and user fees / receipts was 40% GF & 60% user fees/ gate receipts. This split follows the recommendation made of the Task Force on Athletics & Extracurricular Activities in 2012. The fee structure to participate at the high school in athletics for is a pay per sport season structure. A student’s first sport is $450.00 their second sport $300.00 and their third sport $150.00 with nofamily maximum per year. At the Chenery Middle School the fee to participate in middle school activities & athletics is $150.00 per participant. This fee was determined following a comprehensive review by the Task Force on Athletics & Extracurricular Activities in 2012, and the recommendation was adopted by the School Committee for the FY13 school year. The proposed FY14 Budget calls for maintaining current programming levels. At the Chenery two new programs have been proposed, the establishment of a middle school football team and a girls’ volleyball team. At Belmont High School, a boys’ volleyball program has also beenproposed. All of these new programs have an interest base and have been sought by both students and community members. These new programs are not included in the FY14 budget proposal; final decisions are pending an analysis of the capacity of the fees to sustain the program and an understanding of the impact on the 40/60 proportional split of general funds vs. fees and gate receipts.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Kristen St. George, Chenery Middle School Principal
Student Activities
Grades 5 – 12
Belmont augments its comprehensive academic program with a number of after school clubs and student activities. These activities are considered an integral component of the total educational experience for a Belmont student. For FY10 the School Committee established a new fee structure for activities which requires the activities to be self sufficient at both Chenery Middle School and Belmont High School. Following a comprehensive review by the Task Force on Athletics & Extracurricular Activitiesin 2012, an adjustment to the fee structure for Student Activities was recommended by the Task Force and was adopted by the School Committee for the FY13 school year.
At the Chenery Middle School, a fee of $150.00 per participant was put in place. The fee covers the following Chenery Middle School activities: B&G Cross Country, B&G Basketball, upper and lower school math teams, Cheetazine literary magazine, jazz School activities: B&G Cross Country, B&G Basketball, upper and lower school math teams, Cheetazine literary magazine, jazz ensemble, chamber orchestra, wind ensemble, double reed ensemble, flute ensemble, brass ensemble, select choir, and upper and lower school theatre.
At Belmont High School, a fee of $100.00 is required per participant in the Math team, Student Government, Science team and the Asian American Club. Note no fee is required for BHS National Honor Society, GSA, or BHS Class Officers.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Belmont Public Schools Food Service Program serves lunches for students and staff at all six school buildings, as well as breakfast at Belmont High School. The program participates in the USDA National School Lunch Program, as administered by the Massachusetts DESE. The Food Service Program operates within fiscal, operational and nutritional guidelines promulgated by the federal, state and local authorities. Staff salaries and operating expenses are paid from revenues generated by the program.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Ken Kramer, Director of Student Services & Principals
School Guidance and Counseling Grades K - 12
School counselors develop and deliver counseling programs and services to students and staff in the areas of academic achievement, personal-social development—to include bullying, and career planning/work readiness. Counselors communicate regularly with teachers, parents, administrators, school psychologists, social services agencies, and out of system service providers. Counselors provide decision-making, conflict resolution, behavior management, crisis intervention, and follow up support to students, parents, and teachers. Student concerns range from friendship issues to life changes and psychiatric hospitalizations. Additionally, at the elementary and middle school levels, counselors provide classroom guidance lessons and small group support which is an integral element in maintaining an overall positive and effective learning environment. At the middle and high school levels, counselors facilitate Student Response Team (SRT) and 504 meetings and are involved with scheduling and course selection. High school counselors spend considerable time assisting all students with post-secondary planning and all aspects of the college application process. Responsibilities for services provided by counselors at all levels include coordinating complex and numerous community supports, and are trending upwards as the needs and numbers of children in the Belmont community continues to increase. The FY14 budget maintains the current school guidance and counseling services. A request to add a school counselor at the middle school, which would have restored the number to the level three years ago, is not included in this budget. school, which would have restored the number to the level three years ago, is not included in this budget. The School Guidance and Counseling Services address the district’s Strategic Plan Goal A: To prepare all students for college, career and lifelong learning. Key program Initiatives and Strategies ongoing for FY 13 and planned for FY 14 include:
• Piloting the Second Step Social Skills Program at the Elementary Level
• Implemented social/emotional competency lessons in some Grade 1 classrooms
• Ongoing Development and Maintenance of collaborative efforts with social service teams/other outside providers to help support students and their families
• Supporting teachers in implementing state mandated anti-bullying curriculum by providing resources, modeling lessons, and consultation around lesson preparation and student questions that arise
• Created a survey to help obtain data around bullying program and its objectives
• Provided parent resources for how to talk to children about school violence in response to the school shooting in Newtown, CT Provided parent resources for helping students with anxiety, depression, and coping with a death in the family
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• Implementation of revised internal structures at BHS including a checklist to facilitate new student registrations, creation of a FAQ sheet for new students to support smooth transitions, and consolidation of all 504, Individualized Curriculum Accommodation Plan (ICAP) and action plans into a centralized location for staff.
• Weekly meetings for BHS Guidance and Special Education staff to review and respond to students at risk
• Informational presentations and material resources at BHS for juniors, seniors and their parents regarding future planning and the college process
Emerging Trends for monitoring and future considerations include heavy caseloads at the elementary level for mostly part time counselors that don’t allow for regular and/or comprehensive classroom lessons, attendance at Teacher Assistance Team (TAT)meetings, consultation with parents/outside providers and staff consults. Similar situations present at CMS and BHS, with the full time counselor caseloads increasing by as much as 25% in the past three years. At BHS, this pushes the caseload up close towards300 students per counselor, and towards if not over 400 per counselor at CMS. In addition to increasing caseload sizes, counselors are dealing with an increase in the intensity of the student demands. Current trends include more student hospitalizations and mental health issues with higher numbers of teens diagnosed with depression and anxiety. These demands strain limited counselor schedules as they work to liaison with outside treatment teams, facilitate re-entry meetings, and ensure appropriate supports and services for both the hospitalized as well as the returning students. Paperwork and documentation demands are also increasing proportionately as counselors are responsible for managing and monitoring student support and service plans such as ICAPs, 504 Plans, Educational Proficiency Plans (EPPs), and SRTs.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Grades Pre K - 12 School psychologists provide specialized program support (Opportunity/Campus), psychological counseling, conduct psychological assessments for team evaluations, and consult with students, teachers, and parents around a range of learning, behavioral, and emotional issues. They regularly assist students, parents, and teachers in dealing with classroom management and learning environments so that students can access curriculum and demonstrate what they have learned. Psychologists educate others regarding childhood and adolescent development and help facilitate positive student to student, student to teacher, and student to parent interaction. The FY14 budget maintains the current Psychological Services. A request to increase (by 0.3 FTE) a school psychologist at Belmont High School,in response to the increase and demands on existing staff, is not included in this budget. BPS Psychological Services address the district’s Strategic Plan Goal A: To prepare all students for college, career and lifelong learning. Key program Initiatives and Strategies ongoing for FY 13 and planned for FY 14 include:
• Ongoing Group and Individual Counseling for students who contend with a range of issues from anxiety and depression to social interaction challenges and eating disorders
• Ongoing participation on the building-based Crisis Teams to deal with students in crisis and consult with parents and staff as needed
• Implementation of a School Psychology peer supervision group that meets bi-monthly to review and respond to challenging cases • Implementation of a School Psychology peer supervision group that meets bi-monthly to review and respond to challenging cases
• Ongoing building Student Response Team and/or other case review and referral meetings for staff at all levels to review and address at-risk student needs in all buildings
Emerging Trends for monitoring and future considerations include an overall increase in the number of students who are struggling with either academic or severe and complex emotional needs. This includes an increase in the number of students who present as unsafe (actively suicidal) and/or who miss large amounts of school due to mental health issues (depression and anxiety). In addition, ongoing daily demands in these realms, along with the responsibilities to evaluate students, consult with staff, coordinate with outside providers and attend evaluation/case management/student support meetings does not allow for enough time to provide consistent support to students, staff and families on a proactive and preventative basis.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Health Services program budget funds the nursing staff, clinic supplies, stock medications, equipment maintenance, and the school physician.There are 7.2 FTE Registered Nurses employed in Belmont, providing direct services in all six schools. Nurses are licensed by the Massachusetts Board of Registration in Nursing and licensed by the Massachusetts Department of Secondary and Elementary Education. Nursing practice is governed by the Massachusetts Board of Registration in Nursing, the Massachusetts Department of Secondary and Elementary Education, and the Massachusetts Department of Public Health. Services provided include but are not limited to crisis interventions, management of immunization compliance, illness and injury assessment, triage and first aid, medication administration, provision of treatments as prescribed by the Primary Care Physicians (PCPs), and management of students with chronic conditions and special health care needs. State mandated prevention screening programs are conducted yearly for vision, hearing, growth, and (postural) scoliosis with referrals made as appropriate. Nurses serve as integral members of Individualized Education Plan (IEP)/504 Teams, and Student Response Teams (SRTs)/Teacher Assistance Teams (TATs). In addition, nurses provide education to students and staff to promote wellness and disease prevention, and collaborate with local, regional, and statewide health agencies to assist with child/family health insurance needs. The Health Services Program addresses the district’s Strategic Plan Goal A: To prepare all students for college, career and life long learning. Key program Initiatives and Strategies ongoing for FY 13 and planned for FY 14 include: program Initiatives and Strategies ongoing for FY 13 and planned for FY 14 include:
• Building capacity and expertise to manage more complex medical needs of students
• Building capacity and expertise to identify students experiencing stress and other social- emotional disabilities to help facilitate referral and support student during the school day
• Assisting all students to return to class, minimizing disruption of education for continued learning and growth
• Ongoing professional development in the use of electronic medical records
• Increase use of technology in classroom instruction focusing on wellness initiatives: tobacco prevention; hand washing; nutrition; physical fitness
Emerging Trends for monitoring and future considerations include a growing population of students with significant physical and emotional needs. Societal changes and emerging trends shifted much of the medical care into school settings which resulted in all schools seeing a significant increase in the number of students requiring medical or emotional support during the school day. Effective oversight of the district’s school health program is critical to insure nursing practice is consistent with established standards and regulations. Nurses will continue to improve upon computerized health record utilization and documentation. Ongoing professional development is needed to ensure that staff are well trained and prepared to address the health, wellness and social competency development which is critical to the success of all students and deeply embedded in student achievement. In FY13 nursing hours were increased (0.4 FTE) to allow the Director of Nursing Services time to manage and oversee regulatory and best practices protocols, and to ensure that guidelines are in place and adhered to in order to ensure effective student service
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regulatory and best practices protocols, and to ensure that guidelines are in place and adhered to in order to ensure effective student service delivery and district compliance with State and Federal Mandates. This is continued in the FY14 budget.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The school libraries follow American Library Association (ALA) standards for space, resource development, accessibility, and seating. Each library houses a resource collection that supports the curriculum for students’ research, appreciation of literature, class assignments, and personal development. Resources include print, non-print, and digital resources. The elementary school libraries are each staffed with a part-time library aide. The library aides provide a kindergarten story time weekly for kindergarten and first grade students for thirty minutes. Students in grades 2-4 visit the library weekly for approximately 15 minutes for book borrowing. Parent volunteers support the program by providing help during the book borrowing time for grades 2-4. Parent volunteers also help with inventory during the school year. During the 2011-2012 school year all of the elementary libraries were incorporated into the automated program “Destiny”. Library systems are now fully automated. The FY14 Budget libraries were incorporated into the automated program “Destiny”. Library systems are now fully automated. The FY14 Budget includes funding for cost associated maintaining the quality of the library, by continuing to supply updated books and library materials. The middle school and high school libraries are each staffed with one full-time professional librarian and one part-time library aide. The librarians develop library collections of print and digital resources to support curricula, provide instructional programs related to research, and assist individual students in selecting resources for academic assignments. The library budgets continue to be underfunded, diminishing the program’s effectiveness.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Technology Department plays a critical role in nearly every aspect of our educational environment including IP telephone service, e-mail communications, student information database systems, interactive educational software, websites, data storage, presentation systems, and training. Technology is mission critical to our school system as we utilize technology tools for all communications, state and federal reporting, and most importantly, instructional activities. The mission of technology overlays all areas of the district’s strategic plan. The FY14 budget as it is currently constructed supports only the maintenance of existing computers, printers, and network infrastructure. Only small numbers of new PCs (< 5%) will be purchased for replacement, including equipment which fails during the year. One significant need for next year will be to cover costs for the implementation of policies and recommendations created as a result of the Town’s security audit, increased costs associated with the new Chenery security system and new security modifications at the high school. Also anticipated are significant additional costs associated with new state and federal reporting and compliance requirements such as the Teacher Evaluation system, the move to online testing, and the Federal Civil Rights report. These items are reflected in our System-wide Technology Contracted Services line. The department’s plan for disaster recovery planning will continue, but only at the expense of other budget lines such as equipment and supplies. There will be significant new costs associated with this program, none of which are currently budgeted for in a level service plan. Accordingly, the There will be significant new costs associated with this program, none of which are currently budgeted for in a level service plan. Accordingly, the FY14 budget defers the multi-year high school hardware replacement program for another year. There will be no increase in technology capacity at any of the elementary schools. The department’s plan for migrating to cloud services will also be reduced in scope. Our focus will be on maintaining core infrastructure and instructional systems, however, planned network equipment replacements will be deferred until FY15. We will move from our traditional proactive maintenance program to a reactive program in which equipment is replaced only after failure; not before. The result is the possibility of more downtime and loss of access to network resources. Level funding will force the allocation of a portion of funding for these PC replacements to replacing aging SMARTBoards and associated projectors. FY14 will be the first year where the original group of SMARTBoards will have reached end of life and will need to be replaced. It will also continue to demand the work of a .5 FTE in order to keep the entire fleet of boards operational. To accommodate this increased support need, we have extended the use of contracted help from the traditional summer months into early Spring. FY14 supply requests allow for one set of toner for certain printers. Once that supply is exhausted, resupply is paid from other funding sources such
as PTA/PTOs or individual school supply accounts.
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as PTA/PTOs or individual school supply accounts.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
This program supports curriculum development projects K-12 in all subject areas and grade levels. This program contains the salary lines for the assistant superintendent and the secretary, which represent fifty percent of the total salary for these two positions. Summer workshop salary pays teachers for developing curriculum scope and sequence, syllabus, and activities for new course and grade level curriculum as well as revisions to existing course and grade level curriculum as part of the curriculum renewal cycle, as mandated by contract. This program area includes part of the salaries of the Elementary Curriculum Specialists for English/Social Studies and Mathematics/Science. The remainder of their salaries is paid with funds from the federal Title IIA grant. There is ongoing work to align curricula with the new Massachusetts Frameworks for ELA/Literacy and Mathematics embedded with the Common Core State Standards. The funds to achieve this alignment come from the general funds as well as grants from the Foundation for Belmont Education and the federal Race to the Top grant. This program area supports Strategic Goal A: To prepare all students for college, career, and life-long learning through continuity of curricula aligned with Commonwealth and community standards.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
This program supports district wide staff development activities for teachers and administrators. This area of the budget supports on-going efforts to maintain and improve teacher quality and to assist with re-licensure requirements. This program contains the salary lines for the assistant superintendent and the secretary, which represent fifty percent of the total salary for these two positions. Mentor stipends, teacher tuition reimbursement and recertification costs, staff development memberships, and principal dues and conference fees are mandated by contract. Additional funding for this program comes from Foundation for Belmont Education and federal Title IIA grants. This program area supports Strategic Goal C: To ensure that students receive instruction from consistently highly qualified educators who pursue continuous improvement of their art by sustaining continuous professional development by means of clear and coherent plans and implementing a successful educator evaluation system in line with new Commonwealth standards.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Except for the High School, substitute teachers are hired to cover teacher absences, both for day-to-day illnesses and long-term absences such as maternity leaves. The current per diem rate for substitute teachers is $80, with a step 2 rate of $85 after 20 accumulated days of substitute services. A step 3 rate is $105 per day for 20 consecutive days in the same assignment. There continues to be substitute teacher shortages in many area school systems including Belmont. The substitute account can fluctuate greatly from year to year. Much of the drastic fluctuation is due to a large number of maternity leaves, where we pay for both the substitute and the sick leave of the teacher on leave. Long term substitutes for teachers on leave are paid at their appropriate degree and step on the teachers’ scale. This fluctuation in maternity leaves is a reflection of our teaching staff becoming younger from retirements and staff turnover. The budget line items for substitutes had been increased in FY13 over FY14 to reflect the historical costs for these expenses.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Belmont Public Schools participates in the Metropolitan Council for Education Opportunities (METCO) program. METCO is a voluntary integration program founded in 1966, designed to provide a suburban public school education for African-American, Hispanic, and Asian students from Boston. Belmont typically hosts 125 students as part of the METCO program. The program is funded by a state grant.
This program fosters a broader educational and social experience for both suburban and urban children and their families. METCO students participate in all aspects of the academic and extracurricular life of the school and are supported by the METCO Director and staff.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Belmont Public Schools offers enrichment courses to members of the community. For a nominal fee, residents may enroll in courses to enhance personal skills in a number of areas. Receipts from the program are used to pay for course instructors and expenses associated with operating the program.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Personnel in the custodial services program are responsible for the daily cleaning of the school buildings. In addition, the school custodians perform a variety of other building operation tasks including heating plant management, snow removal, pool chemical program, deliveries, room set ups, building security, etc. Duties within heating plant management include a scheduled preventative maintenance program. In addition to the custodial employees during day and evening shifts, the School Department uses a contract cleaning company at night at the high school and middle school.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Kristen St. George, Chenery Middle School Principal
Dr. Tricia Clifford, Burbank Elementary Principal
Michael McAllister, Butler Elementary Principal
Amy Spangler, Wellington Elementary Principal
Janet Carey, Winn Brook Elementary Principal
Building Administration
Building Administration includes the offices of the Principals and their support staffs, plus the Assistant Principals at the Chenery Middle School and Belmont High School. These personnel oversee the daily operations of the schools. The principal is the instructional leader for her or his building. Principals are responsible for the fiscal management of their building budget, the oversight and maintenance of their buildings, outreach efforts to their school communities, and the development and improvement of curriculum, instruction, and assessment for the academic program. The FY14 Budget, in general reflects level-funding building administration supply accounts at FY13 levels, based on available funding.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The Central Administration budget includes the Office of the Superintendent of Schools, the Human Resources Office, and the School Business Office. Personnel in these offices oversee school operations and, together with the Assistant Superintendent of Curriculum and Instruction, the Principals and the Curriculum Directors, provide the administrative leadership and educational direction of the school system. The budget for the Assistant Superintendent’s Office is included within the Curriculum and Staff Development programs, since these expenses are included as a part of staff development in reporting to the Massachusetts Department of Elementary and Secondary Education. The FY14 Budget includes costs for the Town-wide information security initiative and for the scheduled replacement of a portion of the district’s fleet of photocopiers.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
Legal Services are provided in the areas of labor relations, special education, student discipline, and general school law matters. Separate counsel is maintained for Special Education matters. One law firm is used labor relations, student discipline, and general school law matters. Separate counsel is consulted for special education issues. The FY14 Budget reflects an increase of 3% in legal expenses in all areas.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The School Committee is a six member elected board. Two members are elected every year for three-year terms. By State statute, the responsibilities of the School Committee include the hiring of the Superintendent of Schools, the review and approval of the school budget, and the establishment of educational goals and policies. The School Committee engages in professional development through the Massachusetts Association of School Committees and through other opportunities.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
This account funds salary adjustments for school personnel not covered by collective bargaining contracts and contracts not yet settled for the next year. Administrative staff including central office administrators, building principals and assistant principals, curriculum directors and technology staff are eligible for performance pay. The account also provides for salary increases for members of the teaching staff who will advance on the salary schedule as a result of receiving additional graduate training and degrees over the next year. Expenses are not charged directly against this account, but are charged against the appropriate salary accounts elsewhere in the budget. Funds budgeted here will offset deficits in those salary accounts, since the respective salary accounts have been budgeted at the previous year’s salaries for non-bargaining employees.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013
The fringe benefit programs available to employees of the Town of Belmont are overseen by the Board of Selectmen and the Town Administrator. In 1991, the Town began a practice of allocating the costs of fringe benefits to the individual town departments including the school department on a pro-rated basis. Included in this budget is the School District’s share of the health insurance premiums for current as well as retired school employees, which is currently 80% of the total premium for the HMO plan and 50% for the PPO plan. The fringe benefit assessment also includes unemployment compensation, matching payroll taxes for Medicare, and workers' compensation. The School share of medical insurance is charged back to grants and revolving accounts from which some employees are paid. Based on guidance from a health insurance consultant used by the Town, health insurance costs are budgeted at a 9% increase for FY14. Of this amount, an increase of 4.5% is reflected in the FY14 School Department Budget. The remaining 4.5% of the projected increase will be charged to the Town’s Health Insurance Trust Fund.
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BELMONT PUBLIC SCHOOLS FY14 BUDGET DRAFT 2 4/23/2013