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Following are important elements of initial allocations for CSDs and HSSs. Last year, HSS allocations
were presented independently in Section Q of this document. This is the first time, therefore,
that CSD and HSS allocations have been displayed together in the Initial Allocation Memo. Please
refer to the cited Sections listed in each descriptive paragraph for additional information.
GENERAL EDUCATION TAX LEVY ALLOCATIONS
Module 1:
For CSDs, certain earmarked allocations, or components thereof, have been merged into the Module 1
fixed amount: Fit for Life coordinators, Diagnostic Screening Administrator, District Assessment Liaison,
Director of Operations, and School Health Aides. In addition, the consolidation of special education
pupil services and establishment of the new Special Needs/AIS formula allows for the special education
district office and special education attendance services to be folded into the general education Module
1 fixed amount. The attendance allotment will be uniformly upgraded to one teacher position per
district (currently, some districts receive a teacher position, while others receive a family worker
position).
For HSS, Module 1 (formerly known as "Factor 1") includes funding for such positions as: Fit for Life
Coordinator, Computer Service Technician, Attendance Supervisor and Mediation and Conflict Resolution
Coordinator. See Section A.
Module 2:
The Module 2 allocation for HSS (formerly known as "Factor 2") includes funding for basic instruction
(base number of teachers plus breakage) and school support (school organization plus a per capita).
Section B details the specific components included in the HSS per capita calculation.
Automate the Schools OTPS is now included in Module 2 for both CSDs and HSS.
For CSDs, in FY01, the resources available for Module 2B were folded into the Special Needs/AIS formula.
Module 2B, per se, no longer exists. CSD Superintendents will continue to be responsible for developing
Comprehensive Education Plans in support of high student achievement, and meeting the goals set forth
by the previous Module 2B allocation. Likewise, funding for the HSS Model B program, previously found
in Module 2, has been transferred to the Special Needs/AIS formula for High School Superintendencies.
Section B describes the Module 2 formula and allocations for CSDs and HSSs.
Module 3:
For CSDs, in FY01, the resources available for Module 3 were folded into the new Special
Needs/AIS formula. Module 3, per se, does not exist for either CSDs or HSS. Provision of After
School and/or Continuing Education programs continues to be a local decision.
Module 4:
For both CSDs and HSSs, Module 4 represents the allocation component associated with Special State
Funds -- NYSTL, NYSSW, NYSLIB. For initial allocation purposes, the Module 4 textbook per student rate
increased from $57.30 to $60.00. This per capita allocation may later be adjusted upward when the State
budget is adopted. The Software rate increased from $14.98 to $23.90 per child. However, we continue to
be limited by the State allocation formula, which appropriates either the previous year's expenditures,
or the previous year's enrollment multiplied by the rate, whichever is lower. Consequently, our initial
software per capita will remain at $14.98, pending completion of the FY01 claim to the State. Again, this
allocation may be adjusted after the start of the school year. For allocation purposes, the per capita
funding for Library Materials will remain at $6.00. Computer Hardware funding will remain at the FY01
level. (See Section C.)
Module 5:
For both CSDs and HSSs, Module 5 represents the allocation component associated with a variety of
special purposes, such as Project ARTS, instructional materials, Teachers' Choice, leave entitlements,
School Leadership Teams, or the High Schools' LYFE Program. For CSDs, in FY01, a consolidated per
capita formula entitled "Academic Intervention Services" (AIS) began to be included in Module 5.
Components that have been merged into this per capita are: Project Read (After School), Project
Read (Family Literacy), Standards at the Local Level, Middle School Guidance, Middle School Ending
Social Promotion, Multi-cultural Education, Module 3 (After school/continuing education), and New
Entrant Diagnostic Screening (per diems).
In addition, also for CSDs, the Project Read School Day component was folded into the formula entitled
"Academic Intervention Services - Lowest Ranked Elementary Schools."
Textbooks For both CSDs and HSSs, the $12.5 million set aside for the exclusive
purchase of textbooks is again available to purchase textbooks, as well as other instructional
materials. A portion of these funds will continue to be allocated to pupils attending New York
City Non-Public Schools.
Start Up OTPS For both CSDs and HSSs, a special purpose allotment allocates funds for
start up OTPS for all new construction, new leased sites, and new schools resulting from reorganizations.
To be eligible for this one-time allocation, the new school must be established by a resolution of the
Central Board of Education.
Earlier portions of this memorandum describe funding for several major initiatives, such as Summer
School, Project ARTS, and the Plus Eight Program. See Section D for details about
these programs, as well as other important information about Module 5 allocations
SPECIAL EDUCATION ALLOCATIONS
Special Education Formula Revision
Last year, for CSDs, we developed a new "Special Needs/Academic Intervention Services" formula. In order
to accomplish our objectives, forty-five individual allocations recognizing various special needs of pupils
were consolidated into one comprehensive special needs/academic intervention services allocation. In addition,
we also decentralized Special Education Pupil Suspension Hearings for CSDs, so those funds were transferred
from the central Division of Student Support Services to the Special Needs/AIS formula as well. For this
year, we have developed a similar allocation formula for HSS, again consolidating several smaller allocations
into one comprehensive special needs appropriation.
The new allocation methodology supports the "whole school" approach and provides flexibility in using
dollars from different funding sources to design programs that address the needs of all students.
When combining available dollars, careful attention must be given to the parameters of the funding
sources. The funding requires districts and schools to meet the IEP mandates of disabled students,
as well as provide an array of non-special education supports and professional development activities.
For example, the district can use funds to support collaborative team teaching classes. This can meet
the IEP mandates of disabled students in addition to the requirements of academic intervention services
for the non-IEP mandated students in the collaborative team teaching class. If that approach is too costly,
districts can explore alternate methods for delivering special services and supports. Superintendents
may use funds to support the activities of Pupil Personnel Teams that provide early identification of
students in need and the development of supportive strategies.
Students with disabilities must receive services in accordance with their IEPs. Additionally,
superintendencies may not eliminate any special education service that is mandated by regulation or
stipulation. The areas not subject to district discretion that must be maintained while we are phasing
in the new Continuum include health coordinators, crisis intervention teachers, supervisors, and
maintaining the current caseload and related service staffing ratios.
Superintendencies are permitted and encouraged however, to create whole positions for staff who serve
mandated students, by allowing staff to provide services to non-mandated "at risk" students, rather than
creating itinerant or part-time positions to serve only special education students. For example, the
Special Needs/AIS allocation may be used to create a teacher of speech improvement position. The speech
teacher could deliver school wide non-mandated services for part of the day and IEP related service speech
for part of the day. A second example is to combine mandated and non-mandated students into the caseload
of the Resource Room/Consultant Teacher.
Provision of mandated services continues to be the first priority.
The consolidation includes components from the general education and reimbursable budgets, as well
as the special education budget. Refer to Section E for more details.
CSE Decentralization
In FY99, the responsibility for Committees on Special Education (CSE), Committees on Pre-School
Special Education (CPSE), and School-Based Support Teams (SBST) was transferred to the Community
School Districts. In addition, five high school CSEs reporting to their respective Superintendents
were established. Transferring this role to the CSDs and HSSs placed evaluation, placement and
instructional services under one system, rather than the fragmented centralized and decentralized
system, with separate lines of authority, that existed in the past.
School-Wide Services
In previous years, we had introduced the concept of reducing communication barriers between general
and special education by allowing districts to split personnel costs between general education and
special education. The new Special Needs/AIS formula makes this concept a reality.
REIMBURSABLE PROGRAMS
At the time of this writing, most reimbursable grant awards have not been received, and the State's budget
has not yet been adopted. Where FY02 appropriations remain unknown, we have assumed that the FY01 appropriation
level will be available.
Title I:
Indications are that the FY02 Title I appropriation may be slightly higher than last year's. Federal
law prohibits a Title I "hold harmless" (grandfathering) to offset the effect of schools losing Title I
eligibility. A change to Title I for FY02 is that each Charter school is now considered to be a separate
Local Educational Agency (LEA) and therefore, the Board is no longer responsible for setting aside Title I
or other ESEA Federal funds (except for IDEA) for these schools.
The current year's poverty cutoff decreased from 68.36% last year to 68.24% in FY02. The net change in
the number of Title I designated schools is a decrease of 11 schools (as compared to a net increase of 3
last year): 38 schools are newly designated as Title I (including Citywide Special Education schools),
and 49 schools lost Title I status. The number of public school Title I eligible students decreased by
9,701 (1.67%) since FY01.
The organization of Citywide Special Education classes, with the delivery to each pupil of services
prescribed in their Individualized Education Programs, reduces the need for supplemental Title I funding.
As a result, public school Title I resources are being allocated only to eligible students in CSDs and HSS.
This policy has been in effect since FY94.
Non-Public School entitlements are final and are based on the number of free lunch eligible students who
reside in the attendance areas of Title I eligible public schools. The number of Non-Public School Title I
eligible students decreased by 835 (1.85%) since last year (as compared to a decrease of 1,071 NPS Title I
eligible students in FY01).
Title I public school per capitas vary by borough, and range from a low of $552 to a high of $1,718.
The citywide Title I public school average per capita is $718, up by $27 since FY01.
As stated earlier, effective for FY02, charter schools have become LEAs for purposes of Federal funding.
Therefore, the Board will not set aside Title I funding for known and prospective charters.
Section G contains the Title I spending plan, county amounts, public
and non-public allocations, and the minimum amount for parental involvement programs.
PCEN:
Amounts set aside for Community School Districts and High School Superintendencies are included in the
Special Needs/AIS allocation. Superintendents will continue to be responsible for meeting the goals
set forth in previous years by this funding stream. Beginning in FY01 for CSDs, in keeping with our
"seamless" budgeting philosophy, the special education ESL teacher position and LEP per capita allocations
are merged with the general education program allocation. Allocations for ELA Regents requirements
for LEP secondary school students are included in the PCEN spending plan. For High School Superintendencies,
"Model B" program funding, previously funded in the PCEN spending plan, has now been folded into the
Special Needs/AIS allocation.
PCEN programs and allocations may be found in Section H.
Bilingual Aid, Part 154:
All allocations are virtually unchanged from last year. (See Section I.)
Pre-Kindergarten Programs.
There will be two major pre-kindergarten programs in operation during FY02 - SuperStart and
Universal Pre-kindergarten - with a combined budget of over $230 million. In addition, $0.5 million
in New York State Experimental Pre-Kindergarten funding has been targeted to provide a summer program
for four year olds from economically-disadvantaged families. This program is expanding from two
districts in FY01 to twenty-one districts in FY02.
Refer to Section J for details, including effective use of the various funding
sources for pre-kindergarten programs.
Title II:
All allocations are virtually unchanged from last year.
Section K describes Title II programs in more detail.
Title IV:
All allocations are virtually unchanged from last year.
Section L describes Title VI programs in more detail.
Substance Abuse and Drug Prevention Programs:
For now, the appropriation for FY02 is assumed to be virtually at the previous year's level.
We anticipate that TANF dollars will be available to augment the Local Drug Initiative portion of the
drug program. This increase in drug program funding will help offset the increased costs associated
with the recent DC37 contract settlement. As mentioned earlier, the High School Drug Program, SPARK,
will decentralized to HSS, beginning in FY02.
Section M describes drug programs in more detail.
AIDP:
Amounts set aside for CSDs and HSSs are included in the Special Needs/AIS allocation.
Superintendents will continue to be responsible for meeting the goals set forth in previous years
by this funding stream. Due to an increase in the number of Tier II and Scatter Site homeless shelters,
and in an effort to support the Chancellor's summer school attendance outreach initiatives, the FY02
Students in Temporary Housing (STH) allocation has increased by $1.0 million. A separate grant number
has been established for Site-Based STH programs.
Section N describes AIDP programs and lists all allocations.
Miscellaneous Reimbursable Allocations:
Chapter 53:
Amounts set aside for CSDs and HSSs are included in the Special Needs/AIS allocation.
Superintendents will continue to be responsible for meeting the goals set forth in previous years by this
funding stream. Citywide allocations are unchanged.
See Section O for Chapter 53 narratives and allocations.
Improving Pupil Performance/State
Incentive Grant (IPP/SIG):
Amounts set aside for CSDs and HSSs are included in the Special Needs/AIS allocation.
Superintendents will continue to be responsible for meeting the goals set forth in previous
years by this funding stream.
See Section O for descriptive narratives and allocations.
ERSSA/IDEA (Special Education Reform
Programs):
Supporting the Chancellor's Special Education Reform Plan and the new Continuum, the Special
Needs/AIS formula will provide flexible, rather than prescriptive, dollars, while maintaining the
provision of mandated services. Superintendents will continue to be responsible for meeting the
goals set forth in previous years by these funding streams. New this year is a $2.0 million IDEA
special grant for Professional Development.
Section O describes the comprehensive special education reform program and displays allocations.
Details about State Magnet School Grants and Beacon Programs can be found in Section O.
Allocations are virtually unchanged from last year. State Standards at the Local Level funding for
HSS also is included in this section. FY01 was the final year for Goals 2000 funding.
It is expected that, like last year, allocations for the Emergency Immigrant Assistance and Refugee
Program will be released in November, 2001.
ALLOCATION SUMMARY
A summary of the CSD and HSS allocations presented in this memorandum is listed in
Section P.
BUDGET SCHEDULES AND TIMETABLES
To facilitate personnel planning and school organization, and to ensure that employees can be added
to the BOE's payroll systems and issued checks as soon after commencement of service as possible,
tax levy and reimbursable budgets should be in place before school opens.
To accomplish the activities described above, timeframes have been established that will provide
for expedited review and processing of superintendency budgets by Central staff. The deadlines
for entry and authorization of budgets via the Financial Accounting System (FAMIS) are:
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