Table of Contents

  Overview - Part IV


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.


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 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.


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.


A summary of the CSD and HSS allocations presented in this memorandum is listed in Section P.


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:

    Community School Districts and High School Districts  
    Tax Levy:   Monday, August 6, 2001*  
    Reimbursable:   Wednesday, August 8, 2001  
    CSE/CPSE/SBST:   Friday, August 31, 2001  
     *High School/Budget Office EBMS review will begin Wednesday, August 1, 2001.  


Allocations issued subsequent to this initial allocation memo should be scheduled on an ongoing basis to ensure timely payrolls and OTPS purchasing.

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