Bto guidance document 2015 03-16-v2

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Executive Summary

This document is designed to be a resource for principals as they complete the budget tie-out process. It includes information from various departments about applicable laws, district policies, and expectations that should be taken into account when planning your school’s budget for the next year. It also provides information on which services will be provided by different MPS departments in FY ‘16, and which services should be provided by schools using your school’s building budget. Also included in this document is contact information for each relevant department and allocation. These individuals are dedicated to providing support and guidance to all schools. Please feel free to reach out to them if you have any questions. How to use this document This document is broken into two sections. Please consult both sections as you plan how to allocate your school’s funds and what services to provide with your building budget. The sections are:

Section 1 – Allowable uses of funds: The purpose of this section is to assist schools to better understand the allowable uses of each allocation they receive. Included is one page of essential information for each allocation line in your school’s budget (e.g. basic per student, compensatory aid, etc.). Each page provides information regarding the allocation methodology, required uses of funds, other allowed uses, and non-allowed uses.

Section 2 – Department Services: The purpose of this section is to help schools understand what services will be provided to them by Davis Center departments, and which services will need to be budgeted for using building budgets. One page is provided for each department and/or major service. Each pages provides essential information regarding what will be provided by Davis Center departments, what services schools are required to fund from building budgets, and what other optional services schools may choose to fund from building budget.

Distribution of funds to schools and departments In Minneapolis Public Schools, students may receive services provided both by schools (from school building budgets) and by departments. As such, the total MPS budget is divided between schools and departments. Over the last year, MPS has adopted a theory of action that identifies schools as the units of change. In order to support this theory of action, the district is working to empower schools with a greater proportion of the district’s funds and more flexibility to use those funds in order to best support their students. The funds that have been shifted from Davis Center departments to schools are being distributed to schools via several different allocations. Those allocations are:

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Class size reduction allocations Special education resource teachers (reduction in caseload) Additional time allocations (for middle and high schools)

Changes in allocations throughout the year Over the course of a year, students often move between schools. Although MPS makes extensive effort to anticipate student needs in each school, it is inevitable that there will be some movement between the times projections are made, the first day of school, and the summer. In the coming year, funds for minimal program adjustments will no longer be distributed to schools. Instead, changes in student enrollment and/or student needs will be handled by reallocating funds between schools: schools that receive more students may receive additional staffing and resources, while schools that have student needs below anticipated levels may be required to adjust their budgets to allow student needs elsewhere in the district to be better met. Reallocation of staff may occur even if schools choose to “buy up” staff. This will help ensure that MPS’ resources and staff are aligned to student need.

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Table of Contents

Section 1: Allowable uses of funds ........................................................................... 5

Advancement Via Individual Determination (AVID) ................................................................. 6

Athletics ........................................................................................................................................7

Basic Per Student Allocation ....................................................................................................... 8

Class size reduction ..................................................................................................................... 9

Class Size Referendum ...............................................................................................................10

Compensatory Aid ...................................................................................................................... 11

CTE ............................................................................................................................................. 12

Developmental Adapted Physical Education (DAPE) ............................................................... 13

English Learner Funds ............................................................................................................... 14

Expanded School Choice ............................................................................................................ 15

High Five .................................................................................................................................... 16

High School Advanced Academics (IB, AP, CIS, PSEO)* .......................................................... 17

International Baccalaureate (IB): Elementary and Middle School ........................................... 18

Magnet Schools .......................................................................................................................... 19

Nursing ...................................................................................................................................... 20

Psychological Services ................................................................................................................ 21

Q Comp – Site-Based PD and Teacher Evaluation Support ..................................................... 22

Q Comp – ESP Collaboration .................................................................................................... 23

Q Comp – Cluster Site Liaison Allocation ................................................................................ 24

Q Comp – Instructional Specialist (IS) Allocation ................................................................... 25

Reading Specialists, Math Specialists, and Advanced Differentiation Specialists ................... 26

Social Work Services ................................................................................................................. 27

Special Education - Citywide Program Allocations .................................................................. 28

Special Education Resource Teacher (SERT) Allocations ........................................................ 29

Speech Language Services ......................................................................................................... 30

Time adjustment ........................................................................................................................ 31

Title IA Basic Program Planning and Budget ........................................................................... 32

Title IA Set-Asides: Priority, Focus, and Continuous Improvement Schools & Family Involvement Set-Asides ............................................................................................................ 33

Section 2: Department Services ........................................................................... 34

College and Career Readiness Department .............................................................................. 35

Early Childhood Education: High Five ..................................................................................... 36

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Extended Learning (K-8) .......................................................................................................... 37

Extended Learning (High School) ............................................................................................ 38

Finance ...................................................................................................................................... 39

Health Services .......................................................................................................................... 40

Indian Education ........................................................................................................................ 41

IT ............................................................................................................................................... 42

Multilingual Department .......................................................................................................... 43

Office of Student, Family and Community Engagement .......................................................... 44

PAR Mentors (Human Capital) ................................................................................................. 45

Plant Operations Department ................................................................................................... 46

Professional Development ........................................................................................................ 47

REA ........................................................................................................................................... 48

Reserve Desk – Human Capital-Talent Acquisition ................................................................. 49

Special Education Department ................................................................................................. 50

Student Support Services .......................................................................................................... 54

Talent Development & Advanced Academics ........................................................................... 55

Teaching and Learning Department ......................................................................................... 56

Transportation ........................................................................................................................... 57

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Section 1: Allowable uses of funds

The purpose of this section is to assist schools to better understand the allowable uses of each allocation they receive.

Included is one page of essential information for each allocation line in your school’s budget (e.g. basic per student, compensatory aid, etc.). Each page provides information regarding the allocation methodology, required uses of funds, other allowed uses, and

non-allowed uses.

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Advancement Via Individual Determination (AVID)

Contact name: Maria Roberts Email: [email protected] Contact department: Teaching and Learning Phone: 612-668-0856 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

Allocation is for schools identified as AVID sites: sites indicate the need for AVID and opt in to be an AVID site. AVID Elective course allocation is determined by:

1. Enrollment into AVID elective during the 14-15 school year 2. Number of sections of AVID planned to implement in 15-16 as indicated by the school in

their Excellence in AVID application 3. Implementation as measured by progress toward annual certification

AVID Coordinator allocation: Sites with 120 students or more enrolled in AVID will receive a .2 AVID coordinator allocation. AVID Tutor Allocations: AVID Tutor allocations are determine by number of AVID classes and number of students enrolled; there is a required 7:1 student to tutor ratio for each AVID class. AVID Tutors will be hired by district staff in the fall and budget allocations will be subsequently moved to sites; tutor payroll will become the responsibility of the sites. 9th Grade PREP allocation: Schools identified to offer 9th grade PREP class will receive an allocation based on their 2014-15 enrollment and implementation

Allocation is for: AVID Elective Teacher: Responsible for instructing the AVID Elective course and

communicating and working with AVID tutors AVID Coordinator: Responsible for leading AVID Site Team, communicating with

AVID tutors, student recruitment and selection, coordination of fieldtrips, family nights, and guest speakers, and collecting annual certification and data as required by AVID National.

PREP class teacher: Responsible for instructing 9th grade PREP course and communicating and working with tutors and PREP counselor

Required AVID professional development funds are provided by the district budget. A team of 8 is contractually required to attend first year AVID summer institutes. The AVID Elective teacher is required to attend two years of PD.

NA

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Athletics

Contact name: Trent Tucker Email: [email protected] Contact department: Athletics Phone: 612-668-0600 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

High School athletics budgets are based on the following items: 1. Student participation numbers (from the previous year) 2. Coaching staff (Declaration of high school teams and Cooperative sponsorship

teams active at a specific high school.) 3. Game day staff (Police, officials, scoreboard, announcers, supervisors, engineer

overtime etc.) Any student wishing to participate in a given Minnesota State High School League (MSHSL) sanctioned sport will be allowed to do so even if your school does not currently offer this sport. This will be available through MSHSL Cooperative Sponsorship agreements within the Minneapolis Public Schools conference.

New this year is a $375 per sport allocation (K-8/Middle school Athletics Director stipend) made to schools that offered K-8/Middle School athletics programs last year (2014/15). Athletics Directors at the high schools will oversee the athletics programs at the K-8/Middle school level. High schools are allotted funding (from the A.D. stipend) based on the K8/Middle Schools that they will oversee.

This allocation must be used for afterschool athletics opportunities for all students regardless of gender, socio-economic status and ability.

Students in grades 7 - 12 wishing to participate under the administration of their local high school must fulfill all requirements including:

1) Sports Participation Physical 2) Parent Permission Form 3) Athletic Participation Fee – (High school athletic directors may have scholarship opportunities.) 4) Adequate academic progress – (per District eligibility requirements)

Suggested uses include: staffing, uniforms, equipment, supplies directly related to athletics program as determined by high school Athletics Director in cooperation with the District Athletics Director and existing Minneapolis Public School District Policies and Procedures.

Funds allocated should not be used to fund other programs outside of Athletics.

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Basic Per Student Allocation

Contact name: Tammy Fredrickson Email: [email protected] Contact department: Budget Office Phone: 612-668-0172 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

The “Basic per student” allocation is distributed to schools on a per-student basis. K-8 students are weighted at a 1.0, and students in high school are weighted at 1.1

(meaning that they receive 1.1x the per-pupil allocation as other students).

N/A – schools may use the basic per student allocation however they see fit to best meet their school improvement goals.

N/A – see above

N/A – see above

tel:612-668-0172

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Class size reduction


Allocation is given based on the number of students to buy down class size from referendum targets. These targets are based on targeted class sizes of:

K 1 2 3 4 5 6-9 9-12

High Priority 18 18 18 18 24 24 32 36 Zone 1 Pov > 65% 21 20 20 22 28 28 32 36 Zone 2 Pov > 65% 23 24 23 25 28 28 32 36 Zone 3 Pov > 65% 23 24 24 25 28 28 32 36 All Others 24 24 25 26 32 32 32 36

These dollars can be used to buy staff to support targeted class size.

N/A - See above

N/A - See above

tel:612-668-0172

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Class Size Referendum


The “Class Size Referendum” allocation is distributed to schools on a per-student basis. K-8 students are weighted at a 1.0, and students in high school are weighted at 1.1

(meaning that they receive 1.1x the per-pupil allocation as other students). Allocations are rounded to the nearest 0.1 teacher FTE

Funds may only be used to purchase classroom teachers in order to meet class size targets.

All schools should aim to meet class size targets for all of their classrooms. Class size targets are as follows:

K 1 2 3 4 5 6-9 9-12

High Priority 18 18 18 18 24 24 32 36 Zone 1 Pov > 65% 21 20 20 22 28 28 32 36 Zone 2 Pov > 65% 23 24 23 25 28 28 32 36 Zone 3 Pov > 65% 23 24 24 25 28 28 32 36 All Others 24 24 25 26 32 32 32 36

Funds may not be used to purchase anything other than classroom teachers.

tel:612-668-0172

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Compensatory Aid


Compensatory aid is distributed to all MPS schools by state formula. The formula distributes funds based on the number of students in each school who qualify for free and reduced meals.

The per-pupil allocation is greater for students who qualify for free meals than students who qualify for reduced price meals

The per-pupil allocation is greater for students in schools with greater concentrations of FRL students

All schools receive compensatory dollars, regardless of their Title I status.

Compensatory aid must be used to meet the needs of struggling students. According to state statute, Compensatory aid must be used “meet the educational

needs of pupils who enrolled under-prepared to learn and whose progress toward meeting state or local content or performance standards is below the level that is appropriate for learners of their age”

State law gives the following acceptable uses for Compensatory aid: Employ additional teachers and teacher aids to provide individualized remedial

instruction in content areas or study skills Employ additional teachers and teacher aids to provide services to students in need of

special education or ELL services Employ additional teachers to lower class size or do team teaching Conduct all-day kindergarten Provide programs designed to increase the academic achievement of struggling

learners

See above

tel:612-668-0172

https://www.revisor.mn.gov/statutes/?id=126c.15

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CTE

Contact name: Wendie Palazzo Email: [email protected] Contact department: CTE Phone: 612.668.0652 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

CTE allocations are intended to cover the staff at each school necessary for CTE classes.

Funding levels have remained level therefore we are able to maintain the programs that are offered. It is expected MPS District or building level funds will also be used for the support of CTE positions as required to meet “maintenance of effort” mandates.

MPS CTE resources are jointly managed by MCTC (our Minneapolis Consortium Partner). A joint application for funding is completed each year.

In order for MPS to maintain CTE funds the following must be maintained:

CTE programs must be approved by MDE (CTE District staff works with CTE teachers to complete)

Courses within the CTE programs must be approved by MDE (CTE District staff work with CTE teachers to complete)

Teachers must hold appropriated CTE licenses to teach CTE programs/courses (same as above)

The Davis Center (CTE department) may also fund the following things with Perkins Fund dollars (following approval from the MDE/MnSCU oversight panel):

Professional development of CTE teachers Technology or equipment improvements Testing of students who may need to be tested to earn a certification Bus trips and substitute teachers may be provided so student can visit post-

secondary opportunities and/or to visit business partners to view worksite practices

CTE positions cannot be used for non-CTE duties or be cashed out

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Developmental Adapted Physical Education (DAPE) Contact name: Angie Powell Email: [email protected] Contact department: Special Education Phone: 612-668-5425 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

Recommended building allocations are based on: Total number students with IEP’s that include DAPE service in that building Students that are currently being evaluated by the special education team Time to complete gross motor evaluations, student due process, progress monitoring

and direct/indirect service. ECSE gross motor evaluations and movement class ECSE evaluation team and Non Public evaluations and service Time to high school DAPE service due to graduation requirements – physical

education Number of special education programs and federal setting status at a building Caseload/Workload Recommendations 1:40 (ECSE classes decrease workload) Providers requiring a DAPE license (not as DAPE teacher

The Manger of DAPE Services will be responsible to make adjustments to caseloads throughout the year to ensure that student IEP needs are met.

Based on the special education/DAPE laws posted in below: Allocations must be used for direct and indirect DAPE service, due process procedures,

gross motor evaluations, progress monitoring and specially designed physical education instruction.

DAPE means specially designed physical education instruction and services for pupils with disabilities who have a substantial delay or disorder in physical development. This may include development of physical fitness, motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and group games, and sports.

Staff can participate in Special Education team and district meetings/trainings (CPR, CPI).

This allocation cannot be used for extra physical education time. Any additional dollars provided for citywide program staff must be spent to fund staff licensed for special education reimbursement. Prep positions requiring a teacher with a Developmental Adapted Physical Education (DAPE) license should be posted as Prep Providers requiring a DAPE license (not as DAPE teacher).

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English Learner Funds

Contact name: Jana Hilleren Email: [email protected] Contact department: Multilingual Phone: 612-668-0174 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

Allocations were calculated based on projections of EL enrollment and English-Language Proficiency (WIDA Levels). In order to determine allocations, all EL students were assigned a “weight” based on their educational needs. ELL FTEs were then allocated in a ratio of 1 teacher to 63 “weighted” students. The weights for students of different WIDA Levels are:

WIDA Levels 0 to 2.9 = 2.0 WIDA Levels 3.0 to 4.9 = 1.0 WIDA Levels 5.0 to 5.9 = 0.3 WIDA Levels 6.0 = 0.0 WIDA Level Kinder = 1.0

For example, 63 WIDA level 1 students would represent 126 “weighted” students, and would be allocated 2 FTEs.

In addition, “lead ESL teacher” time was allocated to the building based on the formula in the Multilingual Program Framework.

This allocation is to be used to fund 73% of the salary of ESL FTE teachers (with the other 27% to be provided by the building funds).

In certain rare cases, buildings will be permitted to negotiate alternate approaches to meeting EL learning and language needs, but in general, the number of allocated FTE’s should be considered the minimum necessary to support the needs of ELs in the building.

Please note that Title I funds cannot be used as part of the 27% building fund. However, Title I can be utilized to buy ESL teachers beyond the required number FTEs.

There is no list of “other allowed uses” for the allocation funds. Rather, specific requests can be proposed to Jana Hilleren, Executive Director of the Multilingual Department, who will consider the entirety of the building’s instructional situation in deciding whether or not to permit the modified use of funds.

Funding for English Learners must be used to support access to grade level learning and English Language development of English Learners. While it’s possible that other students will benefit from the modifications and support of instruction that are implemented to help English Learners, these funds must always consider the needs of English Learners.

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Expanded School Choice

Contact name: Elia Bruggeman Email: [email protected] Contact department: Phone: 8-0149 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

$63,000 was allocated to each of the schools for the Expanded School Choice: Burroughs, Lake Harriet Upper and Southwest.

This integration funding provides underserved students who qualify for free or reduced price lunch an opportunity to attend a high performing school outside of their attendance area with transportation provided.

Only allowed for salary and benefits for the staff working on this at each site.

Nothing else.

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High Five

Contact name: Maureen Seiwert Email: [email protected] Contact department: Early Childhood Education

Phone: 612-668-2143

Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

High Five is a preschool program for children who turn 4 by September 1st and who are not eligible for kindergarten.

High Five is placed in schools based on the following criteria: Title 1 School; % of Free or Reduced Lunch Students; demographics of student population; academic needs of incoming kindergartners; current waiting lists; space availability; and Multiple Measurement Rating (MMR) and Focus Rating (FR) and funding availability.

High Five Allocations are based on the number of sections of High Five that are placed at each school. For each half day section of High Five, funding is allocated for the following:

.5 pre-K or early childhood licensed teacher position .1 teacher prep. position 15 hour per week Educational Assistant- Schools may choose to “buy-up” to an

Associate Educator level position with other school allocations Some High Five sections are designated ECSE inclusion classrooms. Each Inclusion

classroom is provided a Teacher or SEA.

Minnesota Reading Corp (MRC) PreK members are currently awarded for each section of High Five. These members are utilized in the classroom to support student language and literacy skill development. Early Childhood Education provides Internal Coaching of the MRC members.

High Five allocations must be used to fund High Five classroom staff only

None

The purpose of the High Five program is to prepare children to enter kindergarten.It is not a program for struggling existing Kindergarteners or for children who are age eligible for kindergarten but whose parents choose to hold them back from attending kindergarten. It is required that all students are to be 4 (September 1st- August 31st) unless their IEP from the previous spring states retention is in the best interest of the student.

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High School Advanced Academics (IB, AP, CIS, PSEO)* Contact name: Melanie Crawford Email: [email protected] Contact department: Talent Development & Advanced Academics

Phone: 612.668.5352

Methodology of allocation:

Required uses of allocation (non-negotiables):

Other allowed uses of allocation:

N/A Non-allowed uses of allocation:

Funds may only be used for uses detailed above

High schools were allocated funds to support continued implementation and improvement of all of the Advanced Academic programs. Each site is allocated:

Program coordinator o MYP: 0.6 FTE o IBCP: 0.3 FTE o Advanced Academics (DP, AP, CIS, PSEO): 1.0 FTE

This is new position with expanded responsibilities for instructional leadership of all advanced academic programs

*Professional development funds Talent Development & Advanced Academics will fund the following additional costs associated with programs:

IB License and evaluation fees MNIB dues ManageBac license Exam fees and shipping (beyond state reimbursement and collected student fees) CIS student tuition

Coordinator: Schools must purchase a coordinator.

o Schools may choose to “buy up” to a full FTE with other funding o Schools may not “cash out” FTE allocations

All new Coordinators must be hired from a centrally-screened pool of candidates; current IB Coordinators will not need to interview again for their current role.

Required professional development and district-wide collaboration for the coordinators will occur two half days per month. Thus, if teaching .4, the .4 part of the job would have to take place in the morning so that the coordinator can attend PD

PD Allocation:

Dollars allocated should supplement (not supplant) other building funds dedicated to PD and support goals and strategies in the School Improvement Plan (SIP). Note restrictions for use of Title I funds.

In order to maintain authorization, sites should maintain records of level of training for each staff member and prioritize training necessary to maintain authorization.

Buildings will be responsible for all registration, travel arrangements, and paperwork. Sites will submit a professional development plan to the Office of Talent Development in August and a spreadsheet with accounting in May for submission to MDE. Office of Talent Development will offer support as needed.

*Additional PD funds will be available to support non-IB programs

International Bacceloreate( IB) Diploma Programme (DP); Career Program

(CP); Advanced Placement (AP); College in the Schools (CIS); Post Secondary Education

Opportunities (PSEO)

https://staff.mpls.k12.mn.us/Depts/IBProgram/Pages/Default.aspx


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International Baccalaureate (IB): Elementary and Middle School Contact name: Melanie Crawford Email: [email protected] Contact department: Talent Development & Advanced Academics

Phone: 612.668.5352

Methodology of allocation: Required uses of allocation (non-negotiables):


N/A Non-allowed uses of allocation:

Funds may only be used for uses detailed above

IB sites were allocated funds to support continued implementation and improvement of the IB program. Each site is allocated:

Program coordinator o 0.6 FTE

Professional development funds 1.0 FTE World Language Teacher (Primary Years Programme only)

Talent Development & Advanced Academics will fund the following additional costs associated with IB:

IB License and evaluation fees MNIB dues ManageBac license

Coordinator: Schools must purchase a coordinator.

o Schools may choose to “buy up” to a full FTE with other funding o Schools may not “cash out” FTE allocations

All new IB Coordinators must be hired from a centrally-screened pool of candidates; current IB Coordinators will not need to interview again for their current role.

Required professional development and district-wide collaboration for the coordinators will occur two half days per month. Thus, if teaching .4, the .4 part of the job would have to take place in the morning so that the coordinator can attend PD

PD Allocation:

Dollars allocated should supplement (not supplant) other building funds dedicated to PD and support goals and strategies in the School Improvement Plan (SIP). Note restrictions for use of Title I funds.

In order to maintain authorization, sites should maintain records of level of training for each staff member and prioritize training necessary to maintain authorization.

Buildings will be responsible for all registration, travel arrangements, and paperwork. Sites will submit a professional development plan to the Office of Talent Development in August and a spreadsheet with accounting in May for submission to MDE. Office of Talent Development will offer support as needed.

https://staff.mpls.k12.mn.us/Depts/worldlanguages/Pages/Elementary-World-Languages.aspx


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Magnet Schools

Contact name: Lucilla Yira Email: [email protected] Contact department: Chief of Schools Phone: 668-0140 Methodology of allocation: Required uses of allocation (non-negotiable): Other allowed uses of allocation: Non-allowed uses of allocation:

All magnet schools will have to submit a plan for implementation to meet the criteria defined by their respective magnet theme (e.g., IB, language immersion, etc.) to account for how they will spend their allocation. The money allocated will be used to support both programmatic (e.g., curriculum) and operational functions of magnet schools (e.g., coordination). Plans will be reviewed and approved by the respective Associate Superintendent.

Project GLAD: (Pilot schools only), alignment of instructional practices for language development, alignment with standards and program models, coordination of development of thematic units

Data collection and monitoring: student progress, performance metrics, needs assessment Recruitment: liaison with teacher prep institutions, Grow Your Own, liaison with foreign

consulates and supervision of international instructional staff Liaison with other district departments to ensure fidelity of magnet programming

(Human Capital, Teaching and Learning, Transportation, Placement, Communication, Materials, Facilities, etc.)

Site-based and district level professional development

Support of Magnet Advisory Board(s) Develop partnerships with communities and other programs/schools Grant-writing for schools and district Coaching and supporting teacher and principal leader development Per review and approval of Associate Superintendent, Magnet Schools may collaborate to

leverage supports for their schools (e.g., combining resources to purchase a magnet coordinator, etc.)

Allocations may not be “cashed out” and used for another purpose. The intent of this allocation is specifically to build capacity and coherence across the magnet schools.

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Nursing Contact name: Gayle Rieland / Carmen Teskey

Email: [email protected] [email protected]

Contact department: Health Services Phone: Gayle: 612-668-0853 Carmen: 612-668-0863

Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

Allocations for nursing are based on a newly developed acuity-based nursing staffing formula designed to give weight to student factors known to influence students’ health and need of nursing services at school. The factors included in the formula are: developmental level, special education status, poverty, mobility, homelessness, and a primary language other than English (ELL). Those factors are weighted in the formula based on relative predictive impact on health status. The formula gives a required baseline LSN staffing allocation. In cases where LSN FTE exceeds 1.0, LSN time would be supplemented by itinerant nursing specialists. See Summary of Acuity-based staffing model for more detail. This was developed as part of a 5 month task force that researched other national staffing models and also developed a Nursing Professional Practice Model.

For Health Assistants and LPNs, a limited number of dollars will be distributed to certain schools. Nursing managers have set recommended staffing levels for schools to follow (with building budgets) based on Health Office staffing considerations.

Nursing allocations must be used to provide for the safety of all students including: direct and indirect student healthcare delegation, training and supervision of unlicensed personnel special education due process compliance management of students with emergency medical needs, including the development

of emergency and individual health plans management of communicable disease management of immunization compliance

Buildings MUST also work with Nursing Managers and plan/budget for substitute Health Office coverage (LSN, LPN, HSA) due to any absences where the health office would not be covered and the district would be held liable for any unsafe care of students or where students requiring medications or treatments could not be managed appropriately.

In addition to the required formula-based allocation, building administrators may choose to purchase additional nursing time to utilize nurses as part of site-based support teams, classroom support related to health and wellness education, etc.

Nursing allocations may not be used for staffing purposes outside of the MPS Licensed School Nurse job description, MPS Teacher Contract, and the Minnesota Nurse Practice Act (MS 148.171) which governs the practice of professional nursing (Subd. 15) Health Service Assistants (HSA job description) and Licensed Practical Nurses (LPN job description) must function under the delegation and supervision of the Licensed School Nurse and are limited to their scope of practice.

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoZHh4WUVLaC0xY2s/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoRGFWZGJZRGxkYVE/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoWlZpd09DR2Q4aUE/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoYTJyQ044eU0xQkU/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoam44eXZPcTZ6emc/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoU0dEV2pRMHVEOFE/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEocDRtUUhwY1pSa3c/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEocDRtUUhwY1pSa3c/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoVFM1RGxmR1BBVkk/view?usp=sharing

https://www.revisor.mn.gov/statutes/?id=148.171

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoMVJHczFMRzNXVm8/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoLTBuUkRJLWhfU3c/view?usp=sharing

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B-SnKXVBUUEoLTBuUkRJLWhfU3c/view?usp=sharing

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Psychological Services

Contact name: Matthew Lau Email: [email protected] Contact department: Special Education – School Psychological Services

Phone: 612-668-5443


Required uses of allocation (non-negotiables)


Non-allowed uses of allocation:

Funds for psychologist positions are being distributed to school budgets, but the Special Education department will determine who fills each position.

Because school psychologists are funded primarily out of special education dollars, they are required to be staffed at schools at a ratio approximating 1.0 psychologist to 200 students on Individual Education Plans, although there are exceptions.

The Manager of Psychological Services will be responsible to make adjustments to caseloads throughout the year to ensure that student IEP needs are met. For instance, if a school has an unusually high number of evaluations, then the Manager of Psychological Services will temporary assign other school psychologist(s) to assist.

The work of recommended psychologists must focus primarily on mandated special education activities and brief intervention activities:

Participate in the building’s early intervention team in regard to pre-referral interventions.

Perform initial evaluations and reevaluations of students with special education needs in dedicated space according due process and logging mandates.

Consult with teachers regarding students experiencing academic and behavioral difficulties.

Assist in planning and implementing responses to crises. Consult with special education team members on best practices and due process

procedures

Special education funding for school psychologists is used, then they are not allowed to engage in activities not related to due process such as lunch duty, bus duty, 504 Plan Coordination, etc. If a building funds additional school psychologist time, the school psychologist can participate in activities such as: help staff review and interpret data from interventions, educate staff about best practices in behavioral management, assist staff to design pre-referral targeted interventions, help design behavioral intervention plans for individual students and groups of students, etc.

https://drive.google.com/a/mpls.k12.mn.us/file/d/0B88LAg2AlOlkU3F2dHNxYl9NX3c/view?usp=sharing

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Q Comp – Site-Based PD and Teacher Evaluation Support

Contact name: Emily R. Olson Email: [email protected] Contact department: Q Comp, Human Capital Phone: cell: (651) 208-7022 Methodology of allocation:

The Q Comp site-based PD and teacher evaluation support allocation was determined based on a projected range of teachers at each site for the 2015-16 SY. The projections were based on the number of teachers currently participating in the teacher evaluation model (as shown in eCompass as of December, 2014) and any known changes to expected number of teachers for the 2015-16 SY (e.g. expansion, grade restructuring, etc.): 1-9 = $3,000; 10-15 = $5,000; 16-30 = $10,000; 31-45 = $15,000; 46-60 = $19,000; 61-75 = $23,000; 76-90 = $27,000; 90+ = $31,000. 2015-16 Q Comp allocations were approved by the Q Comp Governance Committee in December, 2014.


The main purpose of this allocation is to support job-embedded professional development and teacher evaluation for teachers and related service professionals (Nurses, Social Workers, OT/PT, Psychologists, etc. throughout the summer and school year (July 1, 2015-June 30, 2016). More information can be found here. Specific examples of approved uses include:

Pay for reserve teacher to allow a teacher to attend SOEI training and/or observe another teacher in the building

Pay licensed extended time for a team to meet outside the duty day to collaboratively plan outside the duty day and/or over the summer

Pay an outside trainer and extended time to provide staff training outside the duty day and/or over the summer

Purchase a staff development book for teachers to support PDPLC goals Fund a building reserve (dependent on size of allocation) Support a team of teachers to attend an off-site training (Q Comp requires that

individuals share acquired strategies and/or resources with all teachers in the building)


Please contact Emily R. Olson, Q Comp Coordinator, with specific questions about other uses: [email protected]


This allocation cannot be used to support any type of activity that does not directly support the professional development of teachers and/or related service professionals (Nurses, Social Workers, OT/PT, Psychologists, etc.) at the site or the teacher evaluation system.

mailto:[email protected]

https://staff.mpls.k12.mn.us/Depts/qcomp/Documents/QCompSiteSupportParameters_081114.pdf


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Q Comp – ESP Collaboration

Contact name: Emily R. Olson Email: [email protected] Contact department: Q Comp, Human Capital Phone: cell: (651) 208-7022 Methodology of allocation:

The Q Comp ESP collaboration allocation was determined based on a projected range of educational support professionals (ESPs) at each site for the 2015-16 SY. The projections were based on the number of ESPs currently at each site (as determined by HR as of December, 2014) and any known changes to expected number of ESPs for the 2015-16 SY (e.g. expansion, grade restructuring, etc.) Each site received 12 hrs of extended time per ESP ($288). In addition MDE Priority sites (as of Oct. 1, 2014) received an additional $16,000 and MDE Focus sites (as of October 1, 2014) received an additional $5,000. 2015-16 Q Comp allocations were approved by the Q Comp Governance Committee in December, 2014.


The purpose of this allocation is to support the effectiveness of all educators by funding collaboration between licensed staff (teachers and related service professionals) and ESPs related to professional growth and planning throughout the summer and school year (July 1, 2015-June 30, 2016). More information can be found here. Specific examples of approved uses include:

Pay extended time for ESPs to attend on-site PD with teaching staff Pay extended time for ESPs to collaboratively plan with classroom teachers outside the

duty day and/or over the summer Pay extended time for ESP to attend ILT meetings Fund part-time ESP position to relieve current ESPs during the duty day to

collaboratively plan over teacher’s prep time (must be approved by Q Comp Office) Sites will be required to submit and ESP Collaboration Plan to the Q Comp Office in May, 2015.


Please contact Emily R. Olson, Q Comp Coordinator, with specific questions about other uses: [email protected]


This allocation cannot be used to support ESP-only activities or collaboration that is not related to professional growth and/or planning.


https://staff.mpls.k12.mn.us/Depts/qcomp/Pages/ESP-Collaborative-Planning-Time.aspx


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Q Comp – Cluster Site Liaison Allocation

Contact name: Tiffany Moore Email: [email protected] Contact department: Human Capital Phone: cell: (612) 839-2083 Methodology of allocation:

The Cluster Site Liaison Allocation is a 0.2 FTE allocation to 2015-16 teacher candidate cluster sites in partnership with higher education institutions: Andersen, Dowling, Edison, Henry, Lucy Laney, Northrop, Pillsbury, Roosevelt, Sanford, and South.


The main purpose of this allocation is to support the development of university partnerships, oversee clinical placements, support cooperating teachers and teacher candidates, and deepen the clinical experience at cluster sites. Cluster sites must use this allocation to support a 0.2 FTE TOSA position that supports the above activities. This allocation may be combined with other positions at the site or other department allocations to create a 1.0 FTE.


Please contact Tiffany Moore, Manager of Induction Program, with specific questions about Cluster Site Liaisons: [email protected]


The Cluster Site Liaison allocation can only be used to support the university partnerships, cooperating teachers and teacher candidates at the cluster site. Therefore, sites are not allowed to “cash in” this allocation in order to support another position.



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Q Comp – Instructional Specialist (IS) Allocation

Contact name: Carey Seeley Email: [email protected] Contact department: Human Capital Phone: cell: (612) 787-8019 Methodology of allocation:

The Instructional Specialist (IS) allocation was determined based on a projected range of teachers at each site for the 2015-16 SY. The projections were based on the number of teachers currently participating in the teacher evaluation model (as shown in eCompass as of December, 2014) and any known changes to expected number of teachers for the 2015-16 SY (e.g. expansion, grade restructuring, etc.) Some considerations were also made to hold harmless as many sites as possible from decreases to current funding. 2015-16 Q Comp allocations were approved by the Q Comp Governance Committee in December, 2014.


The main purpose of this allocation is to support teacher evaluation and professional growth of teachers by conducting secondary observations at the site. Teacher evaluation is a Q Comp requirement. Sites are required to complete the attached IS plan form and return to their HR Consultant no later than Wednesday, March 25, 2015. Most sites use this allocation to fund an IS (TOSA) position. If needed, this allocation may be combined with other positions at the site or other department allocations to create a 1.0 FTE. Returning ISs may continue in the position, and new ISs must be hired from a centrally-screened pool of candidates. Teachers who are interested in becoming an IS must apply to the IS pool and complete the screening and interview process.


Sites have the option to utilize the IS allocation to support secondary observations in a different way that does not include hiring an IS position (e.g. release current licensed staff members). In order to do this, sites are required to submit an alternative plan (Table 3 of the attached IS plan form) to their HR Consultant.


The Q Comp IS allocation can only be used to support secondary observations at the site. Therefore, sites are not allowed to “cash in” this allocation to support another position that will not conduct secondary observations.


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Reading Specialists, Math Specialists, and Advanced Differentiation Specialists

Contact name: Mike Lynch Email: [email protected] Contact department: Teaching and Learning Phone: (612) 668-5300 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

For elementary and middle grades, allocations were determined based on the size of the non-proficient student population in each school. All K-5 and K-8 schools received at least a 0.5 FTE allocation to ensure there is a point of contact to support implementation of the academic plan in every school. All major high schools received a 1.0 FTE for literacy and a 0.6 FTE for math. Alternative sites received allocations based on the size of their student populations.

This funding must be used to purchase positions from the specialist and interventionist menu. Options for these positions are available by clicking this link. Elementary schools must use these funds for specialists. Specialists work to build teacher knowledge and skill through co-planning, co-teaching, modeling, and providing PD. Unlike interventionists, their primary role is NOT to work with small groups of students. In K-5, existing interventionists need to be funded with a different source or excessed. All specialists will be selected by the principal from a pool of candidates screened by the district academic team. Individuals in these positions are required to attend ongoing district professional development.

Principals may decide how to allocate their positions across reading, math, and advanced differentiation. For example, a principal with a 3.0 allocation may decide to hire one of each or may weight more heavily toward a specific area of focus. Principals may also “buy up” a partial allocation to create a full position and/or work with other principals to create full positions that will be shared. Regardless of funding source, all aforementioned requirements apply to all specialist positions.

Allocations may not be “cashed out” and used for another purpose. The intent of this allocation is specifically to build capacity in pedagogy and content among school staff.

https://staff.mpls.k12.mn.us/Depts/tl/Documents/20150308.%20Specialist%20Menu%20for%20Principals.%20vF.pdf

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Social Work Services

Contact name: Cathy Dalnes Email: [email protected] Contact department: Special Education Phone: 612-668-5436 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

The MFT contract states: “It is recommended that staffing caseloads of school social workers follow a ratio of 1:600 as a guideline at all general education settings across all grade levels.” This does not include allocations to schools for citywide special education programs.

Any social work FTEs allocated out of special education funds must be used to support special education students and families– direct service, collaboration and consultation with spec education staff, etc. Special education funded FTEs cannot be used to support general education students. Currently special education only allocates funds for social work services to support students in federal setting III and IV programs. All other social work services for Setting I, II and general ed including Child Find are purchased out of site funds. By allocating SSW time for setting III and IV students we are recognizing that these students often have complex needs and benefit from focused social work services. The benefit of allocating citywide funds to the building gives the principal the option to buy up time to meet the needs of all the students in their building.

If fully funded at the recommended ratio, schools can expect the social worker to do:

Mental Health/Social/Emotional/Behavioral support: Designing and implementing Interventions, consultation, groups

Due Process coordination/504 coordination: Facilitating IEP meetings, serving as admin designee, transferring records, team participation, family interviews, parent rights, SEPPs, sp. ed. transportation

Coordination of services/resources with community agencies Attendance support/interventions: Educational neglect interventions, truancy procedures Advocacy and support for students/staff/parents Crisis support/Intervention: One on one support for students, families, support, grief/loss, trauma,

classroom lessons, abuse/neglect referrals, working with on-call crisis assessors Homeless/Highly Mobile students: Advocacy for students and families, staff trainings, support,

HHM transportation Support/Leadership in areas of: Clarifying school role in custody disputes, ensuring data privacy

guidelines are followed Participation/Leadership in building SSTs/RTI (problem-solving teams): Offering staff

support in using CFS for interventions documentation designing interventions, collaboration with staff, interventions with students, RTI process developer, content expertise (mental health, SEL)

Special education funded FTEs cannot be used to support general education students. If purchasing LESS than the recommended ratio, social workers will perform exclusively special education and other activities related to student safety and crises including:

Ensure that the student and parent/guardian are offered due process, including full participation in IEP Team meetings for evaluation, determination of eligibility, and other meetings related to the provision of special education services.

Provide leadership for mandated reporting of abuse and neglect. Provide limited crisis intervention services such as short-term counseling, assessment and

referral for at risk students.

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Special Education - Citywide Program Allocations

Contact name: Rochelle Cox Email: [email protected] Contact department: Special Education Phone: 612-668-5438




Citywide Special Education Program allocations are provided to serve Federal Setting III students throughout the district. Many schools throughout the district have Federal Setting III programs in their building. Some schools will also be allocated Supplemental SEA time based on student needs.

If your school is receiving Supplemental SEA time, you will receive a separate spreadsheet. Please fill out this sheet and return it to Special Ed by March 25th.

Supplemental SEA time will not be continued when the student who needed the service leaves the building.

Citywide Special Education Program allocations are to be used for Federal Setting III students that are assigned to your building by the special education department.

Typically, allocations will include a special education teacher, special education assistants and social work time.

These funds can only be used for special education students. Any additional dollars provided for citywide program staff must be spent to fund staff licensed for special education reimbursement.

Prep positions requiring a teacher with a Developmental Adapted Physical Education (DAPE) license should be posted as Prep Providers requiring a DAPE license (not as DAPE teacher).

This money cannot be used for general education students or services. For example, among special education assistants for Citywide Special Education

Program, any duty not related to special education direct instruction (e.g. hall monitoring, lunchroom/playground duties) must be paid for using building funds, and would need to be outside the hours that are paid for with special education dollars.

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Special Education Resource Teacher (SERT) Allocations

Contact name: Sara Stack Email: [email protected] Contact department: Special Education Phone: 612-668-0914





Special Education Resource Teachers’ caseloads are required at 20 students per 1.0 FTE. For priority schools, the required number is 17 to 1.0 FTE. Some schools will also be allocated Supplemental SEA time based on student needs.

If your school is receiving Supplemental SEA time, you will receive a separate spreadsheet. Please fill out this sheet and return it to Special Ed by March 25th.

Supplemental SEA time will not be continued when the student who needed the service leaves the building.

$100 per SERT ($50 per SERT under 0.5 FTE) will be allocated for special education supplies.

Schools are responsible for budgeting for expected increases in caseloads in the coming year.

If a teacher is fully funded through special education their time must be spent working with students identified as special education. Special Education Resource Teachers (SERTs) are hired to provide special education services and intervention to students that qualify for special education. Funds for special education supplies must be used on special education students, above what you provide for general education students. It is used to supplement materials, not supplant materials.

We encourage collaborative teaching and “push-in” models to promote students with disabilities in core instruction.

If a teacher is fully funded through special education their time must be spent working with students who qualify for special education services; teachers funded with both general education and special education funds may work with both general and special education students.

Special Education Teachers shouldn’t be used as reserves for regular education teachers as this compromises the legal requirements of the students’ IEP.

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Speech Language Services

Contact name: Jill Rentmeester Disher Email: [email protected]

Contact department: Special Education Phone: 612-668-5438 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

Allocations are based on evidence-based staffing ratios for Speech and Language Pathologists (SLPs) plus MFT59 guidelines. The suggested SLP:student should not exceed 35:1. To determine the SLP allocations per site, the number of students receiving Speech/Language services (indicated an on April EdPlan report) is divided by 33, which allows for spring growth to 35.

Speech/Language allocation must be used in the provision of mandatory IEP, assessment, due process case management, and Third-Party billing for students with Speech/Language disabilities.

If additional Speech/Language allocation is purchased by sites, allowed uses may include the prevention of disabilities (e.g., provision of RTI in classrooms) and/or collaboration/co-teaching of oral language or literacy skills for general education students (e.g., co-teaching a phonemic awareness group in kindergarten).

If additional Speech/Language allocation is purchased by sites, SLPs duties should include those within their scope of practice. The scope of practice for SLPs includes the prevention, assessment, and intervention of speech, language, and/or literacy disabilities within general and special education settings.

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Time adjustment


Allocation is based on the number of FTE’s needed to increase number of sessions at the school if a seven period day were implemented.

Can be used at the discretion on the site administrator.

N/A - see above

N/A - see above

tel:612-668-0172

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Title IA Basic Program Planning and Budget Contact name: Nicole Norton Email: [email protected] Contact department: Funded Programs Phone: 612-668-0690 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation:


Title IA allocations are determined by your school’s free & reduced price lunch count of students aged 5-17 from October multiplied by the Per Pupil Funding Unit (PPFU), which is $637 for 2015-16. This is a reduction from a 2014-15 PPFU of $659.

All positions funded with Title I funds must be supplemental in nature. They must show direct support for the strategies outlined in the SIP (which also serves as the school’s Title I Schoolwide Plan). Staff must meet Highly Qualified requirements. In Minneapolis Title I programs, there are four required high-leverage areas of emphasis for school year 2015-2016: Priority #1 - Instructional Intervention Instructional Interventions must be addressed sufficiently; meaning supplemental support is provided directly to students in the areas of reading and mathematics during the school day (and may also include academic supports before or after school). Priority #2 – Family Engagement Family Engagement minimal staffing requirement (Family/Parent Liaison or AE/BPA):

$300,000 and above = at least 1.0 FTE $200,000 to $299,999 = at least .5 FTE $100,000 to $199,999 = at least .2 FTE

Priority #3 - Professional Development Professional Development (PD) is tied to SIP strategy implementation and improved teaching in key areas of reading, mathematics, or proactive behavior management and school climate:

Coaching PD Activities Staff time for PD

Priority #4 - Behavior Intervention Behavior staff may be funded to support new Behavior Standards implementation. The staff person(s) funded to support the Behavior Standards is directly tied to the SIP for pro-actively teaching and supporting students’ positive behaviors.

If the school is able to meet the requirements above using other funding sources, please see ESEA Title IA Parameters 2015-16 document for other allowable and non-allowable uses at: https://staff.mpls.k12.mn.us/Depts/FundedPrograms/Pages/Home.aspx

Title IA may NOT be used to fund: Staff for in-school suspension (or other reactive behavior support) Secretaries, clerks, or Office Specialists Nurses, LPNs, or Health Service Assistants (HSAs) Activities or positions that show no historical evidence of academic improvement for

students, particularly students who are not yet meeting standards

https://staff.mpls.k12.mn.us/Depts/FundedPrograms/Pages/Home.aspx

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Title IA Set-Asides: Priority, Focus, and Continuous Improvement Schools & Family Involvement Set-Asides

Contact name: Nicole Norton Email: [email protected] Contact department: Funded Programs Phone: 612-668-0690 Methodology of allocation: Required uses of allocation (non-negotiables): Other allowed uses of allocation: Non-allowed uses of allocation:

Each Priority, Focus and Continuous Improvement school must set-aside 20% of its Title IA basic allocation for state-approved school improvement activities. It is 20% of the Title IA basic allocation. Each school is also allocated an additional amount per student (same student count as above) for family involvement. The PPFU for family involvement is $10 this year.

20% Set-Aside for Priority, Focus and Continuous Improvement Schools Due to reporting requirements from the Minnesota Department of Education (MDE), current Priority and Focus schools must set-aside 20% of their Title I allocation for state-approved school improvement activities. Schools identified as Continuous Improvement (in the Fall) will also set-aside 20% at that time. These activities must support students who are struggling academically and be identified in your school’s SIP. All schools are encouraged to use part of these funds for an interventionist. For more specific information on how to budget these dollars and align to SIP, please see, Title IA 20% SetAside for P-F-CI at: https://staff.mpls.k12.mn.us/Depts/FundedPrograms/Pages/Home.aspx

Family Involvement Set-Aside The Family Involvement allocation must be given to schools as a distinct allocation and must be spent on family involvement activities. The Family Involvement set-aside may be used to fund:

Family/Community Liaison (or a portion of a position) Purchase supplies for family involvement activities (math games, take home book bags, or

other resources to support students’ academic achievement) Light refreshments (not full meals) for academic family events at the school

Budget Codes for Title IA Grant #: 2430030000 Internal Order #: 2430030000 Fund #: 5023 Functional Area:

Title IA Basic: 216.401.000 Title IA Priority and Focus School 20% Set-Aside: 216.401.667 Title IA Family Involvement: 216.401.638

N/A

Budget Reallocations between different functional areas are not allowed.

https://staff.mpls.k12.mn.us/Depts/FundedPrograms/Pages/Home.aspx

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Section 2: Department Services The purpose of this section is to help schools understand what services will be provided to them by Davis Center departments, and which services will need to be budgeted for

using building budgets.

One page is provided for each department and/or major service. Each pages provides essential information regarding what will be provided by Davis Center departments,

what services schools are required to fund from building budgets, and what other optional services schools may choose to fund from building budget.

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College and Career Readiness Department Contact name: Terry Henry Email: [email protected] Contact department: CCR Phone: 612.668.0549 Services provided to schools by your department staff in Davis Center:

Services that schools are required to provide from building budgets (i.e. required services):

Services that schools may choose to provide from building budgets (i.e. optional services):

Changes compared to FY ’15:

District AchieveMpls College Career Centers & Post-Secondary Programming District ACT for All Testing District ALC (9-12 Credit Recovery) – School within a School Model District Attendance Reporting – Hennepin County District Check & Connect/We Want You Back District CTE Program Implementation District Post-Secondary - Data Collection, Reporting, and Professional Development District Extended Learning (Target Services/K-8) Initiatives District GEAR UP - Gaining Early Awareness and Readiness for Undergraduate Programs District Jobs For America’s Graduates Initiative District HS Military Policy (Recruitment) Initiatives District School Counseling & Non-Public Guidance Support District STEM Initiatives – Science Technology Engineering Mathematics Other duties assigned by District CAO & Superintendent

Access to students/parents – Before - School/During/After-school Support for student recruitment – All programs above Access to building facilitates and staff (Training and school community engagement) Program coordination with (CTE, Extended Learning, and ALC) program managers –

Working together toward facilitating staffing and program compliance.

Buildings will have further access to Extended Learning/ALC funding streams only All other program functions, implementation support & state-federal compliance obligations,

will be coordinated within CCR division

Building sites will have further responsibilities towards implementation K-8 targeted services and 9-12 Credit Recovery (CCR - District Support Center assistance will be provided).

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Early Childhood Education: High Five

Contact name: Maureen Seiwert Email: [email protected] Contact department: Early Childhood Education

Phone: 612-668-2143

Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

PD: o PD for High Five Meeting and Expectations (Fall 2015, ~ 3 hours) o Embedded PD for High Five Team (ongoing throughout the year) o Internal Coaching for PK - MRC Reading Corps Members (ongoing throughout

the year) Consultation to school admin:

o Consultation regarding ECE/ECSE Pre-Referral/Referral Process o Winter and Spring Data Meetings with the school administration and High Five

Teams High Five Core Curriculum

Onsite supervision: o Support of High Five staff including SOEI observations

Social service support: o Social Work, Nursing, and Clerical Support

Parent engagement support: support including assistance in completion of School Registration paperwork High Five fee agreement, and State Scholarship Applications (in Scholarship funded sites).

Behavior management support, as needed Student attendance support Consumable materials budget: construction paper, glue, crayons, etc.

IT upgrades (e.g. iPads, etc.) Field Trips

N/A

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Extended Learning (K-8)

Contact name: Daren Johnson Email: [email protected] Contact department: Extended Learning Phone: 612-668-0064 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

For after school, break academies, and summer school: PD for school staff to lead and develop your site program(s) Staffing and budgeting assistance Identifying eligible students who meet the state criteria Budget for supplies and materials will be developed and provided

o A variety of options around materials will be provided Transportation Coordination Health Services Coordination Nutrition Services Coordination Teaching and Learning Support Facilities Coordination Continuous Learning Plan support, coordination, direction and submission Fidelity – site visits and assurance of compliance

Schools will need to recruit the best staff to build the program. Schools would need to provide funding if they would like non-qualifying students to participate in the academic programs that the Extended Learning Department will be providing.

This may include the STEM/GEMS/GISE program if you don’t have a partner like Community Education or Beacons.

If you have an outside agency and you want to have transportation available for students anticipate a cost.

At this point no changes from prior years for most schools; Partnership Schools may be the exception.

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Extended Learning (High School)

Contact name: Jody Schieffer Email: [email protected] Contact department: CCR/9-12ALC Phone:612.668.1202/612.991.5739 (cell) Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Davis staff will support schools with; Navigating within MN Statutes for their for their ALC programing to generate

revenue and utilize ALC allocations within compliance, in creative ways that are efficient and effective.

Support student management and data tracking needed for reporting purposes. Digital curriculum that includes; technical management of platform, PD, teachers

on roster, and weekly progress reports. For instance, if your department intends to provide PD to sites, please note what topics that PD might cover and how much time may be dedicated to that PD. ALC allocations are restricted to be used for providing viable, comprehensive educational options for secondary students who are experiencing difficulty in the traditional system. The alternative education programing must meet compliance with MN Statutes (see appendix document), and must be designed for students who are at-risk of a successful high school experience, with emphasis on quality academic and social skills instruction, while providing an atmosphere of hope in a caring, structured environment with extensive support systems to help students become productive members of society.

ALC allocations can be used to fund; Core school day alternative programing (School within a School) Extended Day Learning/Credit Recovery programing (after/before school)

Principals will be in control of how ALC allocations are used within their sites, as well as be responsible for designing and staffing programs tailored to meet the needs of their individual buildings.

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Finance Contact name: Arthur Alexander III Email: [email protected] Contact department: Finance Phone: 612 668-0516 Services provided to schools by your department staff in Davis Center:

Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Training and oversight for grants and federal Funding: This includes audit of expenditures, funding of positions and allowable appropriate use of funds. We provide this service to all schools to remain in compliance with grants and federal funding to ensure full reimbursement.

General financial support: training, budget analysis and oversight, position funding and requisitions, purchase orders, accounts codes, conference billings, monitoring funded programs, monthly reporting and analysis, review school bank reconciliations for accuracy, vendor resolution, creating vendors, light sourcing and process professional development reimbursements.

In additional Finance approves all BER’s provide travel codes, monitor, issue and train P-Card users and train and monitor school personnel on the use of the document center. We also provide student data and business rule support on Discovery and related student data usage (i.e answering questions, running reports, referrals and trouble shooting).

Student data liaisons: We act as liaisons for schools with other school districts regarding student data.

Enrollment support: Provide open enrollment work and enrollment projections.

N/A

N/A

No changes compared to FY15. Same services being offered.

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Health Services Contact name: Gayle Rieland / Carmen Teskey


Contact department: Health Services Phone: Gayle: 612-668-0853 Carmen: 612-668-0863


Nursing Service Managers will provide district level support for: Hiring in collaboration with building administrators Health related policies and procedures Collaboration with student placement District emergency management Staffing coverage during absences Orientation and training of health staff Staff development (monthly for LSNs, other training for all health staff) Collaboration with community partners for vision screening, dental care, tc Third party billing coordination for nursing services Nursing itinerant experts for high intensity student and health office needs Evaluation and performance monitoring Communication with local and state health department District-level 5-4 collaboration

Schools/Sites are responsible for funding: Health Assistant/LPN time as recommended by Health Services Health Office Supplies Out of District Continuing Education Opportunities Currently, buildings must pay for subs for HSAs/LPNs outside of available itinerant

staff

Schools may choose to purchase additional HSA/LPN time for non-health services functions including attendance, transportation, interpreting etc.

There continues to be a nursing shortage

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Indian Education Contact name: Danielle Grant Email: [email protected] Contact department: Indian Education Phone: 612 668-0611 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

PD districtwide and at specific sites as requested. PD will be focused on integrating American Indian language and culture into

instruction, and best instructional practices to engage American Indian learners. Individualized coaching to teachers at Indigenous Best Practice sites and as requested by other sites.

The coaching will focus on increasing student engagement through classroom strategies proven to be effective with American Indian learners.

Supplemental high school counseling services and college and career planning to eligible students at all High Schools. This will include:

College and Career Planning groups in the fall; Individual meetings with students in the spring; College field trip visits for eligible students

Consultation for school social workers working with American Indian families, and support as requested in IEP meetings for American Indian students. Planning support and guidance for family engagement events to reach American Indian families Support to schools in working with community resources from within the American Indian community to enhance the educational experience for American Indian students. Other supports at specific sites

N/A

N/A

Indian Education will no longer provide Native student engagement groups to schools. Sites directly impacted by this reduction in service are Andersen, Anwatin, Bancroft, Folwell, Northeast and Sanford. Sites wishing to continue programming will have to provide it at the school site with very minimal assistance from Indian Education.

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IT Contact name: Fadi Fadhil Email: [email protected] Contact department: IT Phone: 612.668.0333 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Student computers/mobile devices (new and refreshed) Classroom technology Staff desk phones Network infrastructure (routers, firewalls, etc) Software initiated by the district (new and existing) Field support (including fixing hardware, deploying hardware and software,

maintenance, etc)

See below

Missing/damaged hardware (students and staff) All staff computers and mobile devices (new and refresh) Consumables (e.g. accessories, projector bulbs, cords, batteries, adapters) Staff cell phones and walkie talkies Additional software initiated by the site (please note that all new software

applications will have to follow a process of Software Governance for approval.) Other support needs not provided by the district (e.g. site based training on use of

District software/hardware, equipment checkout and asset management, audio/video support, and other instructional technology needs)

There will be a defined process, hardware standards, and procedures set by the district for all the categories/subcategories marked as a school responsibility. Schools are required to follow the guidance of these standards and processes

The district will be addressing the 1:1 needs and identify strategies and a roadmap as part of the IT Strategic Plan

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Multilingual Department

Contact name: Jana Hilleren Email: [email protected] Contact department: Multilingual Phone: 612-668-0174 Services provided to schools by your department staff in Davis Center: Consultation re: compliance with Title III requirements and OCR Agreement Technical assistance will be available to the principal and the ILT in the form of:

data analysis of EL academic outcomes, formative evaluation of programs, and learning walks focused on academic language development

Curriculum & Content resources support Help to choose, locate, or implement materials for content & language

development Professional Development

Participation in building ILT Facilitating/offering Saturday work sessions and ProPay Learning

Opportunities Multilingual will co-plan and co-deliver PD with Lead ESL teachers. Up to 2

hours per week will be available to each site. Services that schools are required to provide from building budgets (i.e. required services): 1. The Bulk of Student-Appropriate Instructional Materials.

2. Ensuring adequate bilingual staff for both the instructional needs of students and the capacity to communicate effectively with families.

3. Staff, materials and support needed to meet the needs of ELs with special needs (e.g. newcomers, students with Limited or Interrupted Formal Education (SLIFE), and other ELs with special needs.

4. Translation and interpretation services not funded by Special Ed, Family Outreach or other District Departments.

Services that schools may choose to provide from building budgets (i.e. optional services): Heritage Language and Dual Language Instruction Extended Learning instruction targeted to English Learners. Technology tools and resources to meet the needs of English Learners ESL teachers in excess of the allocated FTE’s (i.e., “bought up” FTE’s) Level appropriate and culturally relevant curriculum support materials,

including materials for student independent reading. Changes compared to FY ’15: N/A

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Office of Student, Family and Community Engagement

Contact name: Lynnea Atlas-Ingebretson & Courtney Kiernat


Contact department: External Partnerships Phone: Lynnea-612-231-6674 Courtney- 612-212-6590


Community & Cultural Liaisons: o Support school and district staff increase relationships with families focused on

student achievement. o Advise school and district staff on culturally and linguistically relevant approaches

that enable family participation at all levels. o Support the successful implementation of representative and integrated site council. o Provide best practices in recruiting, hiring and retention of family liaisons to better

ensure strong family outreach and engagement. o Facilitate DPAC, Cultural group meetings (ex: African American, Hmong, Latino &

Somali) CPEO -Parent Academy: provide courses and workshops for families in multiple

languages Family and School Advocate: support families and schools as they navigate issues Student Activities: Provide citywide student government, support with capacity building

of student government, and districtwide student activities (e.g. History Day, Math Competition)

Family outreach and engagement opportunities for families: o Cultural groups will continue to meet but Area meetings will no longer occur.

Outreach will occur at school level. Highly qualified Family Liaison who is responsible for family outreach.

o OSFCE can assist in hiring of high quality Family Liaisons including job description and interviews.

Food and transportation for families to make school gatherings more welcoming Translation of documents and interpretation for conferences

OFSCE will be focused on building capacity of school staff to engage in successful family and student outreach. Our office will be less focused on district-wide meetings and efforts and more on school-based outreach and communication

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PAR Mentors (Human Capital)

Contact name: Mallory Wessel Email: [email protected] Contact department: Human Capital Phone: 612-669-6257 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

PAR Mentor Services may be provided to first time teachers, contract teachers who have had experience in the Minneapolis Public Schools in another job classification and are moving into a new position, first year contract teachers who have teaching experience outside the District, probationary teachers who are in need of continued support, teachers who request service, and tenured teachers who are referred for service. PAR Mentor Services: Assist teachers in goal setting, pre and post conferencing, and classroom observation; Model, co-teach, and demonstrate in order to provide guided practice; Support teachers to ensure that classroom instruction meets the MPS Standards of

Effective Instruction, supports the goals of the Strategic Plan, the Minnesota State Standards, and goals of the School Improvement Process;

Orient teachers to the resources of the District, the profession and the community; provide research-based support to teachers in areas such as instructional strategies and materials, classroom climate and organization, cultural competency, and professional development;

Assess teachers’ professional skills using the professional standards identified in the Minneapolis Standards of Effective Instruction serving as the Secondary Observers for teachers on their caseloads;

As appropriate, work with tenured and/or realigned teachers per administrators' or teachers' requests to provide assistance and support, in addition to working with probationary teachers;

Work with administrators, including acting as a team member in the decision-making process for continuation of employment;

Support the annual New Teacher Orientation and facilitation of New Teacher Professional Development.

Please provide a list of services that will be available to schools from the staff in your department situated in Davis Center. Please be as specific as is possible at this time. For instance, if your department intends to provide PD to sites, please note what topics that PD might cover and how much time may be dedicated to that PD.

NA

NA

There have been no changes to the services provided by the PAR Mentors over the past year that would impact building budgets.

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Plant Operations Department

Contact name: Mark Bollinger Email: [email protected] Contact department: Facilities Management and Capital Construction

Phone: 612-668-0285

Services provided to schools by your department staff in Davis Center:


Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Plant engineers and custodians: o cleans & operates the schools on a daily basis and provides operational

support to the Principals and staff (including supply restrooms, clean cafeteria and kitchen, general cleaning, preventative maintenance, and many other tasks)

Staff supervisors and trainers: o School visits and building inspections o Staff evaluations o Mentoring and direct support to principals, school staff, and plant operations

staff

N/A

Additional plant engineers/custodians o The average cost per staff member with supplies/tools is approx. $50,000

Additional equipment as needed

The Plant Operations 7-year Enhancement Plan adds ~13 additional custodians/engineers districtwide each year and improves other department processes and services


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Professional Development Contact name: David Bernard Email: [email protected] Contact department: Professional Development

Phone: 612-254-4971


Delivering districtwide PD: o Planning and supporting delivery of summer institutes—ILT, Racial Equity,

Positive School-wide Engagement, and Language and Literacy. All are 2-day institutes.

o Supporting PD during the year through a professional learning academy that will formally begin SY 2015-2016. PD will be delivered after the school day/Saturdays to limit use of reserves

Assistance developing other PD: o Developing aligned, coherent, and targeted professional learning plans o Planning, supporting, and delivering professional learning aligned with the

academic priorities through the development of professional learning modules o Supporting collaborative action research cohorts and culturally relevant pedagogy

cadres as part of equity-embedded PD starting SY2015-2016 o Planning and supporting delivery of PD for ESPs and clerical staff

MDE report support: Provide support for completing required MDE staff development report

Processing CEU requests: to support relicensure for teachers and administrators

N/A

N/A

Greater use of research-based guidelines for developing PD plans. Initiated collaborative action research cohorts (in partnership with other

departments) to support school sites. Developed summer institutes—last year for behavior standards, and this summer ILT,

Racial Equity, Positive School-wide Engagement, and Language and Literacy. PD will be supporting collaborative action research cohorts and culturally relevant

pedagogy cadres for school sites this year.

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REA Contact name: Eric Moore Email: [email protected] Contact department: REA Phone: 612-668-0571 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Coaching/support and PD: o Support in problem identification, problem solving, and support on research,

evaluation and assessment issues o Teacher Evaluation analysis and interpretation o Data literacy PD (regarding summative and formative assessment data) o Data literacy PD (regarding demographic, perception, and non-cognitive data)

Assessment administration: Districtwide assessment administration, training and support

Research evaluations: Evaluation of school and district initiatives Outside research coordination Survey coordination: Districtwide survey coordination and data analysis

N/A

Test coordinator position: 0.5 FTE or above for assessment and survey administration

REA will have greater coordination of youth participatory evaluation groups as required by behavior standards policy

REA now offers principal dashboards

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Reserve Desk – Human Capital-Talent Acquisition Contact name: Mal Meyer Email: [email protected] Contact department: Talent Acquisition Phone: 612-668-0540 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Talent Acquisition provides reserves for teacher absences. This service includes:

Aesop System Support for Secretaries, Teachers and Administration Reserve teacher support (filing teacher absences) Attendance Reporting

Lost Prep cost (per teacher contract - $25.00 per hour)

Daily extra reserve that are not related to teacher absences ($160.00 per day + $32.00 fringe = $192.00 per day)

Full time building cadre ($180.00 per day + $36.00 Fringe = $216.00 per day)

Increase rate of pay for reserve teachers Daily sub $160.00 per day + $32.00 fringe = $192.00 Building Cadres $180.00 per day + $36.00 Fringe = $216.00

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Special Education Department

Contact name: Rochelle Cox Email: [email protected]

Contact department: Special Education Phone: 612-668-5438

Services provided to schools by your department staff in Davis Center

Instructional Coaching: Special Education Directors will consult with principals on instructional needs of their special education staff based on the SOEI process. District Program Facilitators will provide instructional coaching to special education staff as directed by Special Education Directors. District Program Facilitators will provide coaching on Domains 1, 2, and 3 of the SOEI Rubric.

New Teacher Training: The Special Education Department will provide special education specific training through New Teacher Orientation, summer training sessions and year round support.

Professional Development: The Special Education Department will provide district wide training, on-site training, E learning and modules that can be presented by building staff.

Due Process Training and Consultation: The special education department will provide due process clerical time at each building to assist with the monitoring of due process files at the site. Due process training will be provided in a variety of models for special education staff. Due process consultation and support will be provided to each building as needed for individual cases.

Special Education Accounting: The special education department is available throughout the year to assist principals and secretaries with special education allocations and questions. The special education department creates and closes special education positions and sends out position reports to schools. Mileage is also processed through the department for special education related services staff at school sites. The special education department also provides budget codes for special education grants and funded programs.

Special Education Placement: The special education department will place incoming Federal Setting III and IV students into district programs and assist schools when students require a different level of service.

EdPlan and Electronic Data Systems: The special education department will fiscally support a district wide electronic special education due process system (EdPlan), provide maintenance, support and training as needed.

Financial and Student Data: The special education department will create and maintain fiscal and student data requirements for both the district and Minnesota Department of Education. The department will also support schools in the analysis of their student data in key state and district performance indicators.

Limited Supplemental Support Allocation: Limited fiscal support will be available to schools for new students who enter the district and may require additional support due to medical or behavioral needs.

SOEI Observation Support: Special Education Directors and District Program

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Facilitators will be available to assist both primary and secondary observers in SOEI Special Education and ESP staff. Special Education Directors can assist with the development of “Next Steps” and District Program Facilitators will be available to assist with coaching and training specified in “Next Steps”. Related Services Managers will take primary responsibility for the completion of evaluation process for Related Services staff. ECSE Administrator and District Program Facilitators will take responsibility for SOEI process for ECSE staff in buildings.

Special Education Program Development: Special Education Directors will consult and advise principals regarding special education programming and models in their building. District Program Facilitators can be used to support special education programming under the direction of the Special Education Director.

Intervention Recommendations, Support and Training: The Special Education Department will provide schools and special education staff with evidence based practices and research information to support promising special education practices in buildings. The Special Education Department will provide training, professional development modules and instructional coaching on special education interventions, with a strong focus on reading.

Disability Information: District Program Facilitators will provided school staff with up to date information about disability specific information, parent engagement strategies and inclusive school environments.

Transition Guidance: Guidance will be provided from the special education department on strategies to increase special education graduation rates, high school courses of studies, transition planning, college planning and a rigorous sequence of work opportunities.

Inclusive Practices: Inclusive Practices are a special area of focus for the special education department. We offer each school the development of an individualized inclusion plan and assistance in inclusion model development. Professional Development modules will be available to schools with special attention to collaborative planning and teaching.

ESY Services: Extended School Year Services are coordinated for schools during the summer for all students in the district who qualify. The special education department coordinates with case managers to determine the type and amount of services needed for each student. After the ESY session, data is provided to IEP teams at the building to assist in determining eligibility for ESY the following year.

Coordination and Management of Related Services: The Special Education Department coordinates Related Services for the special education students district wide. These services include occupational therapy, physical therapy, speech therapy, Developmental Adapted Physical Education, Vision Services, Deaf/Hard of Hearing Services, school social work, and school psychology. Related Services Managers provide hiring or assistance with hiring, supervision, evaluation, training, and coaching for Related Services staff.

Assistive Technology Consultation and Devices: Our Assistive Technology Team provides consultation, evaluation, training and technical support for special education students in the district. They lead our district’s Universal Design for Learning Team and maintain a library of assistive technology, featuring low and high technology solutions. The Assistive Technology Center, along with its many volunteers, creates many assistive technology solutions through their own design, saving the district thousands of dollars

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every year. Specialized Assessment Protocols and Materials through the Professional Instruction

Center: The Professional Instruction Center provides instructional materials, strategies and interventions for special education staff to utilize on a library loan system. This resource allows special education staff to try specially designed interventions without cost to the school. It is expected that a school would purchase the materials if it is going to be utilized on a long term basis. The Professional Instruction Center also supplies Related Services Staff with assessment protocols that are needed for evaluations. In addition, the Professional Instruction Center supports implementation of Response to Intervention, the Problem Solving Model, and progress monitoring for students with disabilities by providing assessment probes and training on administration, scoring, and data analysis.

Learning Walks: Special Education Directors look forward to participating in learning walks with principals in their schools. The focus of the walks can be determined by the principal, SOEI information, or district/state performance indicator data.


Technology that is supplied to any general education student or staff member. Office and classroom supplies, materials, and curriculum that are provided to any

general education student or staff member must also be provided to special education staff. Special education staff should have access to general education curriculum, instructional support, and professional development opportunities.

Locked cabinets and/or file drawers must be provided to secure due process documents, technology and equipment.

School sites have been purchasing standardized achievement measures such as the

Woodcock-Johnson IV Tests of Achievement and test protocols for special education evaluations.

Special education staff should be provided adequate work space, desk, phone, internet access (wifi or wired), copy, fax, and scanning machines.

Related service budget that is allocated to the school, must be used for purchase of related service staff as required by law and due process (OT/PT, speech, DAPE, social work, school psychology) from the school budget.

Services that schools may choose to provide from building budgets (i.e. optional services):

Building administrators may choose to ‘buy up’ additional FTE to support special education students’ needs including: social worker, psychologist, SEA floater, SERT, special education lead or coordinator for the building or cluster of buildings.

Administrators may choose to buy instructional materials to support special education students’ learning needs as well as intervention packages, technology, etc.

Changes compared to FY ’15:

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There will be less funding available for supplemental assistance to be allocated throughout the school year.

Special Education Directors will be aligned to Associate Superintendents and their school portfolio. The District Program Facilitator structure will be different for the following school year.

District Program Facilitators will not attend regular special education team meetings unless requested by principal or department information needs to be shared.

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Student Support Services

Contact name: Jim Johnson Email: [email protected] Contact department: Student Support Services

Phone: 612-668-5432


Coordination of Section 504 plans: maintaining the electronic record system; professional development and support of school site 504 coordinators and managers; DHH interpreters for qualified activities; qualified student equipment.

Coordination of Homebound Services: provision of tutors for students receiving homebound instruction, payment for tutors according to Homebound Guidelines.

Expulsions and transfers: resolution of referrals for expulsions and transfers. Mental Health: mental health services in current school sites. Alcohol and Drug Technicians: professional supervision of technicians Behavior Standards PD: PD and support for implementation of Behavior Standards

Initiative and Office of Civil Rights Voluntary Agreement Social Emotional Learning, Chemical Health, Restorative Practices: PD and

staff support

Designate a Section 504 Coordinator and additional managers sufficient to manage caseload

Designate a School Wide Positive Engagement Team to implement the Behavior Standards Initiative and Office of Civil Rights Voluntary Agreement

Replace Social Emotional Curriculum (Second Step) with new edition

The services provided will remain essentially the same.

Please note that during SY 15, several areas that had been included in Student Support Services moved to other departments, including:

Attendance and Check and Connect to College and Career Homeless and Highly Mobile to Funded Programs Teen Parent Services to Early Childhood

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Talent Development & Advanced Academics Contact name: Melanie Crawford Email: [email protected] Contact department: Talent Development & Advanced Academics

Phone: 612.668.5352


Advanced Learner identification Evaluation and planning support for Full Grade & Single Subject Acceleration (K-8) Leadership support for Levels of Service at building(Talent Development Site Leads K-5,

6-8-stipend paid by department); Advanced Academic programs (IB, AP, CIS, PSEO) Advanced Differentiation resources aligned to learning targets with in curriculum guides Professional development for MPS K-12 staff(paid upon completion of Certificate in

Talent Development) Professional development for Advanced Differentiation Specialists, IB Coordinators &

Advanced Academics Coordinators

Level I and Level II Services offered in site plan

Advanced Differentiation Specialist – minimum 0.5 FTE (see specialist menu for guidelines)

Supplemental texts/instructional materials

K-5 – no change

6-8 – Need to select Talent Development Site Lead – leadership stipend paid by Department

https://staff.mpls.k12.mn.us/Depts/TalentDevGiftEdu/Pages/Talent-development-Opportunities.aspx

https://staff.mpls.k12.mn.us/Depts/TalentDevGiftEdu/Documents/LevelsofService/ADS%20Elementary%20Job%20Description%20SY16.pdf

https://staff.mpls.k12.mn.us/Depts/TalentDevGiftEdu/Documents/Elementary%20Site%20Leads/Site%20Leads%2014-15.pdf

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Teaching and Learning Department Contact name: Mike Lynch Email: [email protected] Contact department: Teaching and Learning Phone: (612) 668-5300 Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Math and Reading Corps Changes compared to FY ’15:

The Teaching and Learning Department supports schools by training reading, math, and advanced differentiation specialists. T&L publishes curriculum guides and benchmark assessments to guide classroom instruction, selects and pays for core curriculum, orders and processes all instructional materials, and supports grade reporting and course creation/registration. Department staff also set standards for and support special programs such as IB, AP, CIS, PSEO, and AVID and manage identification of advanced learners.

For detailed budget parameters by content area, please see this document.

Lost or damaged instructional materials (including calculators) Consumables (e.g., visual/performing arts materials, paper, copying, batteries, etc.) Additions/enhancements to classroom libraries A/V equipment and technology for teachers and specialists

Math and Reading Corps (including site fees) Media clerks Magazine/newspaper subscriptions

The purpose of the Teaching and Learning Department is to build capacity at the site-level for problem-solving and instructional leadership. The focus of our smaller team will be on building a train-the-trainer model working with specialists and members of school ILTs to support quality implementation of academic strategies across all schools. Due to planned staff reductions, Teaching and Learning will no longer provide classroom support directly to individual teachers or provide on-call support for individual schools. We will continue to offer a limited catalogue of professional development offerings throughout the school year.

https://staff.mpls.k12.mn.us/depts/tl/Pages/default.aspx

https://staff.mpls.k12.mn.us/Depts/tl/Documents/TLBudgetParametersDocumentFY16.pdf

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Transportation

Contact name: Scott James Email: [email protected] Contact department: Transportation Phone: (612-668-2311) Services provided to schools by your department staff in Davis Center: Services that schools are required to provide from building budgets (i.e. required services): Services that schools may choose to provide from building budgets (i.e. optional services): Changes compared to FY ’15:

Foresee no changes

Foresee no changes

Foresee no changes

Possible change with billing of practice and game buses for athletics. Transportation and Athletics are currently in discussion on which budget the buses will come out of. Currently game buses comes out of the Transportations budget, and practice buses out of the Schools Athletics budget

Bto guidance document 2015 03-16-v2

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