Q & A 2023-2024 Budget

The Question & Answer document is a working document that will be updated throughout the 2023-2024 Farmington Board of Education budget development process. The purpose of this document is to provide the Farmington community with factual information relative to the most frequently asked questions that the Board of Education receives throughout the budget development process.

Sections

Critical Dates and Meetings

Proposed 2023-2024 Budget

Cost Containment

Farmington’s Expenditure Rankings

Appendix

Critical Dates and Meetings

Farmington Public Schools

School District Budget Development Outline

2023-2024 Budget

BOE Budget Meeting Workshop	February 4 – 9:00am – 2:00pm
BOE Budget and Regular Meeting	February 6 – 7:00pm
BOE Budget Meeting (if needed)	February 7 – 7:00pm
BOE Budget Meeting (if needed)	February 8 – 7:00pm
BOE’s Recommended Budget due to Town Manager	February 11
First Public Hearing on Town/School Budget	March 14 @ 7:00pm
Board Town Council Budget Workshop	March 15 @ 4:00 – 9:00pm
Town Council Budget Workshop	March 16 @ 4:00 – 9:00pm
Town Council Budget Workshop	March 18 @ 9:00am – 12:00pm
Town Council Budget Workshop (if needed)	March 20 @ 4:00 – 9:00pm
Town Council Budget Workshop (if needed)	March 21 @ 4:00 – 9:00pm
Town Council Public Hearing on the Budget	April 4 @ 7:00pm
First Annual Town Meeting	April 17 @ 7:00pm
Townwide Referendum on 2023-2024 Town & School Budgets	April 27
Town Council Budget Workshop (if referendum fails)	April 28 @ 4:00pm
Second Annual Meeting (if needed)	May 1 @ 7:00pm
Second Referendum (if needed)	May 11

2023-2024 Budget Amounts

What is the budget for the 2023-2024 school year?

Superintendent Recommended:

Total Superintendent Recommended: $77,031,441

Increase over 2022-2023 BOE Adopted: 3.47%

BOE Approved:

Motion passed: 02/04/2023

Total BOE Approved: $76,674,261

Increase over 2022-2023 BOE Adopted:$2,226,003 or 2.99%

BOE Adopted:

Motion passed: xx/xx/2023

Total BOE Approved: $xxxxxx

Increase over 2022-2023 BOE Adopted: $xxxxxx or xxx%

What are the major messages of the 2023-2024 Budget?

The 2023-2024 Budget:

Maintains and advances academic excellence through innovative programming PreK-12;
Promotes innovation in student-centered teaching and learning;
Advances programming, professional development and resources aligned to the district’s Equity Framework;
Supports increased students’ needs in the areas of health, academic and social emotional well-being and development, especially due to the impact of the pandemic;
Addressing emerging needs in continuous improvement related to safety, registration and residency monitoring;
Factors in ESSER funding to offset costs to mitigate the overall increase in the operating budget;
Addressing significant cost increases across supply, equipment, energy and other accounts due to the economy;
Contains costs through zero-based budgeting, reductions and efficiencies to maintain and advance current programming; and
Maintains class size levels in accordance with BoE policy.

Cost Containment and Avoidance

What are some cost containment STRATEGIES that have impacted the budget in a way that has reduced the Board of Education’s approved 2023-2024 budget?

Federal level ESSER III ARP funds will provide approximately $985,000 in 2023-2024.

After OSCGR audit, the district will be reimbursed $203,100 for two school projects: Noah Wallace Partial Roof and West District Corridor Flooring;

Planning for the future (cost efficiency work, facility study, equipment audit (vehicle/kitchen), and building internal capacity;

Reductions to the budget of over $580,000 to arrive at the Superintendent’s recommended budget;

Joint Town and Board of Education Self Insurance Committee established a Joint Self Insurance Policy that articulates best practices in self-insurance budgeting and establishes protocols for proactively reducing reserve when it reaches the 25% level. Thus, the policy assists the Town and Board in reducing the taxpayer’s burden when the reserve reaches an insurance industry’s reserve level;

Town and Board of Education collaboration continues to promote innovation and best practices;

Farmington schools utilizes a High Deductible HSA for all employees; new updated features to the health insurance plans are projected to result in cost savings and avoidance;

Continuous improvements and monitoring of copy/print/scan functions to maximize cost efficiencies while improving productivity;

Reduction in cellular costs (~$10K) as a result of reviewing/renewed contracts and carriers;

Developed and continued to expand in-house experts on our faculty in a training-of-trainees model to avoid costs of consultation and external staff developers;

Negotiated contract from December 2021-December 2024 for the supply of electricity at a low fixed rate, resulting in cost containment for the district.

Farmington’s Expenditure Rankings

116 out of all Connecticut districts in instruction;
152 out of all Connecticut districts in general administration;
120 out of all Connecticut districts in central and other services;
112 out of all Connecticut districts in salaries;
142 out of all Connecticut districts in purchased services; and
112 out of all Connecticut districts in per pupil expenditures (FPS spends $2,170 less per pupil than the average per pupil expenditure in Connecticut).

*Of 166 districts: #1 spending the most and #166 spending the lowest

Source: EdSight

Curriculum

What does the Curriculum budget fund?

The budget allocation includes:

Stipends for teachers to serve on district-wide vertical teams in each discipline to set standards, monitor assessment data and propose curriculum development work that will ensure a K-12 alignment of knowledge and skills.
Stipends for curriculum leaders who provide training and coaching at the annual Summer Curriculum Academy and review/evaluate all curriculum documents.
Stipends for teams of teachers to develop curriculum maps for courses and grade levels that have been identified by the vertical team as in need of revision or realignment.

Why do we need curriculum documents?

Articulate for teachers exactly what students should know and be able to do in each unit of study.
Specify which standards are to be taught, how they will be assessed and what unique learning activities will lead students to develop these understandings.
Build on what students have already learned and increase in knowledge, complexity and skill as students’ progress through the grades.
Ensure common experiences across schools and classrooms so that all children have access to the knowledge and skills they need to achieve at high levels.

Why don’t we just buy textbooks?

FPS curriculum is designed to include differentiated instruction for diverse learners.
Farmington standards are high and textbook companies do not always align their content with our standards.
Textbooks alone do not provide the rich and varied resources that engage students in doing meaningful “real-world’ work so that they know how to transfer and apply what they have learned to new situations.

What is a techbook and why don’t we just use those?

A “techbook” is a marketing term used by Discovery Education for its online classroom resources. FPS purchases these resources for Science and Social Studies at the grade 7 and 8 levels and uses it in place of a traditional textbook and in combination with other resources. This resource provides an extensive compilation of video, digital print, and audio resources that students can use when researching topics. These resources are also important opportunities to extend learning beyond the school day. Students are able to be self-directed and resourceful in accessing tools and resources that help them meet essential learning targets through practice and video tutorials OR extend their learning by tackling challenging tasks or enriching content.

Does the district purchase E-books?

Yes, FPS subscribes to several e-book services. Licensing for these books can be in two forms: a license in perpetuity; and annual subscription licensing. The school libraries provide many options for electronic nonfiction and fiction reading. Additionally, the libraries have devices available to students to access these e-books (e.g. Kindles, ipads, etc.). Students can also access these books through their Chromebooks.

Why do we need to rewrite curriculum once it has been done?

FPS curriculum reflects “state-of-the-art” knowledge and understandings that students must acquire in order to be college and career ready in each discipline as they further their education.
FPS is committed to providing students with opportunities to direct their own learning through inquiry and collaborative dialogue, both of which require current and interesting curricular topics.
Educators continue to research better methods of instruction and assessment that must eventually become a part of the curriculum that is taught.

What are the major curriculum initiatives for the 2023-2024 school year?

The following initiatives support the implementation of the Board of Education’s five year goals:

Advisory lessons (WWUES CREW, IAR Advisory, FHS Hawk’s Nest) and school event planning (All schools) (Annual)
New Courses such as: ASPIRE courses, Computer Science courses, English senior elective program
Course Revisions and enhancement of project-based learning opportunities
Special Education curriculum related to executive functioning skills (Pivotal Skills Curriculum)
Elementary integrated curriculum units updates

How do we determine who will write curriculum?

Teachers must apply to write curriculum and demonstrate a high level of understanding and expertise in order to be selected. Teachers who apply must currently teach or have previously taught the course and be considered strong in both content and pedagogy by their supervisors. The application process also gives weight to teachers who propose new and engaging ways to elevate the quality of the teaching and learning in the course. Often, teachers work on these projects in teams.

What are the responsibilities of curriculum writers?

Writers attend a Summer Curriculum Academy - 3 - 4 full days of training in the summer focused on the Understanding by Design model. This training helps teachers to design or revise curriculum that aligns with Farmington’s principles of teaching, learning and assessment.
Over the course of the summer, writers work together to complete the map that articulates a course purpose, essential understandings, concepts and learning skills to be taught and the major assessments. They submit their work to the academy coaches for review and feedback by mid-August.
Over the course of the school year, writers continue to develop the instructional plan for each unit using student work to guide these revisions. They write the “Stage III” portion of the map and develop rubrics to be used to judge the quality of student performances on key assessments. They meet at least 3 more times with their assigned academy coach for review and feedback. They assume responsibility for facilitating regular conversations about the effectiveness of the curriculum design with the teachers who are teaching the course.

Why does the Board of Education fund professional development activities for faculty and staff?

The district needs to continuously develop the skills and knowledge of its administrators, teachers and staff in order to meet the Board’s goals, respond to the ever changing needs of students, comply with state and federal mandates, and continuously improve teaching and learning for all students.
The district is legally obliged to provide professional development annually that is aligned with the teacher evaluation process.
The district is legally responsible for providing training on topics mandated by the State of Connecticut.

What opportunities do students have to study World Language?

Students must meet a world language proficiency standard in order to graduate. Students who have completed the elementary Spanish curriculum will likely meet proficiency in Spanish by the end of grade 9 (and, eventually, grade 8, as the students come up who have had it since Kindergarten). Students electing to begin French in Grade 7 will likely meet proficiency in Grade 11 or 12. Both French and Spanish students may continue their language study through the AP level.
Also included in the World Language department is an elective sequence in Latin beginning in Grade 9 and continuing through Latin V.
Beginning in grade 9, students may elect to take American Sign Language (ASL) as an additional elective. Next year, a second level of this course will be taught.
Students begin their World Language program in kindergarten. Spanish only is taught in grades k through 6. French and Spanish are taught in grades 7 through 12.
At the high school level, students may pursue any language as an independent study. Through this independent study program, students, with the support of a teacher, can find an online or university language course and submit an application to take the course for high school credit.

Technology

What are the focus areas for the 2023-2024 budget in the areas of technology?

Technology for Teaching and Learning:

Continued work of the Technology Integration Specialists and K-12 Library, Media, and Technology Department around the use of the FPS Technology Matrix and assessment of student technology skills closely tied to ISTE standards.

A continued focus on ensuring that web-based resources and digital media engage students and provide opportunities to access curriculum, interventions, and online learning tools from anywhere, as demonstrated during Interactive Learning.

Cost effective devices and the use of digital resources for research, creation, and production of student work align to and support the FPS Theory of Action and Vision of the Global Citizen.

Technology for Productivity and Efficiency:

Infrastructure upgrades and investment in virtual technologies set a strong foundation for current technological demands and support for future growth and innovation.

Investments in web-based applications to create operational efficiencies as well as provide added protections in cybersecurity.

FPS Student Device 1:1 was accelerated due to COVID-19. We are proposing the continuance of K-12 1:1 for continued productivity and efficiency in teaching and learning as well as operations using tools (e.g. Google Apps) built to support 21st century learning skills (collaboration, innovation, and inquiry).

Can you provide examples of how online resources, like the Khan Academy, are utilized in Farmington? Are there any savings associated with the use of these types of online resources?

Farmington families saw first hand over the past two years, how online resources can support and enhance student learning as well as social engagement.

Online resources are used in all grades to enhance teaching and learning. At the elementary schools, students use Raz-Kids and BookFlix – online guided reading programs with interactive e-books, downloadable books, and reading quizzes. Each class in Grades 1-4 has a subscription and students can login at school and at home. Raz-Kids offers a wealth of books that we do not need to order, shelve, or inventory.

Using a variety of online tools, students gain more practice; teachers have access to formative and summative electronic resources. Because of these materials, we have created new assessments to align with our math program. Resources such as Khan Academy are frequently used by students for both reinforcement and re-teaching of concepts as well as challenging students beyond grade level content. The district carefully reviews these online learning resources as we have seen a lack of rigor and/or alignment to our rigorous curriculum standards in various online resources. These can be a valuable resource for students who are struggling with a particular concept as they can watch the video several times and practice the related questions. It can also be a great resource for the student that has mastered a concept and want to challenge their thinking.

Where appropriate, teachers “flip” their classrooms (similar to the Khan Academy) by placing their lessons on videos so that students view lessons at home and class time is used primarily for demonstration of learning, collaborative tasks and complex problem solving with the support of the teacher as a coach/facilitator.

Interventions, if appropriate, are administered on-line with an adaptive feature so that students move through the intervention at their own pace. Of course, this is another area of variation when it comes to rigor and quality. So, all programs are thoroughly reviewed by the school district prior.

Discovery Education Tech-books are used in grades 7-8 as an alternative or accompaniment to the traditional textbook. Additionally, school libraries are more carefully choosing subscriptions that include digital access to books as well as traditional paper copy.

While these digital resources may replace paper based resources, the end result does not always result in a cost savings. More appropriately, these digital resources supplement or reinforce current materials, and provide access to more dynamic content allowing the students and teachers access to more authentic experiences with the classroom curriculum.

To fully implement our technology plan, what technology would each classroom in Farmington include?

A technology plan is never fully implemented. Rapid advancement in technology requires continuous revisions of a technology plan. Please see attachment A for an overview of the vision of the Farmington classroom for technology. Technology staff and educators revised the list in 2015 and the Board of Education approved a plan to begin upgrading the Farmington classrooms with the newer technology. Updates have consisted primarily of projectors and wiring to accommodate newer display technologies. As we entered a new 5 year period, upgrades to newer LCD/LED display technology have now become the norm.

How do you guarantee equity in technology when PTOs raise funds for technology at individual schools?

Our PTOs have been generous in purchasing technology for individual schools. Our District Technology Plan is the guide for all purchases of technology equipment for classrooms, students, and teachers. The PTO works with the principal to identify equipment that is already identified for future purchase and is part of the District Technology Plan. The PTOs, in effect, accelerate the purchasing of equipment on the District Plan. When this occurs, the school receiving this equipment is no longer slotted to receive those items. In future budget cycles, the same equipment is purchased for the other schools.

Staffing

The following professional staffing plan is based on current and emerging data-driven needs identified by teachers and administrators. There are five main drivers of this year’s overall budget: 1. Cost Efficiencies, Containment, Avoidance 2. Academic Excellence and Equitable Opportunity; 3. Special Services; 4. ESSER and Grant Funding; 5. Economy-Driven Costs 6. Operational Improvements. This staffing report addresses certified faculty proposals related to drivers 2, 3, and 4.

The Farmington Public Schools staffing budget supports

Continuous Improvement and Enhanced Opportunities for ALL Students

Academic Excellence and Equitable Opportunity: Farmington’s VOGC represents the Board of Education’s commitment to ensuring that all students graduate from Farmington High School (FHS) ready to fulfill their personal goals for college, career, and citizenship. In an ever changing, complex, global society, all Farmington students will have equitable opportunities to acquire the content knowledge, thinking skills, and emotional regulation strategies for becoming collaborative and contributing members of their communities and productive, self-aware individuals.

This proposal:

Adheres to the Board of Education Policy and Regulations for class size
Expands FHS Computer Science and BioTech Coursework responding to student interest
Provides staffing for increased student interest in Latin including a Capstone course
Provides staffing for increase in ASPIRE courses, Ceramics and Digital Design

Special Services: Our data indicates a significant need for academic acceleration and SEL support as we respond to the effects of a global pandemic. We have also experienced an increase of students moving to the Farmington Public Schools with more significant needs. Thus, we must maintain reasonable size caseloads in Special Services in order to provide expert instruction, family partnerships, and SEL support.

This proposal:

Responds to increased Special Education needs at the elementary level
Provides staffing responsive to caseloads at FHS and to increase co-taught classes

ESSER and Grant Funding:

Positions and other costs are being brought back to the operating budget in a phased approach from grants, including ESSER III ARP to ensure continued academic programming and resources.

This proposal brings back into the operating budget:

FHS Business Teacher

What are some of the job responsibilities of a Farmington Principal?

Farmington principals are first and foremost instructional leaders. Principals are responsible for the total operation of their schools. They are responsible for creating a school culture and climate conducive to student learning and for supervising and evaluating their teachers. They work closely with teacher teams and departments to ensure that instruction supports high levels of student achievement and a consistent set of experiences developed from our standards-based curriculum. Farmington principals also are fully engaged in working between schools and levels in order to create a coherent instructional program for students K-12.

They participate in district instructional improvement initiatives through roles as leaders in town-wide committees specifically designed and charged to monitor program development and implementation issues. They participate in cross-level administrative teams to develop consistent expectations and create pathways for success for students as they transition between levels.

Responsible for the total operation of the school in accordance with policies and regulation of the Board of Education
Responsible for the hiring, assignment, supervision and evaluation of professional and non-certified staff
Responsible for the implementation of the curriculum program in the school
Responsible for student discipline and positive school climate
Responsible for the day-to-day operations of the special education programs
Responsible for effective communications with parents and the school community
Responsible for promoting the professional growth of each staff member and improving instruction
Responsible for the evaluation of the curriculum and administration of testing and evaluation programs
Responsible for preparing and administering a school budget based on the goals and of the school and district
Responsible for the health and well-being of students and staff, including security of the facility
Responsible for personal professional development and for providing leadership
Responsible for the supervision and evaluation of assistant principals (High School, Middle School and Upper Elementary)

What are some of the responsibilities of Farmington Principals in the summer months?

Summer Activities of Elementary Building Principals K-4, 5-6

Recruit, select and induct new faculty members
Review end of year data with faculty for school development planning purposes, write school goals
Plan professional development activities for the opening of school
Develop the school schedule
Revise the Parent Handbook and prepare it for printing and distribution
Finalize the Results summary for the previous school year
Meet with building or district leadership teams for system-wide planning
Meet with and induct new families to the school community
Develop and finalize student class assignments
Participate in two to three days of professional development with the District Leadership Council
Oversee the purchasing of materials and equipment for the opening of school
Work with the custodial staff to coordinate building readiness for the opening of school – furniture, grounds, maintenance projects, etc.
Meet with PTO and other community groups to plan activities for the school year

Summer Activities of Secondary Principals 7-8, 9-12
Finalize the Results summary for the previous school year
Recruit, select and induct new faculty members
Finalize the Results summary for the previous school year
Review end of year data with faculty for school development planning purposes, write school goals
Plan professional development activities for the opening of school
Finalize the school schedule
Revise the parent and student publications and prepare them for printing and distribution
Meet with parents to resolve answer end of school year grading, promotion and graduation issues
Meet with building or district leadership teams for coordination of responsibilities and planning purposes
Work with guidance staff to induct and schedule new students
Work with guidance staff to resolve student schedule problems
Participate in two or three days of professional development with the District Leadership Council
Oversee the purchasing of materials and equipment for the opening of school
Oversee the summer school programs
Work with the Director of Facilities and custodial staff to coordinate building readiness for the opening of school – furniture, grounds, maintenance projects, etc.
Meet with Athletic Director, intramural and interscholastic coaches in preparation for opening sports activities
Meet with parent and advocacy group leaders

What is the job description of a Farmington Department Chair? Do they teach?

Yes, Department Chairs teach two classes per day. Their responsibilities include:

Fulfilling all of the responsibilities of a classroom teacher
Participating in the selection of new teachers, orientation, induction, and development
Supervising teachers in the given department and providing performance information to the principal
Establishing department goals and improvement strategies aligned with school and district goals
Providing professional development for the department
Monitoring the implementation of the curriculum within the department
Leading Vertical Teams and Ad Hoc Committees
Leading the development of new curriculum and evaluation of curriculum
Selecting texts and materials and budgeting for the department
Collecting and analyzing student achievement data and leading monthly department meetings
Assisting the principal in scheduling and assigning teachers to classes
Participating in the building leadership team, which provides input into the school development planning process and meets twice monthly
Music, Art and PE Department Leaders work with K-12 departments and therefore supervise teachers and oversee programs in seven buildings.

What is the job description of a Farmington High School Dean of Students? Does the Farmington High School Dean of Students teach?

The Dean of Students is an administrator with limited teaching responsibilities. The Dean has the full complement of administrative responsibilities described above, including supervision and evaluation of teachers, assignment to specific academic departments, and student services. The Dean works on an eleven month calendar.

What are some of the job responsibilities of a Farmington Department Head during the four (4) days in the summer that they work?

Department Leaders work an additional four days during the summer when they orient and mentor new teachers, conduct budget related activities, plan for the implementation of curriculum across the department and conduct other business pertinent to the opening of school. They work with their administrators to develop a comprehensive school development plan. They also participate in a leadership meeting with the Assistant Superintendent and Director of Curriculum and meet with their Vertical Team members.

Special Services

Is Special Education mandated? Where does the mandate come from?

Special Education services are mandated by the federal government (Individuals with Disability Act). FAPE (Free and Appropriate Public Education) is the term used to describe the educational rights of children with disabilities in the United States. This right is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA.) It is defined as an educational program that is individualized to fit the specific needs of a child having a disability or qualifying for special education in the least restrictive environment. The program must meet the child’s unique needs, provide access to the general education curriculum and meet State grade level standards.

How does Farmington compare to other school districts in Special Education spending?

State Data 2020-2021 (most recent available)

In comparison to other DRG B districts, the percentage of the total budget spent on special education continues to reflect effective and efficient budgeting.

Fairfield	28.4
Cheshire	25.5
Madison	23.7
Simsbury	23.0
South Windsor	22.9
Greenwich	20.8
Avon	20.5
Farmington	19.0
Glastonbury	18.8

What special services staffing increases are proposed for the 2023-2024 school year and why are these positions being proposed?

Special Education Teacher: (1.0 FTE) This position will provide an additional full time Resource Room teacher position which will be assigned to FHS.

Special Education Teacher: (0.7): This position will provide an additional 0.5 teacher who will assist with programming for students with physical and academic challenges.

Examples of innovative special education programs that have been initiated in the past and the impact those programs have had on student success.

Farmington has a rich history of innovation and excellence when it comes to programming, including special education programming.

SLC Programs at WD, Union and WWUES: The Specialized Learning Center (SLC) is a program that was developed to address an increase in students identified with autism. Over the past 5 years, the district has experienced a significant increase in the number of students identified with autism who require a specialized program. The SLC was established in Farmington several years ago and the program offers intensive programming for students with autism with an inclusive feature that is unique to our SLC program. Currently, there are SLC classrooms at Union, West District, WWUES, and at the preschool level. This program affords our students with autism to receive exemplary instruction and intervention while having the opportunity to interact with their typical peers.

SLC Programs at IAR and FHS: At both IAR and FHS, specialized programs support students who require a modified curriculum with an emphasis on activities of daily living and prevocational experiences. Students in these programs participate in activities with their typical peers and receive specialized instruction in academics, social skills and life skills. In addition to opportunities within the school, students are able to practice their skills in community settings.

FVTA: The Farmington Valley Transition Academy’s program is designed for intensive students who have met graduation course and credit requirements and for whom the PPT recommends continued services to meet transition needs. The program is located on the campus of the University of Hartford and is co-sponsored by the Simsbury and Farmington school districts. The FVTA is a community-based transition program focusing on instruction and application of skills in the areas of self-advocacy, functional academics, daily living, and vocational skills.

FVDC: The Farmington Valley Diagnostic Center has provided students with a short term educational setting that provides psychiatric, psychological and educational supports. The cost of this regional program is significantly less than hospital based programs. The mission of the FVDC is to diagnose students, make educational and therapeutic recommendations, and if possible, assist students in returning to their home school environment.

Farmington Alternative High School: The FAHS provides alternative educational experiences for students who struggle with the size and scope of the traditional high school setting. Students are exposed to the high school curriculum through more hands on, experiential learning opportunities. Through this alternative environment, students are able to complete their high school requirements while meeting Farmington’s academic standards.

CARE Team: The CARE Team was initiated during the 2014-2015 school year for the purpose of supporting the district in working with students who struggle with emotional challenges and consists of a full time special education teacher, social worker and school psychologist. In addition to offering support to the SEL Classrooms, they provide professional development, consultation, PMT Training and coaching to both special education and regular education staff.

STEP: The Specialized Transition Educational Program (STEP) offers a supportive therapeutic milieu for our high school students who are encountering emotional and/or behavioral struggles. Each student has an individualized program focused on providing them with therapeutic interventions and therapies, while offering the opportunity to access Farmington’s regular education offerings. Currently, fifteen students are assigned to this program, where they are able to access academic and emotional supports.

SAIL: The Social, Academic Individualized Learning Program (SAIL) was conceived of and initiated during the 2014-2015 school year. This is a program that was developed at FHS for students with Autism who are academically advanced, yet struggle with the social/emotional aspects of school by shifting existing resources to meet the needs of our students. Currently, thirteen students are assigned to this program, where they are able to access academic and emotional supports. The program is based on the Social Thinking Model with each student’s program designed to support their individual needs as articulated in each student’s IEP.

SEL Classrooms: The Social Emotional Learning Resource Rooms (SEL) have been created to best support students at Noah Wallace, WWUES and IAR who struggle with emotional and/or behavioral regulation. Each student has an individualized program, with the goal of accessing the regular education setting to the maximum amount possible. Students in the SEL classrooms have access to specialized academic instruction, therapeutic interventions, and social skills groups.

Examples of Special Services cost containment:

Over a number of years, the Special Services Department has developed innovative in-district programming that reflects program excellence and research based best practices while containing costs:

Tuition in out of district students: At times, we accept students on a tuition basis from a neighboring district into one of our specialized programs which resulted in a cost savings.

Budget Development

What is the timeline for the 2023-2024 budget development for the Farmington Board of Education? What is the role of the Superintendent, Board of Education and Town Council in establishing the Board of Education’s annual budget?

The Superintendent is responsible for the financial plan of the district. In November, the Superintendent explains to the leadership that the goals of the district must be related to the resources being allocated. The Superintendent also shares with the leadership the context in which the resources will be appropriated. She informs the group of the timeline for the coming months and expectations regarding documentation of the budget. The leadership is then charged with formulating their building/area budgets.

In January, the Superintendent reviews the information provided from the staff and crafts the financial plan for the district.

In early February, the Superintendent presents the budget to the Board of Education and community during a series of workshops. The Superintendent explains all items contained in the financial plan and provides documentation requested by the Board.

The Board reviews the Superintendent’s request during a series of workshops in February. The Board then votes on the request and forwards it to the Town Manager according to the timeline contained in the charter.

The Town Manager submits an overall financial plan for the coming year to the Town Council.

The Town Council holds a series of budget workshops during March at which the Board and Town Department Heads explain their requests.

The Town Council holds public hearings on the budget, the second of which is held in early April and follows the approval of the budget by the Council.

What is the process used for developing the budget recommended to the Board of Education?

The Superintendent’s budget is strictly aligned to the Farmington Public Schools five year goals, state and federal educational requirements and most importantly our administrative team’s deep day to day knowledge of their schools and the educational alignment needed for continuous improvement across grades K-12 in Farmington.

In November our Superintendent brought forward a budget forecast that provided a preliminary snapshot of the 2023-2024 school district budget.

In meetings from November ’22 through January ’23, administrators presented the staffing, special services and technology budgets in detail.

The Superintendent conducted many meetings over many months with her administrative team that serves as the working environment to produce the budget detail. This extensive work forms the Superintendent’s recommendation, which was the budget brought forward on behalf of the educational professionals who work for the Farmington Public Schools.

In preparation for the Board’s review extensive education program reviews and adjustments were completed by school principals, program directors and Central Office administration.

Once developed, how does the Board of Education come to their recommended Budget?

The Board’s recommended budget comes after months of preparation by district administrators and numerous reports to the Board reflecting the needs of departments and schools. This took place from November through January. Budget hearings are held and budget review will be conducted from February 4-8, 2023.

For the past ten years, what has been the Farmington Board of Education annual budget increase?

See attachment B.

What are the budget “drivers” when it comes to annual budget development?

The budget “drivers” that impact budget development:

Salaries and Wages

Contractual agreements with the teachers, administrators, nurses and FPSEU (secretaries, tutors, aides and custodians) represent the largest portion of our annual budget. For 2023-2024 the Board negotiated an equal dollar increase of $1,200 for all steps until step 13 and an increase of $1,800 for teachers at the top step (14). With a 1.5% increase in Appendix C of the contract, a 2.0% increase for administrators. Nurses will be negotiated in the Spring of 2023. Increase pending negotiations. FPSEU negotiated a 2.0%.

Benefits

Contributions to the self-insurance medical reserve fund and payments to the federal government for FICA and Medicare represent the second largest driver in our budget. The BOE negotiated a high deductible health savings account program with FPSEU, teachers, and administrators. With a healthcare design that promotes proactive healthcare and consumerism, the High Deductible Health Savings Account (HD HSA) will contain and avoid higher healthcare costs.

Other

To a lesser extent than the headings listed above, other items which must be addressed in the budget are, Special Services for students, technology equipment, building and equipment repairs, supplies (both instructional and maintenance), and professional development.

When was the teacher’s contract negotiated and what is the 2023-2024 increase for teacher salaries?

The teachers’ contract negotiations commenced in July 2022 in accordance with state statute and ended in October 2022. The agreement includes an equal dollar increase of $1,200 for all steps until step 13 and an increase of $1,800 for teachers at the top step (14). With a 1.5% increase in Appendix C.

How do the school district’s goals impact the annual budget?

The Board of Education’s 2020-2025 goals drive all aspects of budget planning. Decisions about programming, supplies, equipment, services and staffing are all made to support instructional programs that align with district goals. .

What happens if the budget fails at the first referendum?

According to the Town Charter, “If the recommended budget is rejected at the budget referendum pursuant to subsection C, the Council shall meet and shall submit a second recommended budget to a new Town Meeting to be held not later than the second Monday of May (the “Second Town Meeting”). The second recommended budget shall be lower than the budget rejected at the referendum held pursuant to Subsection C.”

What is an FTE?

A full-time equivalent is how a full-time position is calculated. An FTE represents one full-time teacher but sometimes an FTE is made up of various part-time assignments requiring different individuals to fill those parts.

How do the school district and the Farmington Police Department collaborate?

The Farmington school district and the Police Department have a strong collaborative partnership. Farmington has one School Resource Officer and two Youth Officers. The Superintendent and Chief of Police meet regularly to ensure best practices are implemented. Here are just some examples of the strong partnership that exists between FPS and the Farmington Police Department:

In 2018-2019, the Farmington Police Department made changes in its leadership structure to provide more support and leadership to the Farmington schools.
Emergency Drills at each school are done in collaboration with the Farmington Police Department
The Farmington Police Department works closely with school leaders on continuous improvement efforts related to safety and security.
The Farmington Police Chief annually reviews safety and security measures in collaboration with school and district Administration.
The FPD is part of the district’s District-wide Security Committee as well as school-based Security Committees.
Police Officers have a visible presence at all schools.
When law enforcement receives security updates, those updates are shared with the school district and adjustments are implemented so that the school district’s practices reflect the most current safety and security practices.

The school district and Police Department work in collaboration to update safety and security measures. An in depth review of safety and security occurred by an outside security expert, in collaboration with the Farmington Police Department. Funding to support the implementation of the security review recommendations were supported by Farmington’s Board of Education and Town Council. In turn, Farmington is implementing the recommendations in phases, working closely with the Farmington Police Department.

Budget Impact

Given the final 2022-2023 budget allocation, what was accomplished?

The 2022-2023 budget included over $300,000 in operating budget reductions from the original budget submissions.

Reasonable elementary class sizes are maintained in all elementary schools.
Expanded ASPIRE / CAPSTONE course offerings at FHS
Expanded opportunities for American Sign Language course sequence at FHS
Supported acceleration in Math Pathways for IAR students - equity strategy
Provided on-site leadership and support for Preschool through a Coordinator position
Responded to enrollment demands at East Farms with special areas staffing
Created a district-wide leadership position for Family Engagement
Increased proactive mental health and counseling services for WW students
Continued implementation of RULER Strategies for supporting student social and emotional development and regulation
Consultative services advanced Equity and Inclusion professional learning and community engagement
Web resources and digital media engage students in inquiry and remote learning.
Google Apps for Education create greater productivity and efficiency for teachers and students.
Expanded student clubs and leadership opportunities to promote inclusive learning communities in all schools.
Library books and classroom-based reading selections purchased to better reflect the growing diversity and interests of our student population.
Improvements to technology hardware, infrastructure, and systems: student-centered assessment programs, Google Classroom enhancements, HR and Talent management paperless programs, website and parent communication enhancements

Self-Insurance

The self-insurance account has raised many questions. How does it work?

The Board of Education’s health benefits are self-insured. The self-insurance concept was

instituted in 1983-1984 in the insurance benefits areas of hospitalization, doctor, dental and prescription drug costs.

Self-insurance provides required employee benefits through a fund managed by the Board of Education. Instead of paying a premium (a set amount based on elected coverages) to an insurance company, self-insurance requires the Board to establish and adequately fund an insurance account which is used to pay medical expenses. Self-insurance requires the Board to accept responsibility to pay medical costs as claims occur. The benefit of self-insurance is that the control of the fund surpluses remains with the Board of Education and not with an insurance carrier. While there is an inherent risk by being self-insured, savings accrue to the reserve account when actual claims are less than expected. Contrarily, if claims exceed what is budgeted, the BOE is still responsible to fund those costs. Therefore a reserve is maintained. These fund balances remain under the control of the BOE. To protect the BOE against a catastrophic cash loss in this account, special forms of insurance are purchased by the board (aggregate stop loss insurance of 120% of expected paid claims and individual stop loss coverage for individual claims over $200,000 per person).

General Questions

Pupil transportation seems like a big expense. Why not ask parents to help pay for bussing students to school?

Under Connecticut law, “each local or regional board of education shall furnish, by

transportation or otherwise, school accommodations” to resident children (C.G.S. 10-186 (a) and C.G.S. 10-220). Therefore school districts are required to provide transportation to resident children and cannot charge for this service.

Can we charge for programs such as Latin at FHS, Strings K-12?

No, we are unable to charge for these programs. Current music and language programs are considered curricular and, therefore, charging for them is inappropriate. Connecticut General Statute 10-16b requires prescribed courses of study that must be “planned, on-going and systematic.” Intramural, interscholastic and varsity sports exist beyond the curriculum and are considered co-curricular.

What is Open Choice? How long has Farmington participated in Open Choice? What funding do we receive for Open Choice and how do we utilize the funding we receive?

The Farmington Public Schools have participated in the Open Choice program since 1966. Farmington is one of five school districts that are considered early participants in this program and the school district is proud of this 50 year tradition. In 1997, the program was modified in the state legislature to a wider statewide program as part of the Sheff settlement.

The Open Choice program provides interdistrict enrollment options for parents and students from large urban school systems and surrounding suburban districts on a space-available basis. The purpose of the program is to improve academic achievement; reduce racial, ethnic, and economic isolation; and provide

a choice of educational programs.

Here are some examples of how Farmington utilizes the funds received from Open Choice:

Homework Clubs and After School Enrichment
Family School Liaisons
Professional Development
Curriculum Materials
Furniture and equipment
High School Tutors
Pays for all CREC Magnet Tuitions for Farmington residents attending magnet schools
Special Education within the Farmington school district

The amounts below are given to districts based on the percentage of Open Choice students in relation to total student population in the district:

$8,000per OC student for districts who enroll greater than or equal to 4%
$6,000 per OC student for districts who enroll greater than or equal to 3%
$4,000 per OC student for districts who enroll greater than or equal to 2%
$3,000 per OC student for districts who enroll less than 2%

Farmington receives $6,000 per Open Choice student.Farmington currently enrolls 132 Open Choice students. If an Open Choice student is enrolled in Pre-K or Kindergarten, the school district receives an additional $4,500 for each Pre-K and Kindergarten student enrolled.

Tiered Incentive: Those districts that continue to increase their enrollment of Open Choice students in an effort to meet or exceed the 3% enrollment target as requested by the Commissioner of Education are eligible for the Tiered Incentive.

$50,000 if Open Choice student enrollment is greater than or equal to 2.1% and less than 2.7% of the district’s enrollment; or
$75,000 if Open Choice student enrollment is greater than or equal to 2.7% and less than 3% of the district’s enrollment; or

Bonus Set-Aside Grants:

Seat Declaration: This funding is provided to districts that offer additional Open Choice seats to share in a bonus set-aside of up to $500,000.
Schools with 10 or more Choice students: This funding is provided to any school with 10 or more enrolled Choice students to share in a bonus set aside of $500,000
Academic and Social Support Grant; Per Pupil Award: $575 per student in grades K-5 & $900 per student in grades 6-12 based on October 1 Open Choice enrollment. Adjustments will be made for additional enrollments as filed in the State’s Public School Information System.

What are the K-8 Facility Assessment Reports and how will they be used to guide current and future facility Operating and Capital needs of the district over the next 10-15 years?

On the recommendation of the Capital Ad Hoc Committee (2015), the Farmington Board of Education (2016) and the Farmington Town Council (2016) recommended adding funding to the Capital Budget (BOE Section) to hire a firm to complete a Facility Condition and Programmatic needs study of the district’s schools (EXCLUDING FARMINGTON HIGH SCHOOL). Friar Associates, a Framington based Architectural and Engineering firm were selected through a bid process and over the course of 2017 completed the studies through on-site visitations and with input from the district’s Director of Facilities, Head Custodians, Principals and Central Office Administrators. The Final Reports were presented to the Farmington Board of Education in January 2018. The reports provide detailed information on the existing conditions of the district’s K-8 schools and outline in detail the projected facility and programmatic needs. The information in the reports influenced the Board of Education Capital Budget requests and the Board of Education Operating Budget development. The K-8 Facility Assessment Reports can be found here on the FPS website: http://www.fpsct.org/departments/business-services/facilities-operations.

COVID-19 Impact

What are some of the impacts from COVID-19?

The district incurred ongoing expenses in the 2021-2022 budget in the areas of health and safety, technology, facilities, and staffing. Unemployment claims were another hardship for the district. We saw an increase in FCE and EXCL enrollments but still a decline from pre-pandemic enrollment, which affected their operating budgets.

How has the district used COVID-19 Grant Funding?

ESSER II and ARP ESSER funds have continued to help offset costs in 2022-23 and will continue to support the district through the summer of 2024.

Priority	Total
Priority 1: Learning Acceleration, Academic Renewal, and Student Enrichment (Required)	$1,075,808
Priority 2: Family and Community Connections	$299,881
Priority 3: Social, Emotional, and Mental Health of the Students and of our School Staff	$173,000
Priority 4: Strategic Use of Technology, Staff Development, and the Digital Divide	$562,000
Priority 5: Building Safe and Healthy Schools	$307,619
Grand Total	$2,418,308

*Adjustments are permitted between years and priorities

Attachment A (revised 2020)

Technology: The Farmington Classroom

K-4 5-6

Teacher Workstation w/ Teacher Workstation w/

DVD Capability and HDMI DVD Capability and HDMI

Lampless Projector/LCD SmartBoard Lampless Projector/ LCD SmartBoard

Document Camera Document Camera

Web Camera Web Camera

Wireless Access Wireless Access

Chromebooks 1:1 Chromebooks 1:1

7-8 9-12