FY26 Budget Finalization Meeting
L. O. Kimberly Elementary School
Agenda
i. ACTION ITEM: GO Team vote on Budget
NORMS
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This is a meeting of the GO Team. Only members of the team may participate in the discussion. Any members of the public present are here to quietly observe.
We will follow the agenda as noticed to the public and stay on task.
We invite and welcome contributions of every member and listen to each other.
We will respect all ideas and assume good intentions.
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Overview of FY 26
GO Team Budget Process
GO Teams are encouraged to have ongoing conversations
* GO Teams will need to take ACTION on the budget at these meetings.
Step 1 Update Strategic Plan & Rank Priorities
Step 2 Principals Workshop FY 26 Budget
January 15
Step 3 GO Team Initial Budget Session
January 15-31
Step 4 Principals Cluster Supt. Discussions
Step 5* GO Team Feedback Mtg. February 10-14
Step 6 Cluster Supt. Review February 17-21
Step 7 Principals HR Staffing Conferences Begin
Feb. 24-27
Step 8* GO Team Budget Finalization Meeting
Budgets Approved by March 14
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Budget Finalization Meeting
What
Why
When
Budget Updates
Changes since Feedback Meeting
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There were not any changes made to the draft budget we discussed at our last meeting. However, we earned an additional .10 ESOL & .30 Speech.
These changes reflect an allocation change of +$50,874.
Changes are detailed on the next slide.
Summary of Changes since Feedback Meeting
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Allocation/Staffing Change | Change from Feedback Presentation |
Additional .10 ESOL & .30 Speech earned | Additional $50,874 |
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Budget by Function
*Based on Current Allocation of School Budget
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Budget by Function
*Based on Current Allocation of School Budget
�Discussion &�Questions
Action on the Budget
The GO Team needs to TAKE ACTION (vote) on its FY26 budget.
After the motion and a second, the GO Team may have additional discussion.
Once discussion is concluded, the GO Team will vote.
Additional Agenda Items
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CAT Report: February 24, 2025 Meeting
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16
Black History Program
Writing Power Hour
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EXTENDED - DECLARE BY March 7!
FILLED
Thank you!
Appendix
FY26 Feedback Presentation
Appendix
To ensure transparency, consistency, and clarity for stakeholders, Budget Feedback Presentation slides from the previous meeting have been added to the end of this presentation.
FY26 BUDGET FEEDBACK MEETING
L. O. Kimberly Elementary School
February 13, 2025
AGENDA
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MEETING NORMS
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This is a meeting of the GO Team. Only members of the team may participate in the discussion. Any members of the public present are here to quietly observe.
We will follow the agenda as noticed to the public and stay on task.
We invite and welcome contributions of every member and listen to each other.
We will respect all ideas and assume good intentions.
BUDGET FEEDBACK PRESENTATION & DISCUSSION
GO TEAM BUDGET DEVELOPMENT PROCESS
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Step 1: Data Review
Step 2: Strategic Plan Review
Step 3: Budget Parameters
(Strategic Priorities)
Step 4: Budget Choices
YOUR SCHOOL STRATEGIC PLAN…
is your roadmap and your role.
It is your direction, your priorities, your vision, your present, your future.
OVERVIEW OF FY26 GO TEAM BUDGET PROCESS
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Step 1 Update Strategic Plan & Rank Priorities
Step 2 Principals Workshop FY 26 Budget
January 15
Step 3 GO Team Initial Budget Session
January 15-31
Step 4 Principals Cluster Supt. Discussions
Step 5* GO Team Feedback Mtg. February 10-14
Step 6 Cluster Supt. Review February 17-21
Step 7 Principals HR Staffing Conferences Begin
Feb. 24-27
Step 8* GO Team Final Budget Approval Meeting
Budgets Approved by March 14
GO Teams are encouraged to have ongoing conversations
* GO Teams will need to take ACTION on the budget at these meetings.
BUDGET FEEDBACK MEETING
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During the GO Team Feedback meeting the principal will share the 25-26 Strategic Plan Breakout, provide an overview of the school’s draft budget, share updated tabs from the Excel template, and review/collaborate with the GO Team on the comments/notes to explain the use of school-level flexibility in budget allocations.
This meeting provides an opportunity for GO Teams to discuss the principal’s proposed budget and how it supports the school's programmatic needs and key strategic priorities for the 25-26 school year. It also provides the GO Team the opportunity to review and provide feedback on proposed use of school-level flexibility.
Early February 10 - February 14th, before Cluster Superintendent review.
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L. O. Kimberly ES Strategic Plan
Priority Ranking
Higher
Lower
FY 26 BUDGET PARAMETERS
FY26 Budget Allocation
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FY26 Ranked School Priorities | Rationale |
Create a literate community in which students read and write with clarity and fluency. (Fostering Academic Excellence for All) | With the continued implementation of Heggerty (Phonemic Awareness), Morpheme for Little Ones & Morpheme Magic (Morphological Awareness), and Write Score (writing) and the new implementation of FlyLeaf (Decoding & Language Comprehension) we continue to focus on student/teacher development in the area of literacy. These resources align with the research on the Science of Reading Georgia Early Literacy Act (HB 538). This work is essential at all grade levels given about half (48%) of our students are performing at the Beginning level on GMAS (2024). |
Build student mathematical and critical thinking skills. (Fostering Academic Excellence for All) | GMAS (2024) results illustrate that approximately 40% of our students are performing in the Beginning Learner level in grades 3-5. Last year, we implemented new math standards and made changes to our curricular resource. |
Improve student attendance (Creating a System of School Support) | Although our overall ADA is above 90%, we have had as many as 26% of our students missing 10% or more of their enrolled days. Many of these students are the same ones that are not making adequate progress. This percentage is has decreased since last school year as we continue to identify ways to incentivize student attendance and engagement. |
FY 26 BUDGET PARAMETERS
FY26 Budget Allocation
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FY26 Ranked School Priorities | Rationale |
Build capacity of school to support parent/community partnerships. (Creating a System of School Support) | For our school to realize true growth we need the support of parents/community partnerships. Ensuring that we find ways to support this partnership is key. This school year, we are forming a PTO. Thus far, we have officers and are working to develop our bi-laws. |
Build capacity of teacher leaders to support instructional programs and implementation. (Creating a System of School Support) | To create a sustainable system of school support, it is essential to develop and empower teacher leaders who can drive instructional improvement at both the team and classroom levels. Teacher leaders play a critical role in bridging the gap between school-wide initiatives and classroom implementation, ensuring that instructional programs are consistently and effectively applied to benefit all students. By investing in the capacity of teacher leaders, we foster a culture of collaboration, shared responsibility, and continuous improvement.Through Professional Learning Communities (PLCs) at the teacher, grade-level, and school leadership levels, teachers have the opportunity to analyze data, develop instructional strategies, and align practices with school-wide goals. These collaborative spaces provide the time and structure necessary for teacher leaders to guide their peers in implementing evidence-based practices and adapting instruction to meet the diverse needs of students. |
Create a safe, nurturing, and caring environment for all students. (Building a Culture of Student Support) | Many of our students face challenges outside of the classroom that can impact their ability to learn effectively. To address these barriers, we must establish support structures that meet their social-emotional needs while fostering a culture of care and inclusion. When students feel safe and cared for, they are more likely to engage with their learning, build positive relationships with peers and teachers, and develop resilience. This priority is not only foundational to academic success but also critical for fostering the confidence and self-worth necessary to navigate life's challenges. By building a culture of student support, we reaffirm our commitment to nurturing the whole child and empowering every learner to reach their fullest potential. |
FY 26 BUDGET PARAMETERS
FY26 Budget Allocation
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FY26 Ranked School Priorities | Rationale |
Develop knowledgeable scholars through the use of an academics systems framework. (Fostering Academic Excellence for All) | Our core mission is to ensure that every student graduates ready for college, career, and lifelong success. To achieve this, we must implement a structured academic systems framework that examines and manages all interconnected elements within our school environment to optimize student learning and achievement. Key components of this framework include a rigorous and aligned curriculum, effective instructional strategies, ongoing assessments, and robust student support systems. While prioritizing academic excellence in English Language Arts, Mathematics, Science, and Social Studies, we also emphasize the development of well-rounded scholars by integrating Fine Arts, Music, World Language, and Physical Education into the learning experience. These subjects enhance creativity, critical thinking, and cultural awareness, equipping students with a broader set of skills for future success. |
Utilize flexible learning tools, technology integration, and targeted instruction to personalize learning for all students. (Building a Culture of Student Support) | Many of our students, as evidenced through Universal Screeners and classroom assessments are performing below level. Due to the level of student mobility, our classrooms continue to have students across the spectrum of academic proficiency. The ability to tailor instruction for each child’s specific needs is the only way we will see systematic growth in students achievement and school performance. Technology, Small Group Instruction, Data Analysis, and parent engagement are the ways to make this happen. |
REVIEW OF FY26 SIGNATURE AND TURNAROUND PROGRAM FUNDING PROCESS
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Overview
* The district is piloting a zero-based budgeting (ZBB) process for Signature and Turnaround Program Funds this year.
* Zero-based budgeting (ZBB) is a budgeting process that allocates funding based on program efficiency and necessity rather than budget history. As opposed to traditional budgeting, no item is automatically included in the next budget.
* As such the initial allocation for these programs at all schools will be $0.
Process
* Principals will develop proposed requests for the personnel and non-personnel they need to support the Signature and/or Turnaround Programs at their schools.
* Principals will share and discuss their proposals and rationale for the proposals with their school GO Team for feedback.
* After discussing with their GO Team, principals will submit their request for review by January 31st. Funding for these programs will be provided the week of February 3rd.
Results from the
Teacher Support Survey
How effective are the following in supporting your work in the classroom? (% rated effective or highly effective)
#1-Access to resources & Independent planning time (92%)
#3-An additional adult to support small group (69%)
#4-School-based professional learning, Support from Instructional Coaches, PLC meetings (62%)
#7-District-led PL (54%)
#8-IB Framework (38%)
Which resources or supports do you use most frequently in your work? (select all that apply)
#1-Independent planning time (92.3%)
#2-Support from an additional adult during small groups (69.2%)
#3-Access to instructional materials & Support from the instructional coach (61.5%)
#5-School-based PL (53.8%)
#6-PLCs & District-led PL (46.2%)
#8-IB (23.1%)
#9-Other (15.4%)
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Sent to all 16 teachers with HRs
(3-KK, 2-1st, 3-2nd, 2-3rd, 4-4th/5th, 2-DSE) 13 Responses
Feedback from Leadership Team
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OVERVIEW OF APPROVED SIGNATURE PROGRAM FUNDS
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SIGNATURE PROGRAM FUNDS�REQUESTED VS. APPROVED
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APPROVED Signature Program Funds: $0 |
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Requested Signature Program Funds: $0 |
Rationale: As we continue to evaluate our school’s strategic priorities, it is clear that our most pressing need is strengthening student proficiency in literacy and numeracy. Based on recent performance data, a targeted focus on foundational reading and math skills is essential to ensuring our students are equipped for long-term academic success. Our Go Team ranked IB as 7 out of 8 in our strategic priorities, indicating a collective agreement that other areas—particularly literacy and numeracy—require more immediate and intensive attention. Given the limited resources available, we must make strategic decisions that align with our most urgent instructional needs. By discontinuing IB programming, we can:
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OVERVIEW OF APPROVED TURNAROUND FUNDS
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APPROVED FY26 TURNAROUND FUNDS
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L. O. Kimberly Elementary School�FY26 SUMMARY OF PROPOSED STAFFING AND NON-STAFFING
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SUMMARY TAB OVERVIEW
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Position Title | Earned | Funded | Staffed | Dif | Comments |
Teachers | | | | | |
Middle School Core | | 49.50 | - | (49.50) | |
Middle Electives | | 19.00 | - | (19.00) | |
Teacher Math 6-8 | | | 11.00 | 11.00 | |
Teacher Science 6-8 | | | 10.00 | 10.00 | |
Teacher Social Studies 6-8 | | | 10.00 | 10.00 | |
Teacher ELA 6-8 | | | 9.00 | 9.00 | |
Teacher Art 6-8 | | | 2.00 | 2.00 | |
Teacher Band 6-8 | | | 1.00 | 1.00 | |
Teacher Music 6-8 | | | 2.00 | 2.00 | |
Teacher Orchestra 6-8 | | | 1.00 | 1.00 | |
Teacher Physical Ed 6-8 | | | 7.00 | 7.00 | |
Teacher Performing Arts 6-8 | | | 2.00 | 2.00 | |
Teacher World Language 6-8 | | | 12.00 | 12.00 | |
Teacher Gifted | | 13.00 | 11.00 | (2.00) | |
Teacher Social Emotional Learning | | | - | - | |
EIP TEACHERS | | 3.50 | 5.00 | 1.50 | |
Teacher REP 6-12 | | | 5.00 | 5.00 | |
Example
The Summary Tab provides a summary of the staff in our school. The columns show how many positions are:
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SUMMARY OF POSITION CHANGES TO SUPPORT THE FY26 BUDGET
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CREATED | REMOVED |
2 Master Teacher Leaders (Build capacity of teacher leaders to support instructional programs and implementation.) | 2 Instructional Coaches |
| 1 RAL Coach |
Changed Title: | 1 IB Coach |
Signature Teacher World Language to Teacher World Language | 1 Non-Instructional Para |
Signature Teacher Band to Teacher Band | 2 Reading Specialists |
Other: | 1 Math Specialist |
(.40 of Art, Music, PE, & Spanish-Small Group) | 1 Teacher |
| 1 Teacher Tutor |
Summary of Changes |
PRINCIPALS: Please provide a summary of the impact these changes and how it relates to your strategic plan here. |
NON-STAFFING TAB OVERVIEW
FY26 Budget Allocation
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Description | Rec. | Allocation | Diff | Notes |
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Reserve | $ 291,149 | $ 291,149 | $ - |
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Teacher Stipends |
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| $ - |
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Secretary Overtime |
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| $ - |
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Contracted Services for Instruction |
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| $ - |
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Contracted Services for Professional Development |
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| $ - |
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Web-based Subscriptions and Licenses |
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| $ - |
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Signature Program Communication/Shipping Fee |
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| $ - |
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Computer Software |
| $ - | $ - |
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Mileage |
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| $ - |
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Student Transportation-APS Buses |
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| $ - |
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District Funded Field Trips | $ 60,886 | $ 60,886 | $ - |
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Teaching/Other Supplies | $ 81,900 |
| $ (81,900) |
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Signature Program Supplies |
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| $ - |
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Computer Equipment |
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| $ - |
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Media Supplies | $ 13,104 |
| $ (13,104) |
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Example
The Non-Staffing Tab shows how funds are allocated for non-staff items in the school. There is school-level flexibility for most of these items. The tab has columns for:
NON-STAFFING TAB CONTINUED
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DESCRIPTIONS OF STRATEGIC PLAN�BREAKOUT CATEGORIES
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FY26 STRATEGIC PLAN BREAK-OUT
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Priorities | Strategies | Requests | Amount |
Create a literate community in which students read and write with clarity and fluency. | Ensure that structured literacy is implemented with fidelity | We have teacher leaders on every grade-level. We are adding two Master Teacher Leaders to support:.
We were not allocated a MTSS Specialist & 2 teacher tutors, but we needed to maintain these positions to ensure all students needing targeted academic interventions receive the support they need. Use (.40 of $127,556) allotment of Special Areas teachers to small group instruction | Two Master Teacher Leaders $281,312 MTSS Specialist $147,559 2 Hourly Teacher Tutors $38,348 Special Areas Teachers $51,022 x 4 = $204,089 |
Build student mathematical and critical thinking skills. | Increase student discourse during math Incorporate problem solving in math content | We have teacher leaders on every grade-level. We are adding two Master Teacher Leaders to support:.
We were not allocated a MTSS Specialist & 2 teacher tutors, but we needed to maintain these positions to ensure all students needing targeted academic interventions receive the support they need. Use (.40 of $127,556) allotment of Special Areas teachers to small group instruction | Two Master Teacher Leaders $281,312 MTSS Specialist $147,559 2 Hourly Teacher Tutors $38,348 Special Areas Teachers $51,022 x 4 = $204,089 |
Improve student attendance | Utilize school-based wraparound services and incentives | Maintain a Whole Child Intervention (WCI) Team which includes the counselor, social worker, parent liaison, MTSS Specialist, School Psychologist, & Speech Therapist | MTSS Specialist $147,559 Parent Liaison $57,496 |
Build capacity of school to support parent/community partnerships. | Parent Engagement Strategies (Removing Barriers) Parent Academy Workshops Cultivate community partnerships to support school improvement efforts | We were not allocated a Parent Liaison, but this role is critical as we develop our school’s PTO, conduct parent workshops, build community partnerships, and strengthen school and family relationships. | Parent Liaison $57,496 |
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Priorities | Strategies | Requests | Amount |
Build capacity of teacher leaders to support instructional programs and implementation. | Provide targeted PL based on the Science of Reading | We have teacher leaders on every grade-level. We are adding two Master Teacher Leaders:
| Two Master Teacher Leaders $281,312 Stipends for Teacher Leaders $31,875 |
Create a safe, nurturing, and caring environment for all students. | Explicit teaching of SEL Lessons | No Additional Request-Time built into the Master Schedule (AP) & monitored by the School Counselor | |
Develop knowledgeable scholars through the use of an academics systems framework. | Ensure mastery of core content through an academic systems framework | We have teacher leaders on every grade-level. We are adding two Master Teacher Leaders:
Use (.40 of $127,556) allotment of Special Areas teachers to small group instruction | Two Master Teacher Leaders $281,312 Stipends for Teacher Leaders $31,875 Special Areas Teachers $51,022 x 4 = $204,089 |
Utilize flexible learning tools, technology integration, and targeted instruction to personalize learning for all students. | Ensure that small group instruction is data driven and implemented with fidelity | Master Teacher Leaders:
MTSS Specialist-lead data team meetings, academic interventions Teacher Tutors-Individual & small group instruction Use (.40 of $127,556) allotment of Special Areas teachers to small group instruction | Two Master Teacher Leaders $281,312 MTSS Specialist $147,559 2 Hourly Teacher Tutors $38,348 $51,022 x 4 = $204,089 |
FY26 BUDGET BY FUNCTION
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* Based on Current Allocation of School Budget
FY26 BUDGET BY FUNCTION
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* Based on Current Allocation of School Budget
QUESTIONS FOR THE GO TEAM TO CONSIDER AND DISCUSS
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Strategic Alignment and School-Level Flexibility
QUESTIONS FOR THE GO TEAM TO CONSIDER AND DISCUSS
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District and Cluster Priorities
DISCUSSION OF RESERVE & HOLDBACK FUNDS
PLAN FOR FY26 LEVELING RESERVE
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Priorities | Strategies | Requests | Amount |
Create a literate community in which students read and write with clarity and fluency. | Ensure that structured literacy is implemented with fidelity | Add an Instructional Paraprofessional to support targeted small group instruction | Paraprofessional $56,115 |
Build student mathematical and critical thinking skills. | Increase student discourse during math Incorporate problem solving in math content | Add an Instructional Paraprofessional to support targeted small group instruction | |
Improve student attendance | Utilize school-based wraparound services and incentives | Raffles, prizes, class parties, attendance wall resources | Incentives $3,000 |
Build capacity of school to support parent/community partnerships. | Parent Engagement Strategies (Removing Barriers) | Parent-Teacher Conference Days | Additional Substitutes $6,000 |
Build capacity of teacher leaders to support instructional programs and implementation. | Provide targeted PL based on the Science of Reading & Mathematics | Extended PLC days for teachers to engage in unit planning (after 9wks,18wks,27wks) | Additional Substitutes $6,000 |
$71,705
PLAN FOR FY26 TITLE I HOLDBACK
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Priorities | Strategies | Requests | Amount |
Create a literate community in which students read and write with clarity and fluency. |
| Hire an additional part-time teacher tutor | Teacher Tutor 28 wk @ $17,640 + $256 (FICA) = $17,896 |
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$18,825
ACTION ON THE�FY26 DRAFT BUDGET
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The GO Team needs to TAKE ACTION (vote) on its draft FY26 budget.
After the motion and a second, the GO Team may have additional discussion.
Once discussion is concluded, the GO Team will vote.
WHERE WE’RE GOING
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What:
During this meeting we will review the budget, which should be updated based on feedback from the staffing conference, Associate Superintendents, and key leaders. After review, GO Teams will need to take action (i.e., vote) on the FY26 Budget.
Why:
Principals will present the final budget recommendations for GO Team approval.
When:
All approval meetings must be held after staffing conferences. Budgets must be approved by March 14th.
Our next meeting is the Budget Approval Meeting
WHAT’S NEXT?
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DECLARE BY FEBRUARY 28!
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THANK YOU!