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CSC

2025-2026 School Budget

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School Vision & Mission

Vision: As a diverse community of scholars, Florida Pitt Waller will build a strong school culture with continuity of instruction from ECE to 8th grade and a commitment to achievement. Visión: Como comunidad diversa de estudiantes, Florida Pitt Waller creará una sólida cultura escolar con continuidad de instrucción desde la educación inicial hasta el octavo grado y un compromiso con el logro.

Mission: Florida Pitt Waller ECE-8 empowers students to compete in any of our nation’s top high schools, colleges, and the world beyond. Misión: Florida Pitt Waller ECE-8 capacita a los estudiantes para competir en cualquiera de las mejores escuelas secundarias y universidades de nuestro país y en el mundo.

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Objective & Outcomes/ Objetivo y resultados

A school’s Collaborative School Committee (CSC) is composed of the principal, teacher(s), parents, and community members and is intended to provide strategic direction. The CSC is a statutory requirement for all Colorado schools and should act as a guiding (not approving) body for a school’s budgetary plan.

Objective: Deepen understanding of the state of the school’s budget for the school year 2025-2026 through productive conversations and effective decision making.

Meeting Outcomes

Review budget and recommendations established by leadership.
Solicit Feedback From CSC Members

El Comité Escolar Colaborativo (CSC) de una escuela está compuesto por el director, los maestros, los padres y los miembros de la comunidad y tiene como objetivo proporcionar una dirección estratégica. El CSC es un requisito legal para todas las escuelas de Colorado y debe actuar como un organismo orientador (no aprobador) para el plan presupuestario de una escuela.

Objetivo:

Profundizar la comprensión del estado del presupuesto de la escuela para el año escolar 2025-2026 a través de la conversaciones productivas y una toma de decisiones eficaz.

Resultados de la reunión

Revisar el presupuesto y las recomendaciones establecidas por el liderazgo.

Solicitar comentarios de los miembros del CSC

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Norms/ normas

Invite different perspectives and ensure everyone’s voice is heard.
This is difficult work that will impact the lives of many people. Refrain from names and talking about individuals.
Ask questions to clarify understanding and avoid making assumptions.
Balance participation through speaking and active listening.
Provide a safe space to share information and ideas.
Keep the best interest of all students at the forefront of decisions.
Say it now, in the room.
Assume positive Intent. We all want what’s best for students.

Invite a que se presenten diferentes perspectivas y asegúrese de que se escuche la voz de todos.
Formule preguntas para aclarar la comprensión y evite hacer suposiciones.
Se trata de una labor difícil que afectará la vida de muchas personas. Evite mencionar nombres y hablar de personas concretas.
Equilibre la participación mediante la expresión oral y la escucha activa.
Brinde un espacio seguro para compartir información e ideas.
Mantenga el interés de todos los estudiantes en primer plano en las decisiones.
Dígalo ahora, en la sala.
Asuma una intención positiva. Todos queremos lo mejor para los estudiantes.

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Key Principles of Budget Planning/Principios clave de la planificación presupuestaria

Feasibility

Alignment

Sustainability

Alineación Sostenibilidad Viabilidad

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ANNUAL SCHOOL BUDGET CYCLE

School leader oversight

School Resumes

Registration (ensure accuracy and completion of data in Infinite Campus)

Staffing updates to Financial Partners

Aug

Ongoing: Budget management, reporting, monthly meetings and quarterly forecasting

Fall Adjustment

(impacts current year, based on enrollment)

Enrollment information becomes available in Infinite Campus

Adjustments are made for schools based on enrollment (for District run schools)

October Count

(informs next year)

Oct Count is verified by the state to inform District funding

Oct Count is used to inform next year’s enrollment projections (incl. FRL and direct cert.)

Budget Development

& Enrollment Projections

cert.)

School Hiring

Recruitment and talent acquisition

Close the fiscal year in June

District budget adoption for next fiscal year

Sept

Nov-Jan

Feb

Oct

Feb-june

Strategic planning between school leaders, RIS’s, and Partners

Preliminary enrollment projections are sent to school leaders

Enrollment projections are finalized

Resources are allocated for the next fiscal year

Budget Forms are completed

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Projected Numbers Números proyectados

Per Pupil Allocations + Lump Sum Funds = School Budget

K	75
1	80
2	96
3	100
4	100
5	110
6	85
7	80
8	75

Base per pupil amount $6,528 (all K-12 students)
Additional Weights

FRL ($759 ES) & Direct Certification weights
Language Learners ($656)
Gifted & Talented
Title I
Technology & Whole Child

Tiered Support Framework
TLC (Team Leadership Collaboration)
ECE
Grants
Mill Levy funds for Arts teachers, PE
Donations
Center Programs

***Not including ECE

801 students projected 25-26
50 students decrease from 24-25 projections to 25-26
Roughly $712k in deficit with district projected numbers of students.
650k in reserves to offset this deficit, but we do not want to use it all to promote sustainability

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Recommendations and Considerations

712k shortfall

Removes SAL position
Reflects current staffing and openings
Extra specials teacher
Extra .5 Middle school Spanish teacher for students who were in the TNLI program.

Combined with the Spanish teacher, this would allow for specials electives, smaller specials class sizes, and two specials periods in middle school. This would also allow for ECE specials. Equity is a core value for our school. Our students should be allowed more choice just like non title students.

Use 402k of the 652 k in reserves towards our shortfall.
Rationale- sustainability
712k-402k= Approximately 310k in cuts.

712k déficit

Elimina el puesto de SAL
Refleja la dotación de personal actual
Maestro de clases especiales adicional
0,5 maestro de español adicional para la escuela secundaria para los estudiantes que estaban en el programa TNLI.

Combinado con el maestro de español, esto permitiría la realización de clases especiales optativas, clases especiales más pequeñas y dos períodos especiales en la escuela secundaria. Esto también permitiría la realización de clases especiales de ECE. La equidad es un valor fundamental para nuestra escuela. Nuestros estudiantes deberían tener más opciones al igual que los estudiantes sin título.

Utilice 352k de los 652k en reservas para cubrir nuestro déficit.
Justificación: sostenibilidad
712k-352k = Aproximadamente 360k en recortes.

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Recommendations and Considerations

Process-

Reviewed staffings of two similar schools. They are both in the district and mirror us (Large ECE-8)

Met with ILT and SLT to review possible cuts, collect feedback and make recommendations

Proceso-

Personalidad revisada de do otro escuelas.. Son las únicas dos escuelas en el distrito que nos imitan (ECE-8 grande)

Se reunió con ILT y SLT para revisar posibles recortes, recopilar comentarios y hacer recomendaciones.

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	Florida Pitt Waller	Comparison School 1	Comparison School 2
Number of Projected Students	801 projected students- expecting cuts	779 projected students- expecting cuts	790 projected students- expecting increases
Assistant Principals	2	3	3
Deans/Liaisons	2 Deans of Culture, 1 Dean of Instruction 3 Student Support Liaisons	3 Dean of Culture 1 Student Support Liaison	1 Dean of Culture (adding a second) 1 Student Support Liaison 2 RJ coordinators
Instructional Paras (not ECE, SPED, Native Language Tutors)	13	7	13
Office staff	1 Office Manager 4 Office Support	1 Office Manager 2 Office Support	1 Office Manager 3 Office Support
Interventionists	5	3	4
ELD Teachers	3	5	1.5 (middle school only)
Specials	6.5 now- proposed (7.5)	7.5	8
Mild /Moderate Special Education Teachers	3.5 (Projected 52 students)	4.5 (Projected 60 students)	4.5 (Projected 57 students)
Mental Health Team (Counselors, Social Worker, Psychologist)	3.5	5 (1 grant funded)	3

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Recommendations and Considerations

Possible cuts

Cut an office staff person. Savings 50k.

Cut math fellows- Savings 118k

Cut JA math interventionist- savings 112k

Cut 2-4 para professionals- Savings 70-160k

Cut Liaison 70k

Posibles recortes

Recortar un empleado de oficina. Ahorros de 50 000.

Recortar becarios de matemáticas: ahorros de 118 000

Recortar intervencionista de matemáticas de JA: ahorros de 112 000

Recortar de 2 a 4 asistentes profesionales: ahorros de 70 000 a 160 000

Recortar enlace: 70 000

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What Do We Gain and Lose With Each option?	Reasons For	What we would Lose
Office Staff (50K)	Save 50K In 23/24 we had three office staff professionals. This year we expanded to 4. The 4th person resigned mid year. Other schools only have 2 or 3 office professionals.	Office can function with 3, but if someone is missing it makes it hard to do the job. The workload has been very hard on our 3 office staff members who have been here for a long time. (sometimes would not take lunches) Part time 4th member???
Liaison (70K)	Save 70K We have one more than other schools	Caseload of elementary was very high and hard for them to keep up with demand. Nice to have liaison for just primary/JA Easier to talk with liaison who knows students.

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What Do We Gain and Lose With Each option?	Reasons For	What we would Lose
Math Fellows (118K)	Save 118K The program would be challenging to implement with new specials schedule	Core teachers have a full class- this would eliminate the teacher having smaller core classes. Unsure about the data. Need to give support in math just like literacy Hard time filling the position. Candidate pool is unknown. (non certified) Sees students longer but less students.
JA Math Interventionist (112K)	Save 112K Pull as a sub sometimes Can be hard to fill	Core teachers have a full class- this would eliminate the teacher having smaller core classes. Unsure about the data. Need to give support in math just like literacy See more students but for less time.
2-4 paraprofessionals (70-160K)	Save 70-160K We have 6 more paras than one of the comparison schools. The school that has the same amount as paras, has less certified positions.	Harder on teachers if they have larger class numbers. Paras can also sub. (3 who can sub)

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Scenario- 1

Math Interventionist/ intervencionista 112k

Office Staff / oficina 50K

4 paraprofessionals/ assistentes 140-160k

Total 302-322

Scenario- 4

Math Fellows/Becarios de matematicas 118k

Office Staff/ oficina 50K

2 paraprofessionals/ assistentes 70-80k

Liaison / Relaciones 70K

Total- 308-318 1 Vote

Scenario- 2

Math Fellows/ Becarios de matematicas 118k

Office Staff /oficina 50K

4 paraprofessionals/ assistentes 140-160k

Total 308-328

13 Votes

Scenario- 3

Math Interventionist/ intervencionista 112k

Office Staff/ oficina 50K

2 paraprofessionals/ assistentes 70-80k

Liaison /Relaciones 70K

Total - 302-312

Do any of these scenarios make sense? Can we eliminate any? Do we want a new one?

Scenario- 5

Math Interventionist JA 112k

3 paraprofessionals/ assistentes 105-120k

Liaison / Relaciones 70K

Total - 287-302

Scenario- 6

Math Fellows/ Becarios de matematicas 118k

3 paraprofessionals/ assistentes 70-80k

Liaison / Relaciones 70K

Total - 293-308

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Final recommendation- Using scenario 2 as a blueprint.

For 25/26- FPW recommends

Add Specials position (TBD)
CUT Sal
CUT Math Fellows
Cut 4 paraprofessionals (two instructional, 1 kinder, 1 passroom)
Cut 1 office staff
Change instructional para, kinder para and library para from 7 to 7.5 hour positions (to facilitate before and after school duty)

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Next Steps and Closure

Reasons to hope for the future
Next CSC meetings planned for February 24
Recruit and Monitor Enrollment
Questions?