nb-b proposed budget 2012-13...2! report!tothe!school!board!...

Excellence. Every School. Every Student. Every Day.

Report to the School Board Preliminary Approval of 2012-‐2013 School District Budget March 15, 2012 Report Prepared by John Schultz, Superintendent and Cabinet Members Overview On February 9, 2012, the Hopkins School Board discussed and provided the parameters for the 2012-‐2013 School District Budget. This report makes District revenue and expenditure and program recommendations for the 2012-‐2013 budget. The budget process used identified needs from a Summer 2011 survey of District stakeholders and program staff recommendations. Summary of survey results can be found in February 9, 2012 Board Workshop Budget Agenda item. School Board Policy 701 guided the development of this budget.(Appendix A) This report provides the Board recommendations to offer preliminary approval of all District budgets governed by the School Board. Recommendations include…

• Approving the General Fund Operarting Capital Budget, Capital Projects Levy, presented on February 2, 2012 and Community Education, presented on February 16, 2012 (Recommendation #1).

• Revenue transfers and expenditure adjustments to MOE for Special Education. (Recommendation #1)

• Program enhancements and adjustments (expenditures) for the general fund. Program enhancements are offered within the vision and context of transforming programs. (Recommendations 2-‐10)

While we remain challenged with sustainable revenue, we are excited to transform our current system into one that is more responsive to student learning and fiscal realities. All recommendations fall within the District’s mission and strategies: Mission: Serving a community rich in culture and diversity, the Hopkins

Public Schools develops in all students the skills, knowledge, and passion for lifelong learning.

2 Report to the School Board

Preliminary Approval of 2012-‐2013 Budget March 15, 2012 School Board Meeting


Strategies: Achievement: We will focus upon core content, learning skills, and instructional tools in order to promote high rigor and achievement for all learners, as we prepare students for success in the 21st century. Communication: We will create a responsive and culturally sensitive communication system that allows us to inform, connect, and engage all District stakeholders. A more detailed District Strategic Plan can be found in Appendix B and at the following website: http://www.hopkinsschools.org/about‐us/strategic‐plan This report will provide recommendations in four areas: Special Education, Professional Development, Program Enhancements, and Program Adjustments. The following recommendations will be considered by the School Board: Recommendation 1: That the Board preliminary approves the base budget, including Community Education and Capital Projects Levy as detailed in the report and in Appendices C & D, including the transfer of $324,242 of Staff Development and $426,140 of Operating Capital to the General Fund. Further, the Board directs administration to prepare the 2012-‐13 budget for final approval. Recommendation 2: That the Board approves an ongoing expenditure of $253,000 for intervention programming. Recommendation 3: That the Board approves a one-‐time expenditure of $17,000 for strategic work at Hopkins High School. Recommendation 4: That the Board approves a one-‐time expenditure of $30,000 for behavior intervention programming and data tracking.

3 Report to the School Board Preliminary Approval of 2012-‐2013 Budget March 15, 2012 School Board Meeting

Excellence. Every School. Every Student. Every Day

Recommendation 5: That the Board approves a one-‐time expenditure $109,000 for the continued study and first year of candidacy for International Baccalaureate (IB).

Recommendation 6: That the Board approves a one-‐time expenditure $200,000 for developing a platform and system for digital content for P-‐12 students.

Recommendation 7: That the Board approves a one-‐time expenditure of $150,000 for the Ready 4-‐K program at Alice Smith and Eisenhower Elementary Schools.

Recommendation 8: That the Board approves a one-‐time expenditure of $300,000 over a two-‐year period for District communications.

Recommendation 9: That the Board approves an ongoing expenditure $71,000 for the services, coordination, and staffing at Eisenhower Elementary and XinXing.

Recommendation 10: That the Board approves an ongoing expenditure $76,000 for the equalization of preparation time across elementary schools.

Recommendation 11: That the Board approves the reallocation of $35,000 of the $100,000 of the One Voice one-‐time expenditure to the 2012-‐13 budget.

Primary Issues to Consider 2012-‐2013 Budget Recommendations

Supporting Documents Appendix A-‐Hopkins Public School Board Policy 701 Appendix B-‐Hopkins Public Schools Strategic Plan Appendix C-‐Capital Projects Levy Appendix D-‐Community Education Budget Appendix E-‐School District Budget Summary Appendix F-‐2012-‐2013 Supporting Budget Documents




Budget Background With a continuing scarcity of revenue for Public Schools from the State of Minnesota, the 2012-‐2013 budget will require us to transform how we deliver education and services to students and families. Transformation is both exciting and challenging, as it requires the school community to use new practices to deliver instruction and services. Over time Hopkins had the ability to add staff and resources in order to respond to our changing student demographic and learning needs. In recent budgets, we began to transform programs using one-‐time dollars in the form of strategic pilots to improve student learning. For example, Response to Intervention (RtI) was the result of transforming elementary programming, using LRT and AOM funding. RtI remains an effective program of intervention that uses student data to improve student learning. Assessment data is demonstrating the success of RtI’s at multiple levels. This budget will recommend providing ongoing resources to these transformed programs, as well as proposing new transformations. The 2012-‐2013 budget will provide one-‐time dollars for the Hopkins Public Schools to accelerate transformation into the digital age, and begin to provide students in our P-‐12 program, knowledge and skills through a digital platform. This will transform the system from a model of computing (lap-‐tops and desk-‐tops) to a platform that provides immediate access to current and relevant knowledge and applications. This model will give the teacher and student a more personalized, just-‐in-‐time, and engaging environment for student learning. In addition to using ongoing dollars for intervention, the small positive variance between revenues and expenditures projected for 2012-‐2013 offers the opportunity to respond to unanswered needs in the system that require ongoing resource:

• Services and resources to a growing Eisenhower and XinXing Elementary School.

• Teacher preparation time equalized across elementary sites.



2012-‐2013 Hopkins Public Schools General Fund Base Budget In the following section, the general fund base budget is presented. Subsequently, capital, capital projects levy, and community education budget will be presented. Recommendations for these budgets along with staff development and capital revenue will be considered under recommendation #1. The General Fund base budget for the 2012-‐2013 school year will:

• Maintain Class Size at Current Levels • Maintain Current Programs and Services • Account for declining enrollment • Reduce Special Services to Maintenance of Effort • Account for $872,000 Reduction in 11-‐12 Transportation • Transfer the last third of Media Specialist to capital projects levy • Update CFAC parameters to known settlements • Include Targeted Staffing set at $722,561

Base Budget Revenue Potential Adjustments Revenue Budget with Adjustments

Operating Capital to General $426,140

Staff Development to General $324,242

$81,619,129

Total Possible Adjustments $750,382

$82,369,511

Base Budget Expenses Potential Adjustments Expense Budget with Adjustments

Program Adjustments $400,000

One-‐Time Expenses $824,000 + $35,000 (One Voice)

$80,779,930 Total: $1,259,000 $82,038,930

Revenue less Expense $330,581




These parameters have been presented to the Board and been tested in the fiscal planning model. Results from the fiscal planning model are not provided in this report because these budget numbers are based on actual estimated budgets per the District finance system. The fiscal planning model will be available for the Board ‘s discussion, as it remains a planning tool for the Board and Business Office. The 2012-‐2013 budget has been discussed on February 9, 16, 23, and March 1. Capital Projects Levy The Capital Projects budget and program were presented to the School Board for deliberation on February 2, 2012. This budget report can be found in Appendix C, Capital Projects Levy. Community Education Community Education budget and program were presented to the School Board for deliberation on February 16, 2012. This budget report can be found in Appendix D. 2012-‐2013 Hopkins Public Schools Budget Recommendations Revenue Recommendations Professional (Staff) Development Hopkins has focused its professional development on the use and analysis of student data, the development of rigorous curriculum, the creation of a professional environment to personalize instruction, and the development of competence and confidence in the use of new instructional technologies. Last year’s budget provided professional development at the legislated level. In order to provide a balanced budget and to continue to advance staff development, it is recommended that the staff development budget be reduced by $324,242. Through careful planning and the use of staff development funding, Professional Learning Communities (PLCs) were implemented across all levels. PLCs give teachers the opportunity to examine and adjust their instruction in response to student work and data being generated in classrooms. The increased effectiveness of PLCs, along with implementing the changes outlined in this report, related to intervention programming, junior high enhancement, high school curriculum and planning, are accomplished through the resources of professional



development. Educational reform requires focused professional development in order to impact student learning. Our goal in Staff Development continues to be on-‐going, highly researched, job-‐embedded professional development opportunities which will equip our staff with the skills needed to educate ALL of our children for the 21st Century. We believe that the areas below directly relate to the Achievement strategy in our District Strategic Plan. The following staff development goals will be implemented across the District. 2012-‐2013 Staff Development Foci: I. Curriculum and Standards We must continue to provide comprehensive staff development opportunities in core curriculum areas that support best practices in curriculum, instruction, and assessment. Examples of these efforts include STEM professional development, guided/leveled reading, math interventions, and many more. This work also ensures that Hopkins standards align with, and meet or exceed Minnesota standards. The use of student achievement data to guide areas of targeted professional development helps us focus on best uses of our resources in this area.

II. Cultural Proficiency We must provide professional development opportunities that increase awareness and understanding of institutional racism and other biases that create barriers to achievement for students, through equity teams and other professional development opportunities. Within this strategy, we have also been working on building relationships with our families, communities, and schools. Professional development in this area may take place during staff meetings, PLC groups, equity teams at each school, and through the efforts of individual classroom teachers.

III. Mentorship We have ongoing opportunities to implement our probationary teacher mentor/supervision model by using the Hopkins Framework for Effective Teaching in order to enhance the professional practice of all new teachers. We are fortunate to welcome new teachers to Hopkins, and continue to invest in their




development and success. IV. Ongoing Expansion and Training for Response to Intervention The transformation of dollars previously used to support Assurance of Mastery tutors and Learning Resource Teachers have allowed us to move forward in a more focused way to provide classroom and resource interventions focused on specific student needs. We are very encouraged by the student growth that has been reflected through this intervention program. The implementation of Response to Intervention models in both the elementary and junior high levels has deepened our use of student data to inform instructional decisions, using common intervention curriculum resources and instructional interventions. In order to provide ongoing support for our Response to Intervention work, we continue to train staff to apply the technology involved in accessing data, to analyze the data provided, and to utilize the data to plan instruction, which better meets the needs of all learners. V. Professional Learning Community Development The introduction of K-‐12 Professional Learning Communities (PLCs) has transformed components of teacher planning time toward a shared focus on student learning within each grade level, department, course, and/or program. Professional conversations within PLC work address four common questions:

• What do we want our students to learn? • How will we know if they have learned it? • What is our response if they don’t learn? • How do we respond if they already have mastered the material?

Elementary and secondary staff members continue to develop best practice instructional strategies and common formative assessments directly related to their standards, and will align curriculum and assessments to Power Standards as part of the PLC process. VI. Technology Integration As our instructional world moves steadily towards the use of digital resources that are more relevant, dynamic, and engaging for students, ongoing professional development is essential. The transformation of the instructional materials available requires us to provide teachers with "just in time" access to staff



development resources in order to support technology skill development and curriculum integration. This also includes the continuation of cohort groups for our Activboard initiative, creative uses of ipads for instruction, and other technology tools. VII. Potential Junior High International Baccalaureate Training and Development Should the Board support year one of International Baccalaureate candidacy, a combination of District and site staff development funds would provide junior high staff members with additional IB training related to curriculum and assessment, along with the ability to further explore student schedule models that would support the IB Program and required teacher collaboration. Capital Budget Revenue Transfer It is recommending that an amount equal to $51/student ($426,140) be transferred to the general fund from operating capital. Capital expenditures will be adjusted accordingly to reflect this transfer. Expenditure Recommendations Special Education The Special Services Department will continue to work with Business Services to assure that the cost of Special Education remains within the parameters for Maintenance of Effort while assuring excellent and appropriate services to all students with disabilities. It is recommended that Special Education reduce its budget for 2012-‐2013 by $300,000. The reduction is expected to be achieved through several strategies.

• Reduction in the use of 287 staff by employing necessary staff in-‐house. • Reduction of current FTE through attrition. • Re-‐alignment of support services for increased services in a more efficient

model. Budget Recommendation #1: That the Board preliminary approves the base budget, including Community Education and Capital Projects Levy as detailed in the report and in Appendices C & D, including the transfer of $324,242 of Staff Development and $426,140 of Operating Capital to the General Fund. Further, the Board directs administration to prepare the 2012-‐13 budget for final approval.




Program Enhancements and Adjustments Program Enhancements This section provides program and fiscal detail to program enhancements that advance Hopkins excellence. All of these enhancements are aligned with the District’s strategic direction. Intervention Budget (Strategy: Achievement) Diane Schimelpfenig and Nik Lightfoot As we work to provide educational excellence for each student in the Hopkins Public Schools, our assessment data indicates that we have students in need of instructional interventions, particularly in reading and mathematics. The achievement gap between student groups remains persistent in our data. Through the transformation of previous intervention and support systems, we have instituted intervention models that have demonstrated great promise for students in need of remediation. We are in need of an ongoing funding source with which to sustain and enhance intervention programming. We are recommending that a new budget program be developed, managed by the department of Teaching and Learning, to sustain and enhance researched based intervention programming at the elementary and secondary levels. RtI services are available to all elementary students in the areas of reading and math. Students are selected for RtI services based on assessment data, classroom work, and teacher recommendation. While there are variations within schools and classrooms, the RtI model suggests that typically a range of between 15-‐20% of students may qualify for RtI assistance at any one time. At the high school level, approximately 75 students would be impacted by the additional math intervention staffing. (The amount requested does not include the number of junior high students impacted by intervention work, as the RtI model at that level is currently funded through the Alternative Delivery of Specialized Instructional Services (ADSIS) funding award from the Minnesota Department of Education.) $253,000 per year would include support for:



• 0.333 FTE HHS math intervention support • 0.2 FTE Elementary Literacy Coach at each elementary school (matched

by .2 FTE per school through Title II funding sources). • continuation of one additional part-‐time primary grade Learning Support

Paraprofessional at each elementary school, • continuation of the stipend and planning time for an Elementary Math

Coach at each elementary school. Recommendation #2: That the Board approves an ongoing expenditure of $253,000 for intervention programming. Hopkins High School Strategic Site Plan (Strategies: Achievement and Communications) Diane Schimelpfenig and Patty Johnson Hopkins High School continues to transform its program according to its strategic site plan. In addition, survey results continue to demand better ways of communicating with parents. Work continues to be completed in student registration and intervention. The following goals will be completed within this budget: Registration

• Work to improve the registration handbook, working with building and district personnel. Research how other schools present their courses and structure their handbooks.

• Work to improve the registration process by having ten more meetings of the Registration Subcommittee (90 hours) and some time for action research (5 hours) (95 hours total).

• Meet with junior high representatives to strategize how to improve the transition from junior high to high school, as it pertains to registration (14 hours).

Advisory Work with Advisory Subcommittee to improve advisory and Teachers and Students Connecting (TASC) and use survey feedback from students, staff, and families. It should be noted that TASC is a period of time within the weekly schedule for students to connect with teachers in a specific content area. Advisory is the period where students connect with an assigned advisor. This will




fund the point person for Advisory and provide the opportunity for the committee to meet eight times during the year to review and work on the improvement of Advisory and TASC (72 hours). Intervention Create a committee to focus on how we use data to develop an intervention timeline and process. Host a retreat in May of 2012 with members of the Data Committee, Registration Committee, Advisory Committee, Advanced Studies Committee, and Administration to create initial plans for 2012-‐2013 (10 substitutes for a full day). Continue to meet with this committee once a quarter for implementation in 2012-‐2013 (80 hours). Cost for Hopkins High School Strategic Work: $17,000 Recommendation #3: That the Board approves a one-‐time expenditure of $17,000 for strategic work at Hopkins High School. Elementary Positive Behavior Intervention and Support (PBIS)/ School Wide Information System (SWIS) (Strategy: Achievement) Greta Evans-‐Becker and Elementary Principals PBIS/SWIS is a framework for organizing positive school climate. It is used to build the capacity of school teams to identify clear behavior outcomes for all staff and students and utilize evidence-‐based practices to achieve those outcomes. SWIS is a behavior referral and recording system, which helps staff to use data to support sustainable, safe and positive learning environments. Five elementary schools have applied to become part of a new PBIS/SWIS cohort. This would include training throughout the year for teams from five elementary schools in the implementation of PBIS/SWIS. Alice Smith Elementary already participates in SWIS and PBIS. Cost: $30,000 Recommendation #4: That the Board approves a one-‐time expenditure of $30,000 for behavior intervention programming and data tracking. International Baccalaureate (IB) (Strategy: Achievement) Diane Schimelpfenig, Shirley Gregoire, and Becky Melville Through the efforts of the Junior High Rigor study, a recommendation was made to explore IB programming at the junior high level as a vehicle to transform the



junior high program, and to increase rigor for all students. Along with other recommendations from the rigor study, International Baccalaureate programming has the potential to better prepare our students to meet the outcomes identified through the secondary study, some of which include:

• Cultural awareness and understanding • Competence in a world language other than the student’s first language • Recognition and understanding of interrelationships among individuals,

groups, and countries across the globe • Service learning

This budget item will support year one of IB Candidacy for the development and potential implementation of International Baccalaureate Middle Years Programming at both junior high schools. During the first year of candidacy, there will be

• ongoing staff training • curriculum development • exploration of whether and/or how the student and staff schedule would

support IB programming. If, at the end of the 2012-‐2013 school year, we are able to successfully address the schedule and planning conditions of the IB program, we would recommend ongoing IB candidacy towards IB authorization at the end of the 2014-‐2015 school year. If we are not able to make the student schedule and teacher collaboration accommodations that support IB programming, our IB candidacy would end, and we would use the value gained through IB training and initial curriculum development to enhance our current program. This budget item proposes that we allocate resources to pay for one year of IB candidacy, which includes IB fees, 0.667 IB Coordinator at each junior high school, curriculum mapping software, staff development, and curriculum writing. All junior high students would be impacted by this work, which over time would include the junior high enrollment in grades 7, 8, and 9 of approximately 1,700 students. Cost: $109,000 Recommendation #5: That the Board approves a one-‐time expenditure $109,000 for the continued study and first year of candidacy for International Baccalaureate (IB).




Transforming Learning Experiences: Digital Content and Access (Strategy: Achievement) Sid Voss and Diane Schimelpfenig The ability for our teachers to provide our learners with engaging learning experiences is critical for the success of our students and our District. As a District, we are at a critical juncture. The horizon is filled with opportunities to provide our learners with exceptional, engaging, and personalized learning environments that address each student’s unique learning needs and interests. We have the obligation to maximize the learning opportunities that digital content and technology offers all students. The advent of digital devices such as iPads is one component in our ability to build digital learning experiences. However, the devices are merely the window and tool that provides the access to the digital content. The most critical components will be our ability to transform pedagogy and content. To provide and deliver engaging content is about pedagogy and content first, then the technology. We propose transforming our instruction and content by building an implementation plan to provide greater access for our students to devices such as iPads so that our teachers will be able to transform teaching and content. The proposal provides for transforming experiences Pre-‐Kindergarten through grade 12. For preschool through grade six, we propose adding approximately 200 devices annually for each of three years. The focus of these devices will be to personalize learning experiences for students. This would not be a One-‐to-‐One, but focus on providing greater access. Central to the proposal is a One-‐to-‐One Digital Device program at the Junior High level. We propose implementing the program beginning in seventh grade for the 2012-‐2013 school year; add eighth grade in 2013-‐2014; and ninth grade in 2014-‐2015. Providing devices will offer the opportunity to personalize and create unique learning opportunities for students, which aligns with our junior high philosophy. Critical to this plan is providing our teachers the necessary support in instructional skills and content transformation abilities. We will accomplish this with a strong staff development program and a teacher at each Junior High to



provide ongoing leadership, training, and support in implementing digital content. At the High School, we propose the addition of 200 devices annually for each of three years. The focus of these devices would be for students to access digital content, as well enhance students’ ability to produce compositions and presentations. This would not be a One-‐to-‐One, but focus on providing greater access. This plan is in the very beginning stages—a great deal of work must be done via collaborative leadership to build a collective vision, commitment, and engagement of our teachers, students, and community. The costs for the proposed scenarios are outlined in the table below. We are requesting $200,000 from the General Fund. The majority of the program costs would be covered by transforming priorities in the Capital Project Levy, including technology and curriculum expenditures.




2011-‐12 Estimated Budget




Teacher iPads Junior High $83,020

Student iPads Junior High (Includes warranty, case)

$332,270 $335,324 $317,611

Student iPads Preschool/Elementary

$118,600 $118,600 $118,600

Student Devices High School $20,000 $120,000 $120,000 $120,000

Device Software/Apps $2,800 $11,206 $11,309 $10,712

Management Software $1,120 $7,203 $13,326 $19,211

Content/Digital Textbook Purchases

$2,800 $11,206 $11,309 $10,712

Professional Development $15,000 $50,000 $50,000 $50,000

Curriculum Development $15,000 $50,000 $50,000 $50,000

Digital Content Specialists $140,000 $140,000 $140,000

Nonwarranty Repair/Replacement

$2,076 $13,347 $24,695 $35,601

Contingency $25,000 $25,000 $25,000

Syncing Stations $14,400 $3,600 $3,600

Totals $141,816 $893,232 $903,164 $901,047

Cost: $200,000 (General Fund) Recommendation #6: That the Board approves a one-‐time expenditure $200,000 for developing a platform and system for digital content for P-‐12 students.



Program Adjustments These recommendations are made to resolve resource allocation inequities across the system. Most notably is the growing program enrollment at Eisenhower and XinXing. Ready for Kindergarten (Strategy: Achievement) Katie Williams and Diane Schimelpfenig Over the last two years, the District has used fund balance to fund Ready for Kindergarten at Eisenhower and Alice Smith. These resources cover the cost of funding the Ready 4 K preschool at 2 sites, Alice Smith and Eisenhower, for a half-‐day program, 5 days per week for 4 year-‐olds from low-‐income families and/or English language learners. The number of students impacted would be a total of 56, combining the two schools. Cost: $150,000 Recommendation #7: That the Board approves a one-‐time expenditure of $150,000 for the Ready 4-‐K program at Alice Smith and Eisenhower Elementary Schools. Communications (Strategy: Communications) Katie Williams and Jolene Goldade The District, from 2009-‐2010 one-‐time expenditures, has increased its communications efforts to its parents and citizens over the last two years. As the District continues to improve the quality of its programs and prepares for a renewal of an operating levy, this budget recommends that we budget resources for communications at current levels for 2012-‐2013 school year and subsequent years. In a time of increased transparency and the need to inform the community of the public schools they provide, current and new communications strategies must be continued in order for the District to inform and sustain support from its citizens. This budget reflects current staffing of 2 FTE’s for communications and 0.5 FTE clerical support, print and digital advertising, outreach with realtors, training for key staff, video productions, social media presence, targeted preschool communications, legislative action support, events, assessment and evaluation. $300,000 over two years




Recommendation #8: That the Board approves a one-‐time expenditure of $300,000 over a two-‐year period for District communications. Proportional Distribution of Challenge and Support Services (Strategy: Achievement) Diane Schimelpfenig and Sid Voss Hopkins Public Schools has recovered from a period of reducing budgets through careful fiscal planning. With improved fiscal outcomes over recent years, the administration is recommending that we update resources provided to programs and services across the District. For example, some support services at Eisenhower have been maintained at 2005 budget levels, while the XinXing program adds one grade level of students each year. This budget item considers the scope of programs and provides resources in

• Media Services, paraprofessionals, Technology Support • Counselors and Behavior Support proportional to the programs being

offered across District sites. • Eisenhower Elementary Challenge -‐ 0.1 FTE 2012-‐2013-‐-‐$6,000 (With the

addition of grade 6 XinXing programming, the Challenge staffing will need to increase an additional .4FTE in 2013-‐2014).

Counselor at Eisenhower -‐ 0.5-‐-‐$35,000 Media Specialists -‐ $10,000 XinXing Academy Program Development (Strategy: Achievement) Diane Schimelpfenig We have been fortunate over the past three years to be the beneficiary of federal FLAP grant funding, which has supported the majority of XinXing Academy program and curriculum development and professional development, along with program planning and implementation. Due to the recent federal decision to cut this funding completely, which occurred for all school district receiving federal grant dollars, we are proposing that 0.333 of staffing be dedicated following the 2011-‐2012 school year. While maintaining the original priorities of the FLAP grant funding, this position would focus only on XinXing Academy, and would be staffed at .5 FTE, .167 of which would continue to be funded through the Department of Teaching and Learning. Cost: 0.333 FTE-‐-‐$20,000 Recommendation #9: That the Board approves an ongoing expenditure $71,000



for the services, coordination, and staffing at Eisenhower Elementary and XinXing. Equalized Preparation Time Nik Lightfoot Through contract negotiations, the HEA and Administration reviewed the present elementary preparation time available to all elementary buildings in the District. Discrepancies were found that we were not able to ameliorate because of structural elements causing some elementary instructors to experience a significantly different amount of preparation time per week. The structural elements include the size of lunchrooms, available staff to supervise playground times, and other issues that were related to supervision and scheduling of lunch periods. In order to equalize preparation times, the representative labor management committee developed a paraprofessional support model that would equalize preparation time across the District. This involves additional preparation time to establish additional supervision for playground times and lunch monitoring for those schools that have impacted schedules due to the number of students served and the space available to accommodate them. Cost: $76,000 Recommendation #10: That the Board approves an ongoing expenditure $76,000 for the equalization of preparation time across elementary schools. Hopkins Community Coalition: One Voice for Reducing Youth Chemical Use In June, 2011 the school board approved $100,000 from the general fund to continue the One Voice Coalition for one additional year, 2011-‐12, while researching grants to continue the One Voice coalition efforts. One Voice was awarded the Minnesota Strategic Prevention Framework State Incentive Grant (SPF-‐SIG), effective Feb. 1, 2012. Phase I of this grant is in effect until June 30, 2013. Of the $100,000 general fund dollars, we anticipate spending $50,000 in 2011-‐12. The SPF-‐SIG caps salary amounts for the coordinator and assistant and does not allow for any programming during this Phase I of funding. Phase I is solely focused on assessment and evaluation of data around alcohol use and abuse among 6th – 12th graders and 18-‐25 year olds. We are requesting to use $35,000 of the remaining balance to continue the parent education efforts and coordination of




the student efforts at Hopkins High School. If we are awarded implementation funding, Phase II in July 2013, then we anticipate these activities will be funded through the SPF-‐SIG grant. The parent education and student involvement efforts are critical prevention efforts that we want to sustain through the 2012-‐13 school year. Total anticipated expenditure of the $100,000 is $85,000 of the original amount over two years. Recommendation #11: That the Board approves the reallocation of $35,000 of the $100,000 of the One Voice one-‐time expenditure to the 2012-‐13 budget. Other Areas Studied in this Budget Other notable areas of study within budget deliberations and planning included Free Full Day Kindergarten and World Language at all elementary schools. These programs were studied because of their perceived educational value to all Hopkins elementary students, along with their potential for increasing enrollment. When considering these expensive programs, we investigated whether there was potential for an increase in enrollment that would offset the cost of the implementation of either or both of these programs. Decision Resources asked a small sample of parents whether they would likely attend the District if Full Day Kindergarten or World Language were offered. The survey noted that parents would more likely attend Hopkins Public Schools if both Free Full Day Kindergarten and World Language were offered. Fund Balance Notification Per the District’s Fund Balance Policy it is required that if the projected Unassigned fund balance will fall below 6% (using the parameters set by the School Board in creating the Preliminary Budget) at any time during the year being budgeted for, or the next two succeeding years, that the District administration will notify the School Board in writing of the occurrence. Based on the parameters of this budget the unassigned fund balance will fall below 6% in the third budget year at current funding levels according to the Financial Forecasting Model, assuming no new sources of revenue. This constitutes the School Board’s notification of such occurrence.



Conclusion Appendix E is a chart that summarizes program adjustments and enhancements, indicating expenditures that are ongoing and one time or annual approval. Their associated recommendations are also noted on this chart. The Hopkins Public Schools ,over the last six years has significantly transformed the fiscal management of delivering education to its citizens. It is tempting to take on the attitude that the State’s inability to adequately fund education makes it more challenging to motivate change. It is our vision to take the opportunity of this fiscal context to continue moving forward the transformation of our programs, curriculum, services, and instruction. Transformation has implications beyond those that are economic! We are committed to implementing those transformations in a way that provides an education that is increasingly relevant, accessible and engaging to our students and families for their lifelong learning.

SCHOOL POLICIES

HOPKINS SCHOOL DISTRICT 270

1001 HIGHWAY 7

HOPKINS, MINNESOTA 55305

1

DISTRICT CODE: 701

ESTABLISHMENT AND ADOPTION OF SCHOOL DISTRICT BUDGET

Policy reflects Minnesota statute and aligns with other District 270 policies.

I. PURPOSE The purpose of this policy is to establish lines of authority and procedures for the establishment of the School District's revenue and expenditure budgets.

II. GENERAL STATEMENT OF POLICY

It is the policy of this School District to establish its revenue and expenditure budgets in accordance with the applicable provisions of law. Budget planning is an integral part of program planning so that the annual budget will effectively express and implement School Board goals and the priorities of the School District.

III. REQUIREMENT

A. The superintendent or such other school official as designated by the superintendent

or the School Board shall each year prepare preliminary revenue and expenditure budgets for review by the School Board. The preliminary budgets shall be accompanied by such written commentary as may be necessary for them to be clearly understood by the members of the School Board and the public. The School Board shall review the projected revenues and expenditures for the School District for the next fiscal year and make such adjustments in the expenditure budget as necessary to carry out the education program within the revenues projected.

B. The School District must maintain separate accounts to identify revenues and expenditures for each building as directed by statute.

C. Prior to July 1 of each year, the School Board shall approve and adopt its initial revenue and expenditure budgets for the next school year. The adopted expenditure budget document shall be considered the School Board’s expenditure authorization for that school year. No funds may be expended for any purpose in any school year prior to the adoption of the budget document which authorizes that expenditure for that year, or prior to the adoption of an amendment to that budget document by the School Board to authorize that expenditure for that year.

D. Each year, the School District shall publish its adopted revenue and expenditure budgets for the current year, the actual revenues, expenditures, and fund balances for the prior year, and the projected fund balances for the current year in the form

HOPKINS PUBLIC SCHOOLS POLICIES

2

prescribed by the commissioner. Publication of this information must occur within one week of the acceptance of the final audit by the School Board, or November 30, whichever is earlier. A statement shall be included in the publication that the complete budget in detail may be inspected by any resident of the School District upon request to the superintendent. These budgets, reports of revenue, expenditures, and fund balances must be published in a newspaper of general circulation in the School District and on the School District’s official website. The School District must also publish an announcement in the newspaper that includes the Internet address where the information has been posted. At the same time as this publication, the School District shall publish any additional information required by statute.

E. The Board shall review the School District's proposed property tax levy, current budget and the proposed property taxes payable in the following calendar year as directed by statute.

IV. IMPLEMENTATION

A. The School Board places the responsibility for administering the adopted budget with

the superintendent. The superintendent may delegate duties related thereto to other school officials, but maintains the ultimate responsibility for this function.

B. The budgeting system will be supported by a program-oriented accounting structure organized and operated on a fund basis as provided for in Minnesota statutes through the Uniform Financial Accounting and Reporting Standards for Minnesota School Districts (UFARS).

C. The superintendent or the superintendent's designee is authorized to make payments of claims or salaries authorized by the adopted or amended budget prior to School Board approval.

D. Supplies and capital equipment can be ordered prior to budget adoption only by authority of the School Board. If additional personnel are provided in the proposed budget, actual hiring may not occur until the budget is adopted unless otherwise approved by the School Board. Other funds to be expended in a subsequent school year may not be encumbered prior to budget adoption unless specifically approved by the School Board.

E. The School District’s revenue budget shall be amended from time to time during a fiscal year to reflect updated or revised revenue estimates. The superintendent or designee shall make recommendations to the School Board for appropriate revisions. If necessary, the School Board shall also make necessary revisions in the expenditure budget if it appears that expenditures would otherwise exceed revenues and fund balances.

Adopted: November 2004

Revised: January 24, 2008

Welcome to Hopkins Public Schools’ Strategic Plan, which is guiding us into the future. Hopkins Public Schools is a place where students meet a dynamic and innovative educational program within a diverse, rich, and caring community. Hopkins’ students of any age will be active participants in the pursuit of knowledge, and will be able to analyze and apply new understandings to their lives.

John W. Schultz, Ph.D.Superintendent of Schools952-988-4021

Welcome

H o p k i n s P u b l i c S c h o o l s

Strategic PlanAdopted: April 23, 2009

District enrollment: 7,700District Area: 32 square milesDistrict Employees: 1,200

ExcellenceOur intentional efforts are toward continuous improvement, and our commitment is to deliver rigorous programming that affords all individuals the opportunity to excel as we instill a passion for learning.

EquityOur commitment is to raise the achievement of all learners, creating an environment in which learners of all races, cultures, and socio-economic backgrounds achieve to their fullest potential.

PartnershipOur commitment is to engage families and community members in creating a learning environment that is characterized by excellence, equity, and ethical behavior.

InnovationOur commitment is to provide innovative learning opportunities to help students master the skills required of them as they participate in a constantly evolving, global environment.

InclusionOur commitment is to ensure that each learner feels welcome as a unique and contributing member of our diverse community.

Fiscal ResponsibilityOur commitment is to manage district finances so all programs and services are supported by reliable resources available to the district.

The core Values of our district are those values we hold that form the foundation on which we perform our work and conduct ourselves. These core values guide us as we work to achieve our mission and objectives through our strategies.

Values

Mission StatementThe Mission reflects the loftiest goal of the school district. It is a statement of our desired future, and our identity.

Serving a community rich in culture and diversity, the Hopkins Public Schools

develops in all students the skills, knowledge, and passion for

lifelong learning.

• Each student will demonstrate academic growth in order to meet or exceed Hopkins School District standards.

• Hopkinsachievementdatawillreflectgrowththateliminatesthedemographicpredictability and disproportionality of the highest and lowest achieving groups.

• Each learner will develop and consistently display cultural respect and demonstrate cultural competence.

• Community members will be informed, connected, and engaged in the work of the Hopkins Public Schools

ObjectivesObjectives are the achievable, feasible, and verifiable results that ensure our District will achieve our mission. We reach the Objectives through the Strategies. Objectives are verified by the Performance Indicators.

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Appendix C

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Achievement Strategy21st Century Teaching and LearningWe will focus upon core content, learning skills, and instructional tools in order to promote high rigor and achievement for all learners, as we prepare students for success in the 21st century.

A. Core Content: Core content includes reading, language arts, world languages, fine arts, mathematics, science, social studies, health literacy, and global awareness.

1) Balanced Reading and Writing InstructionWe will increase student proficiency in reading and writing through explicit instruction that includes literacy skills, application, comprehension, and motivation.

2) Mathematics Instruction We will increase student proficiency in mathematics through strategies that articulate math concepts, and deliver effective curriculum and instruction.

3) Science, Technology, Engineering, and Mathematics (STEM) We will embed STEM concepts and skills within real-world curriculum at every level to better prepare our students for the 21st century.

4) World LanguageWe will develop a K-12 World Language plan that will prepare students to succeed in a 21st century, global ecomony.

5) Curriculum Review and InnovationWe will embed 21st Century Skills and Power Standards within the curriculum review process, and explore opportunities for curriculum alignment and integration.

B. Learning Skills: Learning skills include life and career skills, cultural proficiency, creativity and innovation, communication, and collaboration.

1) Cultural ProficiencyThe ability to use knowledge, attitudes, skills, and practices that esteem all races and cultures, and lead to the academic achievement and personal development of all learners.

2) Pre-Advanced Placement (Pre-AP), Advanced Placement (AP), and Advancement Via Individual Determination (AVID)

We will increase student access to and success within rigorous coursework through Pre-AP, AP, and AVID coursework and strategies.

3) Graduation Planning, “6–12 and Beyond”We will assist students and families with the expanded information and knowledge necessary to transition successfully across elementary and secondary education levels, in preparation for college-readiness and productive lives beyond high school.

C. Instructional Tools: Instructional tools include information and communication technologies, print materials, and other media and multimedia tools.

Technology Integration and Multi-MediaWe will integrate information technologies into curriculum, instruction, and assessment in order to stimulate learning, collaboration, communication, and creativity, as we maximize intellectual and personal growth.

D. Assessment for Student LearningWe will develop, analyze, and utilize common standards and assessments in order to inform instruction and increase student learning.

Power Standards and AssessmentWe will identify and align standards within each curriculum area, and utilize common formative and summative assessments to measure student progress.

Communication Strategy We will create a responsive and culturally sensitive communication system that allows us to inform, connect, and engage all District stakeholders.

Inform: We inform all families and community members about Hopkins Public Schools’ academic excellence, culture of innovation, and how we nurture interests and passions of students and staff.Connect: We collaborate with all families and community members to establish an environment that welcomes involvement and fosters good will.Engage: We nurture relationships with all families and community members to sustain connections that enhance our ability to achieve excellence in every school, with every student, every day.

Strategies

www.HopkinsSchools.org/future

Strategies are the actions established to accomplish the Objectives and achieve our Mission. Strategies reflect what we are doing to support programs and schools. Each Strategy has one or more Action Plans.


Report to the Schoo l Board Capital Projects Levy Proposed Expenditure Budget 2012-‐2013 Feb rua r y 2 , 2 012 R epo r t P r epa r ed b y S i d Vo s s a nd J ohn Toop

Overview The Capital Projects Levy is used to purchase curriculum, instructional materials, and textbooks; upgrade and replace technology equipment; provide technology support and staffing; and support teachers with the tools, materials, and resources required for high-‐quality teaching. This report will present the proposed Capital Projects Levy expenditures budget for 2012-‐2013, along with revenue and expenditures projections for the term of the levy. Primary Issues to Consider •Capital Projects Levy Revenue and Expenditure projections FY2012-‐FY2021 •Overview of the Capital Projects expenditure categories •How strategic priorities are funded in the expenditure budget Supporting Documents The full report begins on the next page.


Capital Projects Levy Proposed Expenditure Budget 2012-‐2013 February 2, 2012


Capital Projects Levy Proposed Expenditure Budget 2012-‐2013 The Capital Projects Levy is used to purchase curriculum, instructional materials, and textbooks; upgrade and replace technology equipment; provide technology support and staffing; and support teachers with the tools, materials, and resources required for high-‐quality teaching. Hopkins voters approved the Capital Projects Levy in November 2011 with a tax rate of 6.0847%. Recent legislation changed this rate to 6.3865%. The actual levy amount is based on the Anticipated Tax Capacity of the District. The following table provides the projected levy revenues, expenditures, and annual fund balances over the ten-‐year term of the levy. Capital Projects Levy Revenues and Expenditures, FY12—FY21

Total

Revenue Total

Expenditures

Variance (Revenue -‐

Expenditures)

Beginning Balance 6/30

Ending Balance 6/30

FY12 $6,500,000 $5,304,964 $1,195,036 -‐$1,194,126 $910 FY13 $6,164,119 $6,067,326 $96,793 $910 $97,702 *FY14 $6,225,725 $6,140,645 $85,080 $97,702 $182,783 *FY15 $6,287,982 $6,252,873 $35,110 $182,783 $217,892 *FY16 $6,350,862 $6,300,456 $50,407 $217,892 $268,299

*FY17 $6,414,371 $6,429,889 -‐$15,518 $268,299 $252,781

*FY18 $6,478,515 $6,524,023 -‐$45,508 $252,781 $207,273

*FY19 $6,543,300 $6,600,411 -‐$57,112 $207,273 $150,161

*FY20 $6,608,733 $6,678,710 -‐$69,977 $150,161 $80,184

*FY21 $6,674,820 $6,754,842 -‐$80,022 $80,184 $162 Totals 12-‐21 $64,248,426 $63,054,138 *Note: The revenue beginning in FY14 is estimated, projecting an annual increase in the Anticipated Tax

Capacity of 1%.

3 Report to the School Board Capital Projects Levy Proposed Expenditure Budget 2012-‐2013 February 2, 2012


Capital Projects Expenditure Categories FY13 The main expenditure categories for the Capital Project Levy are outlined in the following table. The chart illustrates the distribution of each expenditure category.

TIS Salaries/ Benefits

Curriculum Salaries/ Benefits

TIS Services, Equipment, Supplies Curriculum Capital

Includes technicians, support staff, network and systems staff, integration support, media specialists, administration, staff development and training

Science, Technology, Engineering, and Math (STEM) leadership, science and math leadership, data analysis

Equipment replacement and upgrades, computers, printers, software licenses, purchases and updates, subscriptions, services, repairs/maintenance, network, internet connections, hosting, annualized costs of data, network, and phone upgrades, audio-‐visual supplies and equipment, library books, contingency

Curriculum materials updates and replacement, curriculum equipment, textbooks




Educational Technology and Information Systems Strategic Priorities The expenditures in the Technology and Information Systems portion of the Capital Projects Levy are guided by the District’s strategic plan and the Educational Technology and Information Systems strategic plan. The following table outlines each of the major strategies in the plan, along with selected work tasks, and budget implications. Staff Use Full Range of Technology Resources: We will provide the training and support for teachers to become competent and confident in using the full range of technology resources to deliver effective curriculum, instruction, and assessment. Selected Work Task Priorities Budget Implications

Reframe the role of media specialists to provide increased leadership and support to teachers in the area of technology integration through

Salaries and benefits of media specialist in the Capital Projects Levy. ($895,396) Increased technology integration and support for teachers. ($84,000 for staff

TIS Salaries/ Benefits,

$2,604,007, 43%

Curriculum Salaries/ Benefits, $133,237, 2%

Curriculum Capital, $744,166, 12%

TIS Services, Equipment, Supplies,

$2,585,916, 43%

Capital Project Expenditure Catagories



collaborative curriculum writing, co-‐teaching, and just-‐in-‐time training.

Determine the resources, including staffing, needed to support teachers’ competence and confidence in technology integration.

Expand opportunities for related professional development including focused technology camps, online classes, summer opportunities, independent study, curriculum writing, and co-‐teaching.

development costs plus 1.83 FTEs technology integration specialists) Provide support for training opportunities for teachers. ($84,000)

Personalized Learning Experiences: We will implement technology strategies that offer data-‐driven personalized learning experiences for all students. Selected Work Task Priorities Budget Implications

Expand training for teachers in accessing and using data to determine individual instructional interventions. Explore and pilot web-‐based programs for delivering personalized instruction to students. Provide teachers with proven mobile device apps, computer software, and web-‐based resources that support personalized learning pathways. Provide the necessary training required for teachers to implement digital content such as podcasts, recorded interactive whiteboard presentations, and electronic textbooks/curriculum materials.

Provide training and support for teachers using Cognos. Support and fund pilot projects in exploring effective methodologies, devices, and software. Specific amounts to be determined. Provide support for training opportunities for teachers. (Training and development budget $84,000, plus 1.83 FTEs technology integration specialists)

Curriculum Repository: We will create a web-‐based repository for teachers to share media-‐rich instructional and curricular materials across the District.




Selected Work Task Priorities Budget Implications Determine the best solution (commercial product, wiki, open-‐ source software) for meeting the needs of our teachers to share curriculum materials, lesson plans, resources, and assessments.

Implement the web-‐based repository so that teachers can easily post and retrieve resources.

Train and support teachers to efficiently use the curriculum repository.

We are in the early stages of this strategy with budget amounts to be determined.

Technology Integral in Student Learning: We will ensure that students use technology as an integral part of their learning experiences. Selected Work Task Priorities Budget Implications

Assure all students have access to up-‐ to-‐date hardware and digital curriculum materials supported by a robust infrastructure.

Pilot the use of mobile devices for curriculum, instruction, and assessment.

Establish and implement standards for students in the area of technology and information literacy.

A total of $900,000 budgeted for equipment purchase and replacement. Development and implementation of standards funded by the secondary study budget.

Instruction & Learning Communication: We will provide current classroom information, student data, and digital curricular materials to students and families via the Web. Selected Work Task Priorities Budget Implications

Adopt a common web-‐based platform for communicating class information to parents and students. Establish expectations for teacher web-‐presence and provide training and support to teachers. Establish means and methods to support teachers in creating and

Provide support for training opportunities for teachers. (Training and development budget $84,000, plus 1.83 FTEs technology integration specialists.)



delivering digital curriculum via the Web. Support secondary teachers in the use of Infinite Campus to provide timely student progress information to parents.

Technology Infrastructure: We will provide a reliable and dynamic infrastructure that includes network connections, wireless access, necessary hardware and software, and user support. Selected Work Task Priorities Budget Implications

Phone system upgrades, including Voice Over IP phones, voicemail, caller identification, improve 911 information, and improve access for teachers

Network upgrades, including upgraded wireless access

Data cabling and communications rooms upgrades

Improve cabling termination in all communication rooms and provide battery backups.

Total cost of the phone, voicemail, network, wireless, and data cabling is $2,400,000. Principal and interest payments of $500,000 annually for five years.

Efficient Integration, Services, and Support: We will provide unified District-‐wide standards and recommendations for hardware and software purchasing that is equitable across schools to achieve efficient integration, services, support, and training. Selected Work Task Priorities Budget Implications

Continue to purchase equipment in a manner that establishes a replacement schedule and is mindful of the Total Cost of Ownership of equipment and services.

Service Desk, improve responsiveness and support for staff.

Increase awareness by all technicians with systems used across the district, ensure comprehensive support can be

The purchase and replacement budget ($900,000) includes costs for computer imaging/setup, software, and extended warranties. In addition, $120,000 is budgeted for equipment repair and infrastructure/fiber optic maintenance.




provided for all platforms currently deployed.

Provide backup facility for ‘business critical’ staff

Allocations for software purchases, upgrades, and subscriptions totals $485,000. This includes costs for operating system software, Infinite Campus, Skyward, computer management software, etc.

Conclusion The Capital Projects Levy is a critical resource for the District to provide for our educational programs and operational services. Expenditures in the fund are directed toward strategic priorities of the district and educational technology. We have increased our instructional support to teachers to assure our teachers grow in confidence and competence in using the full range of technology resources to deliver effective curriculum, instruction, and assessment.


Report to the School Board Community Education Update & Proposed Budget, 2012-13 F e b ru a r y 1 6 , 2 0 1 2 S c h o o l B o a rd M e e t in g R e p o r t P re p a re d b y K a t i e W i l l i a m s

Community Education Update Overview Hopkins Community Education serves more than 27,000 people each year. From the tiniest baby and her mother in our Early Childhood classes, to a retiree finding a new love of painting in one of our adult enrichment classes, we serve the entire community. Decision Resources, Ltd.’s recent survey results focused on Community Education users and non-users in the state indicates that program users have a deep impact on the perception of public education and their local schools in particular. Primary Issues to Consider

• Increasing the number of residents participating in Community Education programs and services from the current 24% to 30% (as measured by Decision Resources, Ltd.).

• Supporting the needs of a growing low-income population with quality programming, while balancing the budget with a combination of fees, grants, state/federal aid, and miscellaneous revenue.

• Using social media and other targeted marketing strategies to promote and market Community Education and District programs.

Supporting Documents 1. The full Community Education Update report begins on the

next page. 2. Community Education Proposed Budget, 2012-13


Community Education Update & Proposed Budget, 2012-13 February 16, 2012 School Board Meeting


Community Education Update Report Introduction Community Education programs are available in all 340 school districts in the state of Minnesota. This statewide model provides access to public facilities, learning opportunities, and services that enhance the wellbeing and quality of life for all Minnesotans. Statewide, Community Education generates nearly $6.00 in additional revenue for every $1.00 of state levy and aid support. Community Education delivers a sense of community spirit by encouraging active participation by citizens to address and resolve issues. By creating an environment that encourages all citizens –young and old – to be learners and active citizens. Community Education turns towns and cities into communities of energized people. There is no greater way to ensure that our communities remain vital and maintain support of public education than to continue to invest in Community Education. Number of Participants Over 900,000 adults participate in adult basic education, early education parent education, adults with disabilities, and lifelong learning programs. Over 1.7 million youth are served through Community Education’s Youth Development/Youth Service, School Age Care, and general youth programming. Nearly 285,000 children are served in Community Education’s early education programming including Early Childhood Family Education, School Readiness, and Early Childhood Screening. Engaging Communities for Fiscal Efficiency Community Education maximizes resources by opening public school facilities to the community, and by engaging community groups, businesses and organizations in partnerships and collaborations that support specific community initiatives. The

3 Report to the School Board Community Education Update & Proposed Budget, 2012-13 February 16, 2012 School Board Meeting


Community Education base aid levy provides the infrastructure for programs statewide. Funding History Funding for Community Education has existed in Minnesota since 1971 when 16 pilot programs were established. A statewide levy of $1 per capita began in the mid-1970’s. In 1987, the Minnesota Legislature supported Community Education through a general levy and aid formula which produced revenue of $5.95 per capita. In 2003, in a State budget cut, the funding was reduced to $5.23. It was partially restored in FY 2005 to $5.42. Hopkins Community Education Mission: Serving a community rich in culture and diversity, the Hopkins Public Schools develops in all students the skills, knowledge, and passion for lifelong learning. Vision: An inclusive community of educated, active people working together to enhance the quality of life of all residents. Decision Resources Community Survey Data, 2011 Decision Resources, Inc compiled state-wide community education data from school surveys Decision Resources conducted in 2011. The results of the state-wide study were based upon surveys taken across the State of Minnesota representing both metropolitan area and greater Minnesota school districts. The surveys were conducted by telephone and included the responses of 9,500 residents. The findings include:

• Community Education program users represent 22% of survey respondents (Hopkins, 24%).

• Statewide, 91% of Community Education users are satisfied with their program experience.

• Community Education users feel more connected to the school district over non-users, by 21% (represented by residents without children).




• Community Education program users rate the quality of education provided by their school district higher than non-users, by 11%.

• Program users are 14% more likely to evaluate the work of the school board as excellent or good, 69% vs. 55%.

• Program users support all property tax increases for public schools twice as much as non-users, 31% vs. 14%.

• Program users are twice as likely to vote in favor of school referenda. Seniors, 55-64 year olds, empty nesters, men and republicans who have participated in a Community Education program are 8-16% more likely to vote in favor of school referenda.

Strategic Plan Achievement Strategy We will create culturally responsive, high‐achieving learning environments that engage each learner, staff, and family as essential partners, in order to reach continuously higher levels of student learning.

1. Expand out-of-school time programming to each elementary school providing opportunities for academic support, service and enrichment for students in both fee-based and non-fee-based programs.

2. Identify and address barriers that prevent/inhibit participation in Community Education programs and services.

3. Expand and support Early Childhood and ABE programs and collaborations.

Communication Strategy We will create a responsive and culturally sensitive communication system that allows us to inform, connect, and engage all District stakeholders.

1. We will increase community awareness and understanding of differences (cultural, racial, ability, age, etc.) through collaboration/partnership with other community organizations.



2. We will assess communication vehicles for access and effectiveness for all audiences.

3. We will assess social media trends and implement strategies.

Shared Services Strategy We will assess Community Education programs/services to identify duplication and possible opportunities with other community organizations that provide similar programming for children, youth and/or adults. Community Education Serves all Residents Hopkins Community Education has programs and services that serve all age groups in the community, from birth through older residents. The following tables list brief descriptions of Community Education programs and services.




Future Direction/Issues to Consider Changing Demographics According to research conducted by Wilder Research, the number of adults age 65+ is expected to nearly double between 2010 and 2030, while the number of younger residents will increase only modestly. As the baby boomer generation ages, this huge demographic shift will affect our state’s workforce, health and human services agencies, and beyond. A desire to maintain good health, social connections, and sufficient financial resources are priorities for many older residents and their families. In addition, our older residents possess wisdom, energy, and resources that can improve the community for all.



Community Education also provides the connecting link between public schools and residents without children, the largest growing demographic in our community. Funding Local levies supporting Community Education programs (general Community Education, ECFE, youth development and youth service) have not seen an increase in over a decade. As a result, there is a growing reliance on fees and grants to sustain programs and services. Fees and miscellaneous revenue represents 55% of the Hopkins Community Education budget. With the depressed economy over the past several years, we have been fortunate to maintain fairly consistent participation rates in all programs. This is due to increased marketing strategies, fresh and new programming that meets the needs of the Hopkins community, and the seeking of grant funds to support programming for a growing number of low-income families. Marketing/Social Media In 2005, Community Education began a marketing program to brand and market Community Education programs and services to the community. The results have been remarkable. The participation rate has grown from 19% in 2005 to 24% in 2010 (based on Decision Resources data). To market to younger audiences, we will need to fully develop a social media campaign. The development of a Facebook presence and blog has begun with early childhood. We have been researching how other Community Education programs are using social media and the effectiveness. Budget Funding for Community Education programs and services is a combination of fees for activities, local levies, grants, and state/federal aid. Programs and services are all self-supported in Community Education, with no financial support from the District general fund.




Revenue Pie Chart



Expense Pie Chart

Appendix The following pages describe each of the program areas in more detail.

Building a great place to live

Hopkins Community Education

Building a great place to liveHopkins Community Education

building a great place to live

Early Childhood Family Education

Early Childhood Programs OverviewEarly childhood education in the Hopkins School Dis-trict is comprised of several programs, which include, Early Childhood Family Education (ECFE), Kaleido-scope Preschool, Stepping Stones Preschool, Ready 4 K Preschool, and Early Childhood Screening.

FundingECFERevenue for ECFE programs is $120.00 times the number of children under age five (approximately 3005) in the school district plus $1.60 for the same population for home visitation. School districts are also required to establish a reasonable sliding fee scale for ECFE classes based on a household’s gross yearly income. Fees comprise approximately 10% of the budget.

Kaleidoscope and Stepping Stones PreschoolThe program is fee based and designed to be self-supporting. County assis-tance is available for qualifying families for Stepping Stones.

Ready 4 K PreschoolThe School Board allocated $150,000 for implementation of Ready 4K at two sites for the 2011-12 school year.

Early Childhood ScreeningAll children are required to be screened before entering kindergarten. State funding for screening is based on the age at which a child is screened and is as follows:$75 per three-year-old screen$50 per four-year-old screen

Early Childhood





$40 per five-year-old screen

Future DirectionsECFEECFE will continue to explore collaborations with other organizations, including West Suburban Teen Clinic, Blake Corridor Project, All Saints Preschool and St. David’s Child Development Center, to expand outreach efforts for a growingly diverse commu-nity with multiple needs.

Kaleidoscope and Stepping Stones PreschoolWe anticipate that Kaleidoscope Preschool will continue to operate at three sites and maintain the same number of sections at each of the sites.

We anticipate that four sections of Stepping Stones will continue, with the section cur-rently housed at Eisenhower Elementary moving to Tanglen Elementary in September 2012 due to space restrictions at Eisenhower.

Ready 4 K PreschoolIf funds continue to be made available by the school district, the program will continue at the two current sites.

Early Childhood ScreeningEarly Childhood Screening is mandated by the State of Minnesota.

Christine Fehst, Early Childhood Coordinator





Youth Programs

OverviewActivities for youth are designed to provide affordable options that are accessible to any learner. Youth Programs offers a wide range of classes and educational programs for youth K-12 before and after-school, on non-school days, during the summer and in the evening. Programming takes place in all Hopkins schools as well as Ubah Academy. To streamline all facets of programming and provide comprehensive oversight of Out-of-School-Time (OST) activities, Kids & Company will be a key player with Lead Supervisors playing more of a role in the oversight of all OST activities in the buildings.

Kids & Company - Kids & Company is a year-round child care program open from 6:45 a.m. - 6:00 p.m. Competent adults create a setting that is safe, fun and encourages youth K-6, to explore interests and participate in activities that are meaningful and relevant to each age grouping. There has been a slight, but steady, increase in enrollment that is currently at 788 students.

Youth Enrichment Programs - Elementary and secondary level classes take place primarily in the schools before and after school, providing convenience for families. These fee-supported offerings are promoted in publications throughout the year and are distributed through the public schools, local librar-ies, park and recreation, and community organizations.

Afternoon REPLAY - Takes place at Eisenhower Elementary three days per week, after school, and is geared toward youth who live in the Brentwood, Minnetonka Mills, and Blake Road neighborhoods. Students are referred to the program by classroom teachers and pay no fee for the program. Kids & Company is a vital collaborative partner, sharing space and providing

Youth Programs





additional staff supervision so that youth from both programs can participate in a wider range of enrichment activities.

Sixty-four 4th-6th graders choose from a variety of enrichment offerings including swimming, outside activities, gym, computer lab, and art. Clubs such as knitting, cook-ing, and elementary athletics provide a well-rounded enrichment experience. (Twenty-one students are on a waiting list.)

Academic support is a priority. Twenty-seven REPLAY youth attend an alternative learning center (ALC) two days a week. A homework help program is built in to the af-ternoon for students who are not referred to ALC.

Area Learning Centers (ALC) - New this year is the coordination of the elementary ALC program. Currently 163 students at four elementary schools receive academic support and have the opportunity to participate in a portion of Kids & Company before or after school. Students are teacher referred based on specific guidelines and are taught by licensed teachers. This is a state funded reimbursement program, and is a result of the success of the JustASK/Afternoon REPLAY model.

Just ASK - An free afterschool homework help program for thirty-two 1st -3rd grade students. Volunteer support comes from high school students, Shepherd of the Hills congregation members, and district staff.

ALC, Afternoon REPLAY, and JustASK are made possible through funding from Park Nicollet Foundation, School and Community In Partnership (SCIP), and district integra-tion dollars. With gratitude we acknowledge these important and generous partners.

Young Scientist Club - Meets once a month at Eisenhower Elementary School. Through experiential science activities, 63 students are learning observation tech-niques, as well as how to formulate a hypothesis, draw conclusions, and summarize their thoughts in scientific discussions with one another and three classroom teachers.





Secondary /Academic/Enrichment OfferingsStudents participate in a variety of after school clubs such as strategic games, Anime’, dance groups and art. Popular classes include badminton, theatre, driver education and ACT Prep. To encourage greater participation many of the activities are scheduled so that any student can attend.

Junior High Volunteer Clubs - Fifty-eight students in Be the Change (North) and Helping Hands (West) are participating in projects including care package preparation for soldiers, preparing sandwiches for shelter guests, volunteering at Sojourner, and assembling materials for One Voice Community Coalition.

L.E.A.D. (Leadership, Enrichment and Dreams) - Was formed to capture students interested in afterschool enrichment programming. This program targets 7th and 8th graders at North Junior High and is modeled after the Afternoon REPLAY program. Ten students participate in weekly youth development activities focusing on self-esteem, service learning and other activities.

Other Programs include Skateboarding Club, Academic Support and several Community-based programs such as the Teen Police and Fire Youth Academy.

Future DirectionIn an attempt to be responsive to the needs of all young learners, we continue to en-gage community partners in dialogue about how to best provide meaningful program-ming. Youth Programs must continue to pursue avenues that are of high interest to learners and that are available and affordable to all who are interested and will be better able to do so with a streamlined OST model of delivery. Passionate staff, strong district and community support, and eager learners are a good formula for success.

Deb Ukura, Youth Programs Coordinator





Adult Options in Education

OverviewAdult Options In Education (AOIE) is the adult basic education service of the school district’s Community Edu-cation Department. AOIE is the ABE program for Hopkins, Minnetonka, and St. Louis Park school districts as well as the Hennepin County Adult Corrections Facility (HCACF) located in Plymouth. Annually over 2,500 adult students receive basic skills and English language instruction through AOIE. During the 2010-2011 program year, 713 adults were enrolled in the ABE program in Hopkins, 4.2 percent increase over the previous year.

In 2010-2011, Adult Options served students from 88 countries. Somalis are the predominant students in Hopkins with 28 percent of enrollees. Students born in the United States accounted for 20 percent, while 14 per cent of the students were from Mexico. Instruction is concentrated on basic skills with math, reading and English lan-guage the main components. Our teachers provide instruction on reading, writing, speaking, listening, GED preparation, work readiness and computer skills. Hopkins students are taught by 11 licensed teachers and two parapro-fessionals. Margaret Genereux is the lead teacher in Hopkins.

Mornings (including Saturday), afternoons and evening classes in Hopkins are conducted on the third floor of the Eisenhower Community Center. Core English language and GED preparation classes have open enrollment to allow new students to enroll throughout the year. Most of the adults attending the Eisenhower Community Center program reside or work in the Hopkins School District and many are parents of children attending Hopkins Public Schools.

Adult Options in Education





Lack of childcare and transportation are often barriers that limit adult participation in our classes. To address the need for childcare, we offer care to children 18 months to 5-years-old. Due to heavy demand (41 children on the waiting list in May 2010),Hop-kins childcare was moved to the 3rd floor of ECC and expanded to a second room in order to serve additional families during the day. Hopkins childcare served 44 families, taking care of 59 children. Parents must maintain excellent attendance in Adult Op-tions’ classes to retain their child’s place in the childcare room. AOIE does provide limited bus tokens to help meet the transportation issue.

Volunteer InvolvementAdult Options In Education relies on the assistance of volunteers. Last year, 99 volun-teers donated 3,425 hours to Hopkins Public Schools in Adult Options’ classrooms. We could not serve over 700 students without the assistance of volunteers from our com-munity.

English Language and Civics GrantIn order to meet the needs for work readiness training, AOIE seeks out additional fund-ing. We received an English Language/Civics grant to support our “Succeeding in the American Work Force” program for non-native speakers to learn skills needed to obtain and retain employment. Classes teach job seeking skills and workplace communication focused on skills needed to understand work directions, talking to supervisors and co-workers, and understanding workplace memos, forms and directions.

Transitions InitiativeTo build on employment skills, and encourage further education for students complet-ing ABE, we are part of Minnesota Department of Education’s three-year Transitions Initiative to provide introduction to careers and training. AOIE joined with Hennepin Tech and four partners to develop a FAST TRAC program in Health Care Careers. AOIE now has three college prep classes leading directly to certified programs on the college campus. With efforts such as Fast TRAC’s Pre-Certified Nursing Assistant class, College Connection and Work Readiness, we’re helping students transition from adult basic education to better jobs or college and technical schools.

GED Testing CenterHopkins operates the second largest GED testing center in the State of Minnesota,





GED Testing West administrated nearly 2,400 individual tests in 2011. GED Testing West tested 626 candidates, 209 of them taking exams at Eisenhower Community Center. Our other sites are at HCACF, Buffalo and Hennepin County Home School. In 2011, 329 adults completed the battery of five tests and earned their GED.

GED GraduationAnnual celebration for our GED graduates was held on June 7th.

Graduation Incentives A credit recovery program for high school students at risk of not graduating high school. 125 high school students were served in 2010-2011 school year. A new biol-ogy course was developed to meet the needs for students to earn credit for a science course. Students earned 114.5 social studies, science and English credits toward high school graduation and completed 10,005 membership hours. Classes are offered each school day, during and after school hours at Hopkins High School with instruction pro-vided by licensed AOIE teachers.

FundingAdult Options In Education receives state and federal funding to provide adult basic education to all students in the consortium. Adult Options also seeks other grants to support programming and charges fees for testing. Hopkins School District is the fiscal agent for the consortium.

Future DirectionRefugee and immigration to the United States has slowed thus reducing the new im-migrant population in the Twin Cities area. Our current ESL students should progress through our English language classes but will need higher level math and reading in or-der to enter post-secondary training and skilled employment. GED preparation classes will continue strong as the labor market demands high school diploma or GED for most jobs. Adults seeking to obtain skills training and post secondary degrees will need adult basic education refresher classes. A new GED exam will be implemented January 1, 2014. Our program will be conducting extensive outreach and programming to reach adults needing to complete the current GED credential so as not to have to begin the process anew in 2014.

Jane Kono, Adult Options Coordinator





Adult Enrichment

OverviewAdult enrichment provides challenging, relevant, and dynamic experiences for adults of all ages through formal and informal learning opportunities. The Adult Enrichment program offers a wide variety of classes, one-to-one computer instruction, travel opportunities, online instruction, business training events, and collaborative classes with organizations like Park Nicollet Foundation.

Adult Enrichment classes are held primarily at the Hopkins Center for the Arts, Eisenhower Community Center and North and West Junior Highs. The population served is adults, aged 18 – 80 plus who live in the Hopkins School District communities as well as surrounding communities across the metro area. In 2011, there were 4349 adult enrichment students (2741 unique users).

Analysis of Revenue and Participant Trends Despite the ongoing economic downturn and after a slight downturn in 2009-2010, Adult Enrichment revenue continued to increase through the 2010-2011 school year. The final revenue figure from 2010-2011 was $236,543, or 21% higher than 2006-2007, the year that a Community Education Marketing Coor-dinator was hired and a comprehensive marketing plan was initiated. See figure 1.

Adult Enrichment





Figure 1

The economy continues to put pressure on many people’s discretionary spending. Adult Enrichment must strive to be an outstanding program that sets itself apart from surrounding programs. Excellent customer service, customer loyalty offers, and a continuing array of new classes contributed to a strong finish during the 2010-2011 school year. Because the research shows that people who participate in Community Education classes are more likely to support the school district, Community Education is an important marketing tool for Hopkins Public Schools.

Betsy Hedding, Adult Enrichment Coordinator





Volunteers, Partnerships, and Family Involvement

OverviewCommunity Education supports the partnership of E-12 parents & staff working together for a quality education for all of our children through a variety of volunteer, part-nership, and family involvement initiatives.

Interpreter & Translation Program – support for parents & students who are learning English. Staff has access to TeleLanguage, a 3-way phone interpretation service. The district has three part time liaisons (Spanish, Somali, Hmong) to assist with daily meetings, assessments, short translations, and Connect Ed messages. We also have a large group of interpreters on call for parent-teacher conferences. By the end of January 2012, there had been 341 additional interpreter appointments. This year we will have far more than the 558 total appointments for last school year. New this year is our partnership with Century College for internships with our liaisons for students completing their interpreter state certification requirements.

“Yes, I Can” - Making College a Reality for Latino, Somali & Hmong students.Last year’s successful pilot program for Latino parents and students helped us receive the Minnesota Higher Education grant once again, as well as a Hop-kins Education Foundation grant to expand the program for our Somali and Hmong families. Community Education and ELL leaders expanded the leader-ship team to include a secondary counselor and two teachers. Parent leaders from each culture group continue to be the key for planning, promotion and support at each of the learning sessions during February & March 2012.

Volunteers, Partnerships, and Family Involvement





ResourceWest – 19th year for this non-profit which began as a Community Education program. ResourceWest connects parents to needed resources so their children come to school every day, ready to learn – good nutrition, affordable housing, health care, dental care, mental health care, transportation, etc. ResourceWest’s children’s programs, Back to School Supplies and Winter Warm Wear, expanded this year to serve over 1,200 of our children. 2010-2011 ResourceWest statistics:

Back to School Supplies - 1,100 Winter Warm Wear - 650Toy Chest - 1,200 Information & Referral - 9,950Community Technology Center - 395

Parent and Community Volunteers - Volunteers are an incredible resource in our schools and throughout our district work. Many classroom and school activities, pro-grams, and other day-to-day operations in the schools would not be possible without the enthusiastic support of our parent and community volunteers. It is difficult to quan-tify parent support because many volunteer hours are never officially logged. Volunteer coordinators estimate that at least 100 hours of service is given to each of our schools every week! There are part-time volunteer coordinators at Eisenhower, Alice Smith, Meadowbrook and Glen Lake Elementary Schools. These positions are co-funded by each school and Community Education. The other elementary schools, Harley Hop-kins, secondary schools and Adult Options have designated a staff member to coor-dinate volunteers. Our community volunteers are neighbors, retired Hopkins teachers and staff, college and high school students, business and civic group leaders, and members of local congregations. A new initiative is assisting leaders of Shepherd of the Hills congregation in developing the “Center for Service,” an online search and applica-tion service to connect community members to volunteer jobs close to home.

Service Learning - Assisting teachers and students in connecting with the community through service learning, by using skills already being learned in the curriculum. One example is the 14th annual Empty Bowls fundraiser benefiting ResourceWest and ICA Food Shelf on March 13, 2012. Six hundred students are creating a ceramic bowl, and over three hundred students will entertain and volunteer at the event.

Barb Westmoreland, Family Partnership and Volunteer Coordinator





Facilities Management and Conference & Events

OverviewThe focus of the Facility Use office is to maximize the use of all school district facilities by district and community users, and to create revenue opportunities that offset facility operational expenses. The Facility Use office utilizes a comprehensive computerized facility scheduling program to create 3,600+ general use permits annually. Additionally, the Facility Use office man-ages the operational supervision system for all extended day, weekend and non-school day use of facilities for district and community users.

The Facility Use office is responsible for the management and operational plans of the Lindbergh Center, Eisenhower Community Center, Davis Com-munity Center, the Auditorium at Hopkins High School, the Community Indoor Tennis program, and all outdoor recreation spaces. The office also manages various lease or rental agreements between both the district and property owners and with tenants who utilize district-owned spaces.

Conference & Event Services - is a division within the Facility Use office which manages the marketing and rental of various spaces and facilities in the district, focused primarily on performance spaces such as the Auditorium and Little Theater at Hopkins High School and the Theater at Eisenhower Com-munity Center in addition to the conference rooms located in the Conference & Training Center at Eisenhower. Over the past several years, Conference & Events Services has generated approximately 700 facility use permits per year for nearly 300 organizations.

Facilities Management and Conference & Events





Future DirectionsThe Facility Use office continues to partner and collaborate on improving the facilities of the district with district departments such as Buildings & Grounds, the district Activities Office, and community groups and associations such as the Baseball Diamond Club and the Fastpitch Softball Association. Financial and in-kind donations have enabled the rate of improvement to facilities, equipment and services to far out-pace what the Facility Use office could accomplish on its own. Grant opportunities also offer the district a resource to be creative in formulating partnership and collabora-tive relationships to achieve lasting improvement to facilities.

Mark Etzell, Facilities Coordinator


Report to the School Board Community Education Update & Proposed Budget, 2012-13 F e b ru a ry 1 6 , 2 0 1 2 S c h o o l B o a rd M e e t in g R e p o r t P re p a re d b y K a t i e W i l l i a m s

Proposed Budget, 2012-13 Overview Community Education provides programs and services designed to meet the needs of all segments of the community; preschoolers through senior citizens. It is the goal of Community Education to promote the optimum use of resources (human, monetary, and physical facilities) and community partnerships in the development of these programs and services. All non-public activities for Health, Guidance and Counseling, and textbooks are also included in this fund as well as Early Childhood Health Screening Funding Summary by Program Area

Program Area

Audited Fund

Balance 6-30-11

2011-12 Revenue

2011-12 Expenses

2012-13 Revenue

2012-13 Expenses

2012-13 Balance

General Comm Ed 741,624 6,446,585 6,440,625 6,678,246 6,668,243 10,003

ECFE * 60,280 446,408 445,443 443,408 443,108 300 School Readiness 6,925 86,682 86,682 86,697 86,665 32

ABE ** 83,282 1,333,473 1,331,884 1,443,050 1,387,151 55,899 Undesignated 60,593 520,375 507,629 521,960 523,945 (1,985) Misc. 713 0 0 0 0 0 TOTAL 953,417 8,833,523 8,812,263 9,173,361 9,109,112 64,249




General Community Education revenue and expense includes the following program areas: administration, all day kindergarten, District and Community Education marketing and communications, One Voice, Facility Use, all youth programs, volunteer coordination and programs, adult enrichment, LCTS funding and projects. ECFE (Early Childhood Family Education) revenue and expense includes the following early childhood programs: ECFE, home visits, family education outreach, and staff development. School Readiness revenue and expense includes funds dedicated to preschool scholarships for high risk children. ABE (Adult Basic Education) revenue and expense includes all Adult Option in Education programs such as: GED, ABE classes, Civics classes, workforce education, English Language Learners, and the graduation incentives program.

Primary Issues to Consider District Marketing & Communications Budget The 2011-12 budget for District Marketing and Communications is approximately $200,000 (with the general fund providing an additional $114,000). The proposed budget is $300,000, and will be spread over 2 years, 2012-13 and 2013-14 to provide support to the District Marketing and Communications office. Hopkins Community Coalition: One Voice for Reducing Youth Chemical Use The School Board allocated $100,000 to continue the One Voice Coalition for an additional year, 2011-12, while researching grants to continue the One Voice coalition efforts. With the award of the Minnesota Strategic Prevention Framework State Incentive Grant (SPF-SIG), beginning Feb. 1, 2012, we anticipate spending $50,000 of the District allocation this school year. During this Phase I of the SOPF-SIG grant funding, salary amounts for the coordinator and assistant are capped and does not allow for



any programming. We are requesting to use $35,000 of the remaining District allocated balance to supplement the coordinator salary (sustaining the current hourly rate through 2012-13) and to continue the parent education efforts and coordination of the student efforts at Hopkins High School. If we are awarded implementation funding in Phase II (July 2013), we anticipate these activities will be funded through the SPF-SIG grant. The parent education and student involvement efforts are critical to the prevention efforts and we want to sustain the work through the 2012-13 school year. Total anticipated expenditures of the $100,000 revenue allocated for 2011-12, is $85,000 over two years. Supporting Documents Community Education 2012-13 Proposed Fund Summary




Page 1

COMMUNITY EDUCATION PRELIMINARY BUDGET 2012-13*

2010-11 2011-12 2011-12 2011-12 2012-13Audited Rev Orig Rev Rev-MidYr Adj Mod Rev REV-BUILD

GENERAL COMM ED 6,633,515 6,446,585 (85,429) 6,361,156 6,678,246ECFE 445,294 446,408 0 446,408 443,408

SCHOOL READINESS 81,690 86,682 0 86,682 86,697ADULT OPTIONS 1,412,383 1,333,473 190,000 1,523,473 1,443,050UNDESIGNATED 543,227 520,375 0 520,375 521,960

MISC 0 0 0 0 0TOTAL REVENUE 9,116,109 8,833,523 104,571 8,938,094 9,173,361

2010-11 2011-12 2011-12 2011-12 2012-13Audited Exp Orig Exp Exp-MidYr Adj Mod Exp EXP-BUILD

GENERAL COMM ED 6,353,616 6,440,625 74,514 6,515,139 6,668,243ECFE 461,270 445,443 (3,900) 441,543 443,108

SCHOOL READINESS 92,173 86,682 0 86,682 86,665ADULT OPTIONS 1,394,768 1,331,884 91,181 1,423,065 1,387,151UNDESIGNATED 528,691 507,629 (4,025) 503,604 523,945

MISC 252 0 0 0 0TOTAL EXPENDITURES 8,830,770 8,812,263 157,770 8,970,033 9,109,112

2010-11 2011-12 2011-12 2011-12 2011-12 2011-12 2011-12 2012-13 2012-13 2012-13Aud Fund Bal Orig Rev Orig Exp Orig Rev/Exp Mod Rev Mod Exp Mod Rev/Exp REVENUE EXPENSE REV/EXP

GENERAL COMM ED 741,624 6,446,585 6,440,625 5,960 6,361,156 6,515,139 (153,983) 6,678,246 6,668,243 10,003ECFE 60,280 446,408 445,443 965 446,408 441,543 4,865 443,408 443,108 300

SCHOOL READINESS 6,925 86,682 86,682 0 86,682 86,682 0 86,697 86,665 32ADULT OPTIONS 83,282 1,333,473 1,331,884 1,589 1,523,473 1,423,065 100,408 1,443,050 1,387,151 55,899UNDESIGNATED 60,593 520,375 507,629 12,746 520,375 503,604 16,771 521,960 523,945 (1,985)

MISC 713 0 0 0 0 0 0 0 0 0TOTALS 953,417 8,833,523 8,812,263 21,260 8,938,094 8,970,033 (31,939) 9,173,361 9,109,112 64,249

*This is a preliminary budget snapshot (02/16/12).

REVENUE OVER EXPENSE

EXPENSE BREAKDOWN

REVENUE BREAKDOWN


2012-‐2013 School District Budget Summary *Rec.=Recommendation in Report and Board Meeting Agenda Recommendation #1: Base Budget, Capital, Capital Projects Levy, Community Education, Staff Development and Capital Revenue Program

Enhancements Program

Adjustments

*Rec Ongoing Annual Approval/One-‐Time

*Rec Ongoing Annual Approval /One-‐Time

2 Intervention $253, 000 7 Ready for K $150,000 3 HHS Strategic

Work $17,000 8 Marketing and

Communications $300,000

4 SWIS/PBIS $30,000 9 Proportional Distribution (IKE): Counselor/Social Workers

$35,000

5 IB $109,000 9 Proportional Distribution (IKE): Media

$10,000

AVID $18,000 9 Proportional Distribution (IKE): Challenge

$6,000

6 Digital Content $200,000 9 XinXing (IKE) $20,000 10 Equalized Prep

Time $76,000

11 One Voice $35,000 Summary: Totals: Totals:

Ongoing: $400,000 Adjustments $632,000

One-‐Time: $859,000 Enhancements $627,000

2


HOPKINS ISD #270FUND BALANCE ANALYSIS FOR FYE JUNE 30, 2013SUMMARY BY FUNDGENERAL FUND

PROJECTED HOPKINS HOPKINS HOPKINS HOPKINS HOPKINSHOPKINS FY 12‐13 FY 12‐13 FY 12‐13 FUND BALANCE NET CHANGE

FUND BALANCE ORIG BUDGET ORIG BUDGET ORIG BUDGET PROJECTED BUDGETEDFund Description 6‐30‐12 REVENUE EXPENSES TR & ADJ 6‐30‐13 FY12 TO FY13UNASSIGNED 11,578,808 80,746,127 1,223,113AREA LEARNING CENTER 1,842,582BUSINESS SERVICES 1,003,032CHALLENGE 1,025,802OTHER DISTRICTWIDE EXPENSES 1,145,772RETIREE SEVERANCE & MEDICAL 475,000DISTRICTWIDE INSURANCES 725,320ELEMENTARY 16,467,552ENGLISH LANGUAGE LEARNERS (ELL) 1,401,865FUND 11 TUITION PROGRAMS 177,896FUND 71 EQUITY & INTEGRATION 1,273,925FUND 81 FED SPEC ED 1,995,882FUND 81 FEDERAL GRANTS 1,485,907FUND 81 LOCAL GRANTS 362,024GOVERNANCE AND MANAGEMENT 1,028,733HIGH SCHOOL 9,055,332HUMAN RESOURCES 436,409STAFF DEVELOPMENT SEE BELOWINSTRUCTIONAL SUPPORT 1,273,677JUNIOR HIGH 9,283,023LINDBERGH CENTER 460,343OPERATIONS & MAINTENANCE 6,594,080Q‐COMP 2,077,839SECONDARY VOCATIONAL ‐ TRANSITION DISABLED 366,138SECONDARY VOCATIONAL 730,942SPECIAL EDUCATION 11,903,188STUDENT ACTIVITIES 1,391,729TARGETED STAFFING 722,561TARGETED STAFFING ‐ ADDITIONAL ALLOCATION 0TECHNOLOGY INCL ABOVETRANSPORTATION 5,200,375PILOT PROJECTS AND ONE‐TIME EXPENSES 0TRANSFER TO COMM ED (MARKETING)

TOTAL UNASSIGNED 11,578,808 80,746,127 79,906,928 1,223,113 13,641,120 2,062,312

RESTRICTED FOR STAFF DEVELOPMENT (8) 873,002 873,002 (8) 0

RESTRICTED FOR SAFE SCHOOLS 0 0 0 0 0

COMMITTED FOR SEVERANCE 0 0 0 0 0

ASSIGNED FOR SECONDARY STUDY 0 0 0 0 0

ASSIGNED FOR ELEMENTARY STUDY 0 0 0 0 0

ASSIGNED FOR ELEMENTARY AVID 18,000 0 0 18,000 0

NONSPENDABLE FOR PREPAIDS & INVENTORY 943,454 0 0 943,454 0

ASSIGNED FOR QCOMP WJH 10,755 0 0 10,755 0

ASSIGNED FOR HEA SETTLEMENT 1,223,113 0 0 (1,223,113) 0 (1,223,113)

TOTAL GENERAL OPERATIONS 13,774,122 81,619,129 80,779,930 0 14,613,321 839,199

HOPKINS ISD #270FUND BALANCE ANALYSIS FOR FYE JUNE 30, 2013SUMMARY BY FUNDGENERAL FUND


FUND BALANCE ORIG BUDGET ORIG BUDGET ORIG BUDGET PROJECTED BUDGETEDFund Description 6‐30‐12 REVENUE EXPENSES TR & ADJ 6‐30‐13 FY12 TO FY13RESTRICTED FOR OPERATING CAPITAL 250,722 2,572,384 2,556,880 266,226 15,504

RESTRICTED FOR HEALTH & SAFETY (435,172) 294,988 400,000 (540,184) (105,012)

TOTAL CAPITAL FUND (184,450) 2,867,372 2,956,880 0 (273,958) (89,508)

TOTAL GENERAL FUND 13,589,672 84,486,501 83,736,810 0 14,339,363 749,691

HOPKINS ISD #270FUND BALANCE ANALYSIS FOR FYE JUNE 30, 2013SUMMARY BY FUND


FUND BALANCE ORIG BUDGET ORIG BUDGET ORIG BUDGET PROJECTED BUDGETEDFund Description 6‐30‐12 REVENUE EXPENSES TR & ADJ 6‐30‐13 FY12 TO FY13

FOOD SERVICE FUNDNONSPENDABLE FOR PREPAIDS & INVENTORY 43,336 0 0 43,336 0RESTRICTED FOR FOOD SERVICE PROGRAM 11,477 3,987,827 3,983,177 16,127 4,650TOTAL FOOD SERVICE 54,813 3,987,827 3,983,177 0 59,463 4,650

COMMUNITY SERVICE FUNDNONSPENDABLE FOR PREPAIDS & INVENTORY 713 0 0 713 0RESTRICTED FOR REGULAR COMMUNITY ED 587,642 6,678,246 6,668,243 597,645 10,003RESTRICTED FOR E.C.F.E. 65,145 443,408 443,108 65,445 300RESTRICTED FOR SCHOOL READINESS 6,925 86,697 86,665 6,957 32RESTRICTED FOR ADULT BASIC ED 183,690 1,443,050 1,387,151 239,589 55,899RESTRICTED FOR OTHER PURPOSES 77,364 521,960 523,945 75,379 (1,985)TOTAL COMMUNITY SERVICE 921,479 9,173,361 9,109,112 0 985,728 64,249

BUILDING CONSTRUCTION FUNDNONSPENDABLE FOR PREPAIDS & INVENTORY 106,947 0 0RESTRICTED FOR CONSTRUCTION BOND (0) 0 0 (0) 0RESTRICTED FOR ALT FACILITIES 0 15,000,000 7,500,000 7,500,000 7,500,000RESTRICTED FOR CAPITAL PROJECTS LEVY 0 6,164,119 6,067,326 96,793 96,793TOTAL BUILDING CONSTRUCTION 106,947 21,164,119 13,567,326 0 7,596,793 7,596,793

DEBT REDEMPTION FUNDRESTRICTED FOR DEBT SERVICE 2,320,046 13,943,190 13,174,105 0 3,089,131 769,085RESTRICTED FOR OPEB DEBT SERVICE (FUND 47) 70,168 968,077 923,978 114,267 44,100RESTRICTED FOR BOND REFUNDING (0) 0 0 (0) 0TOTAL DEBT REDEMPTION 2,390,213 14,911,267 14,098,083 0 3,203,398 813,185

TRUST FUNDASSIGNED 107,237 33,650 37,550 0 103,337 (3,900)

AGENCY FUNDASSIGNED 0 0 0 0 0 0

INTERNAL SERVICE FUNDSELF‐INSURED HEALTH INSURANCE 1,217,581 9,630,000 9,630,000 0 1,217,581 0OTHER POST EMPLOYMENT BENEFITS REVOCABLE TRUST 15,916,688 0 0 0 15,916,688 0SELF‐INSURED RETIREE SEVERANCE 7,238,384 0 950,000 0 6,288,384 (950,000)TOTAL INTERNAL SERVICE FUNDS 24,372,653 9,630,000 10,580,000 0 23,422,653 (950,000)

TOTAL ALL FUNDS 41,543,014 133,756,725 125,482,058 0 32,533,129 8,274,668

Hopkins ISD #270General Fund Budget Summary FY11 to FY13

Salaries 2.67% 2.67%Benefits 6.00% 6.00%All Other 2.00% 2.00%

2011‐12Orig vs. Rev Rev 12 vs. Orig 13

2010‐11 2010‐11 2011‐12 2011‐12 % 2012‐13 %Category Category Revised Budget FY Activity Original Budget Revised Budget Difference Original Budget Difference

9092 Area Learning Center 1,789,372 1,621,794 1,842,546 1,785,404 ‐3.10% 1,842,582 3.20%9090 Business Services 1,002,244 891,656 1,006,636 1,020,854 1.41% 1,003,032 ‐1.75%4042 Challenge 971,195 933,412 1,000,384 994,128 ‐0.63% 1,025,802 3.19%9098 Dist Sal and Benefits ‐ Other 1,312,509 1,061,535 1,517,712 984,674 ‐35.12% 1,145,772 16.36%9099 Dist Sal and Benefits ‐ Retire 1,012,225 178,938 1,012,225 475,000 ‐53.07% 475,000 0.00%9097 Districtwide Insurances 574,356 631,180 609,636 694,352 13.90% 725,320 4.46%7075 Elementary Instruction 15,207,237 15,268,813 15,958,337 16,129,006 1.07% 16,467,552 2.10%4043 English Language Learners 1,416,861 1,405,422 1,461,271 1,356,312 ‐7.18% 1,401,865 3.36%5011 Fund 11 Tuition Programs 804,800 673,845 828,132 173,053 ‐79.10% 177,896 2.80%7074 Fund 71 Equity & Integration 1,252,075 1,313,259 1,297,855 1,297,470 ‐0.03% 1,273,925 ‐1.81%5000 Fund 81 ‐ Fed Spec Ed 1,903,304 1,481,952 1,903,304 1,935,841 1.71% 1,995,882 3.10%4000 Fund 81 ‐ Federal Grants 2,211,140 2,052,261 2,166,302 1,760,702 ‐18.72% 1,485,907 ‐15.61%

0 Fund 81 Local Grants 362,031 421,554 362,024 362,024 0.00% 362,024 0.00%1470 Govern & Mgmnt ‐ Asst Supt 337,029 340,571 346,633 348,588 0.56% 358,895 2.96%1670 Govern & Mgmnt ‐ Communication 0 0 0 0 #DIV/0! 0 #DIV/0!1270 Govern & Mgmnt ‐ Graduation 45,001 27,536 45,900 59,999 30.72% 46,200 ‐23.00%1570 Govern & Mgmnt ‐ School Board 97,662 102,111 99,831 105,743 5.92% 108,267 2.39%1370 Govern & Mgmnt ‐ Strateg Plan 54,524 22,019 55,614 55,555 ‐0.11% 57,035 2.66%1070 Govern & Mgmnt ‐ Supt 336,807 328,543 346,045 347,346 0.38% 358,336 3.16%1170 Govern & Mgmnt ‐ Supt Cont 109,184 42,870 111,669 100,000 ‐10.45% 100,000 0.00%7071 High School Instruction 8,498,859 8,292,002 8,760,132 8,957,236 2.25% 9,055,332 1.10%6060 Human Resources/Relations 478,097 419,444 492,276 423,457 ‐13.98% 436,409 3.06%4041 Instructional Delivery 217,162 269,759 867,301 1,061,109 22.35% 873,002 ‐17.73%4040 Instructional Support 1,186,836 1,089,759 1,220,690 1,234,558 1.14% 1,273,677 3.17%7073 Junior High Instruction 9,023,945 8,976,541 9,014,447 9,248,113 2.59% 9,283,023 0.38%5152 Lindbergh Center 454,980 434,077 467,885 447,134 ‐4.44% 460,343 2.95%9093 Operations and Maintenance 5,757,440 5,962,592 6,267,007 6,121,386 ‐2.32% 6,594,080 7.72%9091 QComp 1,900,080 2,067,814 1,892,800 2,075,959 9.68% 2,077,839 0.09%5051 Sec Voc Trans Disabled 271,648 294,544 279,314 354,548 26.94% 366,138 3.27%4072 Sec Vocational 832,137 668,138 853,846 710,461 ‐16.79% 730,942 2.88%5050 Special Educ/Pupil Support 11,550,972 11,787,637 11,399,638 11,818,169 3.67% 11,903,188 0.72%7077 Student Activities 1,257,966 1,235,396 1,290,811 1,309,904 1.48% 1,391,729 6.25%7076 Targeted Staffing 1,324,734 1,367,196 381,988 558,249 46.14% 722,561 29.43%7078 Additional Targeted Staffing 0 0 0 #DIV/0! INCL ABOVE9020 Technology 0 48 0 #DIV/0! 0 #DIV/0!9094 Transportation Regular 3,808,270 3,371,150 5,966,303 5,093,137 ‐14.63% 5,200,375 2.11%9095 Transportation Special Needs 1,983,621 1,840,153 INCL ABOVE INCL ABOVE INCL ABOVE4010 Fund 91 Prog Adj/Enhance, One‐Time & Transfers 1,711,985 991,380 411,570 1,322,455 221.32% 0 ‐100.00%

#DIV/0! #DIV/0!Total excluding Fund 91 79,346,303 76,875,521 81,126,494 79,399,471 ‐2.13% 80,779,931 1.74%

96.89%

Total including Pilot Programs/One‐Time Expenses 81,058,288 77,866,901 81,538,064 80,721,927 ‐1.00% 80,779,931 0.07%96.06%

Actual and Projected Revenue 83,961,282 82,530,206 81,006,541 80,961,011 81,619,129

Revenue less Expense 2,902,994 4,663,305 (531,523) 239,084 839,198

Budget Area: Area Learning Centers (ALC)

Budget Manager(s): Nik Lightfoot, Ed.D., J.D., Assistant Superintendent

Budget Description: Includes two high school Alternative Learning Center (ALC) programs, two junior high school alternative learningprograms, targeted services for students in elementary schools, extended learning programs for basic skillsoffered through the secondary summer school program (9th‐12th grades), and targeted service extendedlearning options for students (1st‐9th grades).

Historical Budget Information:

Budget Inc.(Dec.) %2011‐12 Original 1,842,546 2011‐12 Revised 1,785,404 (57,142) ‐3.10%

Current Budget Information: Global Assumptions:

2012‐13 Proposed Budget: 1,842,582 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff: 6.00%

Increase/(Decrease) ‐ $ 57,178 Increase/(Decrease) ‐ % 3.20%

1. No changes

Future Budget Considerations

2012‐13 Area Learning Center (ALC) BudgetExecutive Summary

Financial Information

Budget Highlights

Budget Area: Business Services

Budget Manager(s): John Toop, Director of Business Services

Budget Description: The District's Business Services department includes areas such as business services, legal services,Central Copy Center, school elections and property and liability insurance.


Budget Inc./(Dec.) %2011‐12 Original 1,006,636 2011‐12 Revised 1,020,854 14,218 1.41%


2012‐13 Proposed Budget: 1,003,032 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff: 6.00%

Increase/(Decrease) ‐ $ (17,822) Increase/(Decrease) ‐ % ‐1.75%

1. Consulting Fees going down for FY13 by est. $50,000.


2012‐13 Business Services BudgetExecutive Summary


Budget Highlights

Budget Area: Challenge

Budget Manager(s): Susan Anderson, Challenge Coordinator

Budget Description: Provides curricular and instructional service beyond the regular classroom curricula for students in K‐12, andoffers a broad range of services to students at each building, including support for curriculum differentiation inpartnership with the classroom teaching staff. Changes in Challenge enrollment over the past several years areprimarily due to standardization of Challenges services criteria and reporting, as well as the implications of an overalldistrict enrollment decline. The Challenge budget is also supported by state revenue, along with AdvancedPlacement student fees for the administration of AP testing and support services.


Budget Inc./(Dec.) %2011‐12 Original 1,000,384 2011‐12 Revised 994,128 (6,256) ‐0.63%


2012‐13 Proposed Preliminary: 1,025,802 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff 6.00%


1. No changes.


2012‐13 Challenge BudgetExecutive Summary


Budget Highlights

Budget Area: Worker's Comp, Unemployment and Property/Casualty/Liability Insurances


Budget Description: This budget area tracks district obligations for Workman's Compensation premiums, unemployment costs (claims) for terminated employees and property/casualty/liability insurance for the Hopkins School District.


Budget Inc./(Dec.) %2011‐12 Original 609,636 2011‐12 Revised 694,352 84,716 13.90%


2012‐13 Proposed Budget 725,320 Global Assumptions not applicable


1. Workman's Compensation premium increased significantly for FY11‐12 and a 5% increase is projected for FY12‐13.2. Some premium is charged back to School Nutrition and charge back to Community Education began in FY10‐11.3. Unemployment budget is set at current amount of $75,000 per year.4. Property/Liability insurance premium increase was 43% for 11‐12. (est. $77,170)


2012‐13 Districtwide Insurances BudgetExecutive Summary


Budget Highlights

Budget Area: Elementary

Budget Manager(s): Alice Smith ‐ Jody de St. HubertEisenhower / XinXing ‐ Terri SiguenzaGatewood ‐ Donna MontgomeryGlen Lake ‐ Beth PotterL.H. Tanglen ‐ Gail Lewis‐MillerMeadowbrook ‐ Greta Evans‐Becker

Budget Description: Provides instruction to students in kindergarten through 6th grade in basic skills such as literacy, mathematics,the sciences, the arts, and self‐development skills.




2012‐13 Proposed Budget 16,467,552 Salaries ‐ All Staff 2.67%Benefits ‐ All Staff 6.00%


1. 2.00 FTE increase for enrollment ( 0 FTE for Reg Ed and 2 FTE increase for Xin Xing)2. Reallocation of final 1/3 of Media Generalists to CPL (3rd year of 3)3. Reflects XinXing All Day K Chgbk to Comm Ed4. Reflects All Day K Chgbk to Comm Ed5. Reflects 3 FTE charged to Targeted Staffing $160,287 (Direct charged to Targeted Staffing)

1. Elementary Study results financial implications


2012‐13 Elementary BudgetExecutive Summary

Financial Information:

Budget Highlights

Budget Area: English Language Learners (ELL)

Budget Manager(s): Diane Schimelpfenig, Ed D., Director of Teaching and Learning

Budget Description: The English Language Learner program includes licensed and paraprofessional staffing for ELL services.


Budget Inc./(Dec.) %2011‐12 Original 1,461,271 2011‐12 Revised 1,356,312 (104,959) ‐7.18%




1. No changes.


2012‐13 English Language Learners (ELL) BudgetExecutive Summary


Budget Highlights

Budget Area: Fund 11 Tuition Programs

Budget Manager(s): Linda Gardner, Director of Special Services

Budget Description: Fund 11 covers the tuition based programs of Delta and Epsilon for students in bothregular and special education. Costs for non‐resident students are billed back to the resident district.


Budget Inc./(Dec.) %2011‐12 Original 828,132 2011‐12 Revised 173,053 (655,079) ‐79.10%


2012‐13 Proposed Budget 177,896 Salaries ‐ All Staff 2.67%Salaries ‐ All Benefits 6.00%


1. No changes.


2012‐13 Fund 11 Tuition Programs BudgetExecutive Summary


Budget Highlights

Budget Area: Lindbergh Center


Budget Description: The Lindbergh Center is a shared‐use facility with the City of Minnetonka attached to Hopkins High School.




2012‐13 Proposed Budget 460,343 Salaries ‐ All Staff 2.67%Benefits ‐ All Staff 6.00%


1. No changes.


2012‐13 Lindbergh Center BudgetExecutive Summary


Budget Highlights

Budget Area: Fund 71 ‐ Equity & Integration

Budget Manager(s): Nik Lightfoot, Ed.D, J.D. ‐ Assistant Superintendent

Budget Description: Fund 71 is a sub‐fund of the General Fund to track costs associated with the Desegregation program.Costs include staffing and payments to the West Metro Education Program (WMEP). This is a revenue‐based budget.


Budget Inc./(Dec.) %2011‐12 Original 1,297,855 2011‐12 Revised 1,297,470 (385) ‐0.03%


2012‐13 Proposed 1,273,925 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff: 6.00%



2012‐13 Fund 71 ‐ Equity & Integration BudgetExecutive Summary


Budget Highlights

Budget Area: Fund 81 ‐ Federal Special Education


Budget Description: Fund 81 is a sub‐fund of the General Fund and is maintained as a balanced fund ‐ meaning revenue equalsexpenditures. Local grants, Federal grants and Federal Special Education dollars are included in Fund 81.The Federal Special Education dollars are separated out from the Local and Federal Grants budget.




2012‐13 Proposed Budget 1,995,882 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff 6.00%


1. No changes.


2012‐13 Fund 81 ‐ Federal Special Education BudgetExecutive Summary


Budget Highlights

Budget Area: Fund 81 ‐ Local and Federal Grants

Budget Manager(s): Diane Schimelpfenig, Ed D., Director of Teaching and LearningJohn Toop, Director of Business Services

Budget Description: Fund 81 is a sub‐fund of the General Fund and is maintained as a balanced fund ‐ meaning revenue equalsexpenditures. Local grants, Federal grants and Federal Special Education dollars are included in Fund 81.The Local and Federal Grants portion is separated out from the Federal Special Education dollars.




2012‐13 Proposed Budget 1,847,931 Global Assumptions not applicable


1. No changes


2012‐13 Fund 81 ‐ Local and Federal Grants BudgetExecutive Summary


Budget Highlights

Budget Area: Fund 91 ‐ Program Adjustments, Enhancements, One‐Time Expenses and Transfers

Budget Manager(s): Supt. John Schultz, PhD

Budget Description: Program adjsutments and enhancements are proposed on an annual basis and considered by theSchool Board as part of the preliminary and final budget approval. One‐time expenses allow the districtto spend excess fund balance on areas such as technology and not incur ongoing costs. Fund Transfersare explained to and approved by the School Board in the budgeting process.


Budget Inc./(Dec.) %2011‐12 Original 411,570 2011‐12 Revised 1,322,455 910,885 221.32%


2012‐13 Proposed Budget ‐ Global Assumptions not applicable

Increase/(Decrease) ‐ $ (1,322,455) Increase/(Decrease) ‐ % ‐100.00%


2012‐13 Fund 91 ‐ Program Adjustments, Enhancements, One‐Time Expenses and TransfersExecutive Summary


Budget Highlights

Budget Area: Governance & Management


Budget Description: Governance and Management encompasses the functions of the Board of Education, Superintendent's Office,Assistant Superintendent's office, Strategic Planning and graduation expenses.






1. No changes.


2012‐13 Governance & Management BudgetExecutive Summary


Budget Highlights

Budget Area: High School

Budget Manager(s): Patti Johnson, High School Principal

Budget Description: Encompasses art, business education, language arts, debate, drama, learning lab, mathematics,reading, speech, world languages, physical education, health science, technology education,instrumental and vocal music, science, social studies, alternative programs, distributive education, family and cosumer science, business and office education, work experience, career counseling and job placement,media services, and audio visual and television production.






1. Decrease of .507 FTE for declining enrollment2. Reallocation of Media Generalists to CPL on phased in basis. (Yr. 3 of 3)


2012‐13 High School BudgetExecutive Summary


Budget Highlights

Budget Area: Human Resources


Budget Description: Human Resources includes labor relations, collective bargaining, employee information management, masteragreement administration, employee relations, staff recruitment and selection, leave administration, fringebenefit administration, wage administration, and civil rights compliance oversight.






1. No changes


2012‐13 Human Resources BudgetExecutive Summary


Budget Highlights

Budget Area: Staff Development


Budget Description: Staff development includes building and District staff development opportunities. By law, 50% of staff development funds are allocated to the school sites on a per pupil basis, 25% is allocated to the sites forDistrict initiatives, and 25% supports District staff development initiatives.


Budget Inc./(Dec.) %2011‐12 Original 867,301 2011‐12 Revised 1,061,109 193,808 22.35%


2012‐13 Proposed 873,002 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff: 6.00%


1. Staff development amount reflects current law allocation.


2012‐13 Staff Development BudgetExecutive Summary


Budget Highlights

Budget Area: Instructional Support


Budget Description: Includes Office of Teaching and Learning expenses, K‐12 curriculum coordination and building leadership,instructional and classroom mentors, extended learning experiences, and assessment coordination and analysis




2012‐13 Proposed Budget 1,273,677 Salaries ‐ All Staff 2.67%Salaries ‐ All Benefits 6.00%


No changes


2012‐13 Instructional Support BudgetExecutive Summary


Budget Highlights

Budget Area: Junior High

Budget Manager(s): Shirley Gregoire, West Junior High PrincipalBecky Melville, North Junior High Principal

Budget Description: Allows students to develop skills and explore their interests in the areas of reading, language arts, mathematics,science, social studies, art, music, health, business education, technology education, family and consumer sciences, physical education, and world language.






1. Reduction of 2.09 FTE's for declining enrollment2. Reallocation of Media Generalists to CPL on phased in basis. (Yr. 3 of 3)


2012‐13 Junior High BudgetExecutive Summary


Budget Highlights

Budget Area: Operations & Maintenance

Budget Manager(s): Patrick Poquette, Supervisor of Building and Grounds

Budget Description: Provides custodial, building maintenance, and utility support services. In addition, to cleaning and sanitizingthe district's 11 buildings, it includes building and utility repair, lawn care, snow removal and sanding, courierdeliveries, and laundry services.






1. Revised 2011‐12 Budget reflects est. $300,00 savings in Natural Gas expense. This $300,000 amount is added back as an expense for 2012‐13.


2012‐13 Operations & Maintenance BudgetExecutive Summary


Budget Highlights

Budget Area: Other District Wide Expenses


Budget Description: Other district wide expenses include tuition payments for resident students attending WMEP sponsored FAIRand IDDS schools, contracted police liaison officer costs for the High School and safe school personnel for theJunior High Schools. Also, payments for Safe Schools to ISD # 287 and Interest Expense is in this budget.






1. Reduction of projected FY11‐12 Interest Expense for only potential late‐year borrowing. 2. Increase projected FY12‐13 Interest expense for potential full‐year borrowing cost.


2012‐13 Other District Wide Expenses BudgetExecutive Summary


Budget Highlights

Budget Area: Q‐Comp


Budget Description: This is a revenue based budget predicated on enrollment. The district receives $260 per student.Quality compensation is paid to teaching staff when measurable individual and building goals are met.


Inc./(Dec.) %2011‐12 Original 1,892,800 2011‐12 Revised 2,075,959 183,159 9.68%


2012‐13 Preliminary: 2,077,839 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff: 6.00%



2012‐13 Q‐Comp BudgetExecutive Summary


Budget Highlights

Budget Area: Retiree Severance and Health Insurance


Budget Description: This budget area tracks district obligations for severance paid to retiring employees and districtcontributions for retiree medical insurance per collective bargaining agreements.




2012‐13 Proposed Budget 475,000 Global Assumptions not applicable

Increase/(Decrease) ‐ $ ‐ Increase/(Decrease) ‐ % 0.00%

1. OPEB savings budgeted at $500,000 annually.


2012‐13 Retiree Severance and Health Insurance BudgetExecutive Summary


Budget Highlights

Budget Area: Secondary Vocational ‐ Transition Disabled


Budget Description: Provides transition skills in jobs and job training, postsecondary services to students with disabilities, ages 14 to 21, in 14 disability categories, including identification, referral and vocational assessments ofstudents needing transition services, and the development of individualized education plans in jobs and jobtraining, as well as postsecondary.






1. No changes.


2012‐13 Secondary Vocational ‐ Transition Disabled BudgetExecutive Summary


Budget Highlights

Budget Area: Secondary Vocational (Career and Technical Education)


Budget Description: Career and Technical Education (CTE) provides support and assistance to high school students throughcareer and technical education programs in Minnesota schools. CTE students gain academic and technicalskills in various occupational pathways and develop solid college and career paths while still in school.The District receives funding under the federal Carl D. Perkins and Tech Prep programs, and local careerand technical education levies.






1. No changes.


2012‐13 Secondary Vocational (Career and Technical Education) BudgetExecutive Summary


Budget Highlights

Budget Area: Special Education


Budget Description: Provides services to students, from birth to age 21, with disabilities in 14 categories, including identification,referral and assessments of students' needing services, and the development of individualized education plans.






1. MOE Reductions of $300,000.


2012‐13 Special Education BudgetExecutive Summary


Budget Highlights

Budget Area: Student Activities

Budget Manager(s): Dan Johnson, Director of Activities

Budget Description: Includes competitive sports, intramural activities, Debate, Theatre, and non‐varsity sports programs.






1. .4 FTE Strength and Conditioning Staffing for FY12‐13.


2012‐13 Student ActivitiesExecutive Summary


Budget Highlights

Budget Area: Targeted Staffing

Budget Manager(s): Nik Lightfoot, Ed D, J.D., Assistant Superintendent

Budget Description: This budget package was created to provide staffing flexibility within the budget. Positions coveredunder the targeted staffing budget package are temporary positions.




2012‐13 Proposed Budget: 722,561 Salaries ‐ All Staff: 2.67%Benefits ‐ All Staff: 6.00%


1.2.


Staffing is based on determined needs after staffing is completed in the Elementary, Junior High and High School budgeting packages.

2012‐13 Targeted Staffing BudgetExecutive Summary


Budget Highlights

Board motions to increase Targeted Staffing for FY11‐12 by approximately $201,000. Actual estimate is $176,261.

Budget Area: Transportation

Budget Manager(s): Derrick Agate, Supervisor of Transportation

Budget Description: Includes the transportation of regular, disabled, nonpublic and desegregation students and the transportation of students to the West Metro Education Program (WMEP) magnet schools.






1. Routing efficiencies identified in accordance and adhering to School Board policy.2. Routing efficiencies credited per Supv. of Transportation estimates for FY11‐12 and carried forward into FY12‐13.


2012‐13 TransportationExecutive Summary


Budget Highlights

Hopkins ISD #270Capital Budget Cost Sheet

Operating Capital Revenue 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15

Operating Capital Revenue 1,811,603 1,683,618 1,750,622 1,787,114 1,750,000 1,730,000Additional Tech Revenue 0 0 0 0 0Lease Levy per Levy 585,277 631,320 754,717 785,270 750,000 750,000Adjustment to actual 48,632 39,083Total Operating Capital revenue 2,445,512 2,354,021 2,505,339 2,572,384 2,500,000 2,480,000

Operating Capital Expenses 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15

Fixed Costs 474,253 385,258 304,305 301,875 316,969 332,817Tech Director Salary/Fringe Benefits 140,559 145,479 0 0 0 0Building Tech's Salary/Fringe Benefits 0Transfer to General Fund 461,279Computer Lease (Covered through Capital Projects Levy) 0 0 0 0 0 0Lease Levy Expense 585,277 631,320 679,644 734,005 770,705 809,241

SUB TOTAL 1,661,368 1,162,057 983,949 1,035,880 1,087,674 1,142,058

Student/Teacher Furniture 25,000 75,000 75,000 75,000 75,000 75,000Bus Depot Carryover Expenses 68,639 42,076 0 0Athletics 100,000 100,000 100,000 100,000 100,000 100,000Educational Service Center 15,000 35,000 35,000 35,000 35,000 35,000Curriculum, Instruction & Assessment 200,000 300,000 300,000 300,000 300,000 300,000Reading Series 350,000Science lab improvements (Summer of 2012 @ $200,000 @ HHS) 0 0Technology Hardware purchase set‐aside 50,000 150,000 150,000 150,000 150,000 150,000Additional Tech ExpensesTech Carryover Expenses 928,952Network WiringSoftware LicensingInteractive White BoardsComputer LabsBuilding & Grounds/Security 300,000 300,000 330,000 300,000 300,000 300,000Special Services 0 65,000 65,000 65,000 65,000 65,000Building Allocation 50,000 100,000 100,000 100,000 100,000 100,000Alice Smith room conversion (2 @ $10,000) (Curren closing)Eisenhower new TV mountsFront entry @ HHSFront entry upgrade @ WJHExterior Sign @ HHSKeeping Track security software

Operating Capital Expenses 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15

Harley Hopkins capital allocation 6,000 6,000 6,000 6,000 6,000 6,000Harley Hopkins playground upgrade 50,000Eisenhower Community Center Contingency (Comm Ed) 25,000 25,000 25,000 25,000 25,000General Contingency (Business Office) 0 0 30,000 0 0 30,000Contingency (Administrative Services) 0 0 0 0 0 0Adjustment to actual (207,188) 12Time and Attendance System 17,500Business Ed Lab remodel 6,000IKE Vocal Music 2nd room equip 17,000Meadowbrook Kindergarten room 8,000Music Repair budgets 15,000 15,000 15,000 15,000 15,000 15,000Hopkins ISD 270 share of IKE frontage road overlay 139,946Eisenhower Ready for K furniture & accessories 9,027Glen Lake Kaleidoscope Preschool furniture & accessories 9,027Districtwide Storage building at Gatewood Elementary 80,000Modify Alice Smith classroom arrangement 50,000Modify IKE classroom arrangement 30,000Turf Field replacementReplacement of ESC Marquee 0Expansion of NJH Marquee 0 35,000Replacement of Lindbergh Scoreboards (share w City) 80,000Gatewood Lockers 0Glen Lake Restroom 0NJH Cafeteria Tables 0Backup generator for server room 0Alice Smith road improvement 30,000Business Lab remodeling 50,000Stepping Stones move to Tanglen/playground @ Glen Lake 50,000IKE playground rehabilitation 30,000Links to Learning to Gatewood 15,000Modify IKE classroom(s) 20,000Stadium storage facility 40,000

SUB TOTAL 1,968,903 1,244,088 1,549,000 1,521,000 1,171,000 1,201,000

TOTAL 3,630,271 2,406,145 2,532,949 2,556,880 2,258,674 2,343,058

End of year Reserve for Oper. Cap fund balance 330,456 278,332 250,722 266,227 507,553 644,4959% 12% 10% 10% 22% 28%

Health & Safety

Revenue from H & S Levy 762,442 650,057 368,562 294,988 400,000 400,000Health & Safety (All subject to State approval) 586,215 613,062 400,000 400,000 400,000 400,000

End of year Reserve for H & S fund balance (337,960) (300,965) (332,404) (437,416) (437,416) (437,416)

Total Capital Fund Revenue 3,207,954 3,004,078 2,873,901 2,867,372 2,900,000 2,880,000

Total Capital Fund Expenses 4,216,486 3,019,207 2,932,949 2,956,880 2,658,674 2,743,058