Montgomery County Public Schools, Rockville, MD

FY 2011 Operating Budget: Question & Answers

During the budget process, questions asked by members of the Board of Education are compiled. Appropriate staff from Montgomery County Public Schools respond to the questions with written answers that are forwarded to Board members.

Answers to other budget questions may be requested from the Department of Management, Budget, and Planning. Ask a budget question

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Questions 51-55

51. How many times did school-based copiers break down last year (counting each breakdown as one)? What was the average length of time between a copier breaking down and the copier being fixed? Identify the top ten schools with the highest number of copier service calls for copier repair. Give the number of repair calls for each of the top ten schools.

Individual schools have the option of purchasing maintenance contracts from vendors for small and mid-range copiers. There is no data available on these copier breakdowns. During FY 2009, large school-based copiers were maintained by a private vendor. From February to June the service response from the vendor was reported to be 2-4 days, however, the data is not complete. Some copiers reportedly broke down each week, sometimes taking several days to repair.

The MCPS TeamWorks program began repairing the large copiers on July 1, 2009. Over the last six months, service calls have averaged two per copier or once every 56,000 copies. From July 1, 2009 through December 31, 2009, there were 3,401 service calls for 264 copiers. During this time period, the average length of time between a reported copier break down and the completed service repair was less than 8 hours, or one working day.

The data below shows the schools that had the highest number of copier service calls from July 1, 2009 through December 31, 2009:

School Name # Copiers Total Service Calls Monthly # Service
Calls Per Copier

Walter Johnson High School

2

49

4.1

Broad Acres Elementary School

1

24

4.0

Glenallan Elementary School

1

23

3.8

Forest Knolls Elementary School

1

22

3.7

Viers Mill Elementary School

1

22

3.7

Kennedy High School

2

43

3.6

Cannon Road Elementary School

1

21

3.5

Roscoe R. Nix Elementary School

1

21

3.5

Stone Mill Elementary School

1

21

3.5

Strathmore Elementary School

1

21

3.5

52. What are the numbers of students needing High School Plus? How many of those that need or are eligible for High School Plus receive the program? What are the characteristics of the population (sex, race/ethnicity)?

High School Plus (HS+) is a program that enables students who have failed courses required for graduation to retake these courses for credit through:

  • repeater sections offered within the traditional school day and incorporated into the master schedule
  • extended day that are full-semester classes that typically meet for 100 minutes per day, two days per week
  • credit recovery extended day classes that allow students to address only the failed quarter of a course in which they were unsuccessful and earned a failing grade

The number of students that need HS+ changes each semester based on students’ academic performance, mobility, and students’ ability to regain credit through HS+, summer school, and online course offerings.  The data tables below show the need of all students who failed or lost credit due to attendance in day school, summer school, Regional Evening High School (REHS), and/or online course over three time periods—end of Semester 2 in FY 2008, end of Semester 1 in FY 2009, and end of Semester 2 in FY 2009.  Within this time period, the average number of students needing to regain credit is 10,298 students.  The average number of students who accessed HS+ Extended Day is 1,988 students.  The average number of students who repeated courses during the school day is 10,322 students.  Students who needed to regain credit and who did not access HS+ were served through repeater sections, REHS, and summer school as evident by the data in Tables 1, 2, and 3. 

The following parameters were used to extract the data:

  • All students enrolled in a Montgomery County Public School at the high school level.
  • All academic courses required for graduation at all levels—honors, International Baccalaureate, Cambridge, and on level.
  • All students who may have failed the grade level and are repeating the grade level in FY 2010.
  • A single student may be counted for accessing one or more programs—HS+, Repeater, Evening High School and/or Summer School—if they accessed more than one program to recover credit.
  • HS+ Extended Day includes Credit Recovery courses.

Table 1:  Number of Students Needing One or More Credits by the End of Semester 2 in FY 2008 Who Accessed HS+, Repeater Sections, Evening High School and/or Summer School

  Ethnicity Gender   Grand Total
African American American Indian Asian Hispanic White Female Male
Total Number of Students in Need by the End of FY 2008 3,740 22 668 3,281 1,899 3,972 5,638 9,610
Number of Students From the Need that Accessed HS+ Extended Day in Semester 1 of FY 09 726 1 83 668 152 726 904 1,630
Number of Students From the Need that Accessed Repeater Sections in Semester 1 of FY 09 3,629 20 647 3,196 1,785 3,821 5,456 9,277
Number of Students From the Need that Accessed Evening High School in Semester 1 of FY 09 169 0 23 155 51 185 213 398
Number of Students From the Need that Accessed Summer School in 2009 905 7 183 744 406 882 1,363 2,245

Table 2:  Number of Students Needing One or More Credits by the End of Semester 1 in FY 2009 Who Accessed HS+, Repeater Sections, Evening High School and/or Summer School

  Ethnicity Gender   Grand Total
African American American Indian Asian Hispanic White Female Male
Total Number of Students in Need by the End of Semester 1 FY 09 4,447 34 830 4,066 2,305 4,834 6,848 11,682
Number of Students From the Need that Accessed HS+ Extended Day in Semester 2 of FY 09 978 3 116 887 203 871 1,306 2,177
Number of Students From the Need that Accessed Repeater Sections in Semester 2 of FY 09 4,353 32 801 3,987 2,195 4,681 6,687 11,368
Number of Students From  the Need that Accessed Evening High School in Semester 2 of FY 09 204 0 34 178 76 215 277 492
Number of Students From the Need that Accessed Summer School in 2009 905 7 183 744 406 882 1,363 2,245

Table 3:  Number of Students Needing One or More Credits by the End of Semester 2 in FY 2009 Who Accessed HS+ in Semester 1 FY 2010

  Ethnicity Gender   Grand Total
African American American Indian Asian Hispanic White Female Male
Total Number of Students in Need by the End of FY 09 3,607 28 665 3,446 1,857 3,961 5,642 9,603
Number of Students From the Need that Accessed HS+ Extended Day in Semester 1 of FY 10 898 8 106 910 236 905 1,253 2,158

When examining the most current data in Table 3:  Number of Students Needing One or More Credits by the End of Semester 2 in FY 2009 Who Accessed HS+ in Semester 1 FY 2010, the number of males and females is proportionate to the number of students who needed the program.  Data based on ethnicity in Table 3 indicates disproportionality across all ethnic subgroups.  The number of African American and Hispanic students who accessed HS+ is disproportionately higher than the number of African American and Hispanic students in need of HS+.  The number of American Indian, Asian, and White students who accessed HS+ is disproportionately lower than the number of American Indian, Asian, and White students who needed HS+. 

53. Please provide the breakout of the 30 special education positions added to the budget for the Autism Program.

There are an additional 30.160 special education positions added to the FY 2011 budget to support students with Autism Spectrum Disorders.
           


Pre-K

Teacher

 Para

Comprehensive Autism Preschool Program (CAPP)
Pre-K Total

     1.500

5.160


Elementary

 Teacher

Para

Autism Program
Elementary Total

7.000

12.250


High School

 Teacher

Para

Aspergers
High School Total

1.000

1.750


Other Support

 Teacher

Other

Countywide
Total

1.000

 

0.000


Other Support

 Teacher

Other

Secretary  Total

0.000

0.500

54. Please provide the chart that pulls together the projection and positions for the home-school model.

The procedures used to allocate home school model staffing are as follows:

  • Central office staff receive information on:
  • the special education instructional hours of prekindergarten students with Individualized Education Programs (IEPs) moving in to kindergarten;
  • the special education instructional hours of Grade 5 students articulating to middle school;
  • the special education instructional hours for current kindergarten through Grade 4 students remaining;
  • the total number of projected special education instructional hours are then applied to a formula used to allocate the appropriate staff needed to meet the needs of the students with IEPs.

These projections provide the basis for preparing the budget for home-school model positions.  Prior to allocating staff in early spring, both school-based and central office staff again review projections of special education instructional hours for articulating students.  Elementary schools are currently conducting IEP team meetings, making decisions on individual student special education instructional hours for the remainder of FY 2010, and in anticipation of the FY 2011 school year.  As meetings are completed, schools are submitting student data to central office staff for compilation.  Allocations of special education staff for the FY 2011 school year are based on the most up-to-date data.

55. What is our annual lease financing cost? What type of equipment is lease financed? What other methods of financing are used to pay for such equipment that would relieve the burden to the operating budget? What equipment is leased at the elementary, middle and high schools? What equipment was leased in the Office of the Shared Accountability in FY 2009? What equipment was leased in the Office of Curriculum and Instruction in FY 2009, FY 2010, and budgeted for FY 2011?

The operating budget includes a total of $13.7 million for lease/purchase for FY 2011. The majority of lease payments ($9.5 million) are for school buses. The remaining $4.2 million is budgeted to lease/purchase maintenance and security vehicles, computer equipment, copiers, and school furniture. There are no other financing methods available that could relieve the operating budget. These items are not eligible for debt financing in the capital budget.

There is $617,000 budgeted at the elementary school level is for lease payments for copiers as a result of the transition to the new TeamWorks copier maintenance program. At the middle school level, $119,000 is for non-leased equipment such as pianos and other large musical instruments, physical education equipment such as weight training equipment, computer equipment and printers. The $201,000 budgeted for high schools is to purchase the same kind of equipment as for middle schools. There is $17,000 for communications and computer equipment for the Downcounty Consortium, $13,000 for science laboratory equipment for the Northeast Consortium, $28,000 for science and computer equipment for accelerated and enriched instructional programs, and $23,000 for video and camera equipment for the career and technology education program.

The $7,200 budgeted for lease/purchase for the Office of Shared Accountability for FY 2009 was to pay for the final lease payment on copiers for the office. No additional funds were required for FY 2010 or FY 2011. The $25,387 budgeted for the Office of Curriculum and Instructional Programs is for non-leased computers for students in the IT Career Pathways program. Also, grant funds in the amount of $44,101 are budgeted to purchase equipment for students in career and technical education programs.


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