1. Assess needs to determine. 2. Account for non-tax revenue 3. Levy taxes to balance budget. (revenue = appropriations)

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2 Building the Budget Revenue Plan 1. Assess needs to determine appropriations 2. Account for non-tax revenue 3. Levy taxes to balance budget (revenue = appropriations)

3 How the Budget is funded State Aid: Equalization, Special Education, Transportation, and Security Aid funds the General Fund and Debt Service Aid funds the Debt Service Fund.

4 How the Budget is funded Federal Aid: Used to support instructional salaries, outof-district tuition, purchased services, professional development, and supplies for No Child Left Behind and IDEA.

5 How the Budget is funded Fund Balance: Pi Prior year net balance of unexpended dfunds and miscellaneous revenue required to be returned to the taxpayers.

6 How the Budget is funded C i l R Wi hd l U d f d i l j Capital Reserve Withdrawal: Used to fund capital project appropriations used to improve school facilities.

7 How the Budget is funded Local Sources: Taxes, tuition, and miscellaneous revenues are used for General Fund instructional salaries, support service salaries, supplies, educational programs, extracurricular activities, transportation, maintenance, debt, etc.

8 State Aid Explained Steps to Determine District Aid under the School Finance Reform Act of 2008 (SFRA): 1. Calculate the District Adequacy Budget (State equation) a) Determined by estimated costs to provide educational programs to: i. Elementary students w/o special needs, ii. Weighted additional costs for higher grades levels, at- risk (F. & R. L.), VOC, and LEP L.E.P. students t iii. 2/3 of estimated costs for special education students iv. 100% of estimated costs for speech only students v. All adjusted using a county-wide geographic g cost factor

9 State Aid Explained Steps to Determine District Aid under the School Finance Reform Act of 2008 (SFRA): continued Calculate The District s the District ability to Adequacy pay is calculated: Budget (State equation) a) Determined School District s by s estimated totalequalized costs to Property provide Valuation educational and Aggregate programs to: Income are used to determine the ability to pay b) If i. District s Elementary ability students to pay w/o is less special than needs, the calculated adequacy ii. Weighted budget, additional then the costs District for higher receives grades Equalization levels, at- Aid to make risk up (F. the & R. difference. L.), VOC, and LEP L.E.P. students t c) Ewing iii. 2/3 receives of estimated Equalization costs Aid. for special education students iv. 100% of estimated costs for speech only students v. All adjusted using a county-wide geographic g cost factor

10 State Aid Explained Steps to Determine District Aid under the School Finance Reform Act of 2008 (SFRA): continued Calculate The Categorical District s the Aids District ability are calculated: to Adequacy pay is calculated: Budget (State equation) a) Determined School Special District s Education by s estimated totalequalized Aid (1/3 costs of estimated to Property provide costs Valuation educational for a fixed and Aggregate programs share of district s to: Income students) are used to determine the ability to pay b) Transportation If i. District s Elementary ability Aid students to (based pay w/o on is less the special than number needs, the of calculated students who adequacy receive ii. Weighted required budget, additional transportation then the costs District for - 2/2.5 higher receives mile grades Equalization rules) levels, at- Aid c) to Security make risk Aid up (F. the & (based R. difference. L.), on VOC, total tand student LEP L.E.P. t population students t and lowincome iii. 2/3 receives student of estimated Equalization population) costs Aid. for special education students c) Ewing iv. 100% of estimated costs for speech only students v. All adjusted using a county-wide geographic g cost factor

11 State Aid Explained Steps Possible to Determine reforms to District SFRA (2008)... Aid under the School Finance Reform Act of 2008 (SFRA): continued Five-year phase in of reforms Calculate Average The Categorical District s daily the Aids District ability attendance are calculated: to Adequacy pay v. single is calculated: Budget day resident (State equation) enrollment count 3. Increase a) Determined School Special District s basic Education by education s estimated totalequalized Aid (1/3 costs costs of factor estimated Property provide costs Valuation educational for a fixed and 4. Reduction Aggregate programs share of district s weighting to: Income students) are factor used for to At-Risk, determine LEP, the and ability Combination to pay Students b) Transportation If i. District s Elementary ability Aid students to (based pay w/o on is less the special than number needs, the of calculated students who 5. Increase adequacy receive ii. Weighted in special required budget, additional education transportation then the costs District factor for - 2/2.5 higher receives mile grades Equalization rules) levels, at- Aid 6. Reduction c) to Security make risk of Aid up (F. per the & (based pupil R. difference. L.), amounts on VOC, total t and student for LEP L.E.P. Security t population students Aid tpurposes and lowincome iii. 2/3 receives Transportation student of estimated Equalization population) costs Aid per Aid. for pupil special amounts education students 7. Increase c) Ewing iv. 100% of estimated costs for speech only students v. All adjusted using a county-wide geographic g cost factor

12 State Aid Explained Steps Possible What does to Determine reforms this mean to District SFRA for The (2008)... Aid Ewing under Public the Schools? Finance Reform Act of 2008 (SFRA): continued Five-year phase in of reforms Calculate Average The Categorical District s State daily the Aids District ability attendance are As calculated: to Adequacy pay State v. single is Aid calculated: Budget day Fully resident (State Est. equation) enrollment State Aid Fully 2012/2013 Count a) Determined School Special Proposed District s Education by in s estimated totalequalized Aid (1/3 Funded, costs of estimated to as Property provide costs Valuation educational Funded for a fixed and w/o 3. Increase Aggregate programs share in Budget of basic district s to: Income education students) are Modified used costs to factor by determine DOE the Modifications ability to pay 4. Reduction b) Transportation If i. District s Elementary of weighting ability Aid students (based factor pay w/o for on is less At-Risk, the special than number needs, LEP, the of calculated and students Combination who Ewing $9.524 MM $ MM $ MM Students adequacy receive ii. Weighted required budget, additional transportation then the costs District for - 2/2.5 higher receives mile grades Equalization rules) levels, at- Aid 5. Increase c) to Security make risk in special Aid up (F. the & (based R. education difference. L.), VOC, total tcost and student factor LEP L.E.P. t population students t and lowincome iii. 2/3 of receives student per of estimated pupil Equalization population) amounts costs Aid. for Security special education Aid purposes students 6. Reduction c) Ewing Maybe 7. Increase next iv. year. 100% in Transportation of estimated Aid costs per for pupil speech amounts only students v. All adjusted using a county-wide geographic g cost factor

13 Misc. Revenue Sources SDA: Grants from the School Development Authority were aggressively pursued by the District. This pursuit resulted in the District being granted approx. $900K for facility projects throughout the district, reflecting approx. 40% of the total t cost of the projects used to apply for the grants.

14 Misc. Revenue Sources Healthcare Premium Sharing: Due to recent legislation passed by the State, the District can expect to receive approximately $450K in employee healthcare premium contributions for FY 13 and $550K for FY 14.

15 Misc. Revenue Sources Lunch Sales: Lunch sales and subsidies from New Jersey and the Federal Government, fully fund our cafeteria enterprise.

16 Misc. Revenue Sources Tuition: Tuition received from other school districts is used to pay for services rendered for foster and group home students educated within The Ewing Public Schools.

17 Misc. Revenue Sources Donations: Donations and gifts from various benefactors such as the Credit Union of New Jersey and American Properties, have given the District the opportunity to expand programs, erect marquees, equip the HS fitness center, and award ard scholarships to graduating seniors.

18 Misc. Revenue Sources EPEF: The Ewing Public Education Foundation, in partnership with various corporations such as ETS and CUNJ, is responsible for raising and donating over $40K/year for various educational programs such as Odyssey of the Mind, FIRST Robotics and other innovative teacher programs.

19 Seven additional revenue sources help generate an average of $285,000 per year. This revenue increases surplus and is used to effectively manage the tax rate.

20 Extended Day Program The Extended Day Program (EDP) is a safe and caring environment which offers structured activities to the students of The Ewing Public Schools. This program is run before and after school operating hours and is professionally staffed by teaching staff members within the school district. The Extended Day Program currently has 370 children enrolled and a total t of 31 staff members.

21 EDP Reforms Changes to the Extended Day Program were necessary to keep the program solvent. Job Clock Implemented September Makes all staff members accountable for their hours worked. Staffing Formula Based solely on enrollment. Additional staff members are added d as enrollment Enrollment Head Teachers increases. Teachers Aides

22 EDP Reforms QuickBooks/Credit Card Processing - Keeps student accounts in order and allows parents the option to pay with their credit/debit card. Profit The Results:

23 Thank You