Bto guidance document 2015 03-16-v2

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Executive Summary
This document is designed to be a resource for principals as they complete the budget tie-out
process. It includes information from various departments about applicable laws, district
policies, and expectations that should be taken into account when planning your school’s budget
for the next year. It also provides information on which services will be provided by different
MPS departments in FY ‘16, and which services should be provided by schools using your
school’s building budget.
Also included in this document is contact information for each relevant department and
allocation. These individuals are dedicated to providing support and guidance to all schools.
Please feel free to reach out to them if you have any questions.
How to use this document
This document is broken into two sections. Please consult both sections as you plan how to
allocate your school’s funds and what services to provide with your building budget.
The sections are:
 Section 1 – Allowable uses of funds: The purpose of this section is to assist schools
to better understand the allowable uses of each allocation they receive. Included is one
page of essential information for each allocation line in your school’s budget (e.g. basic
per student, compensatory aid, etc.). Each page provides information regarding the
allocation methodology, required uses of funds, other allowed uses, and non-allowed
uses.
 Section 2 – Department Services: The purpose of this section is to help schools
understand what services will be provided to them by Davis Center departments, and
which services will need to be budgeted for using building budgets. One page is provided
for each department and/or major service. Each pages provides essential information
regarding what will be provided by Davis Center departments, what services schools are
required to fund from building budgets, and what other optional services schools may
choose to fund from building budget.
Distribution of funds to schools and departments
In Minneapolis Public Schools, students may receive services provided both by schools (from
school building budgets) and by departments. As such, the total MPS budget is divided between
schools and departments.
Over the last year, MPS has adopted a theory of action that identifies schools as the units of
change. In order to support this theory of action, the district is working to empower schools with
a greater proportion of the district’s funds and more flexibility to use those funds in order to best
support their students.
The funds that have been shifted from Davis Center departments to schools are being
distributed to schools via several different allocations. Those allocations are:

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 Class size reduction allocations
 Special education resource teachers (reduction in caseload)
 Additional time allocations (for middle and high schools)
Changes in allocations throughout the year
Over the course of a year, students often move between schools. Although MPS makes extensive
effort to anticipate student needs in each school, it is inevitable that there will be some
movement between the times projections are made, the first day of school, and the summer.
In the coming year, funds for minimal program adjustments will no longer be distributed to
schools. Instead, changes in student enrollment and/or student needs will be handled by
reallocating funds between schools: schools that receive more students may receive additional
staffing and resources, while schools that have student needs below anticipated levels may be
required to adjust their budgets to allow student needs elsewhere in the district to be better met.
Reallocation of staff may occur even if schools choose to “buy up” staff. This will help ensure
that MPS’ resources and staff are aligned to student need.

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Table of Contents
Section 1: Allowable uses of funds...........................................................................5
Advancement Via Individual Determination (AVID) ................................................................. 6
Athletics........................................................................................................................................7
Basic Per Student Allocation....................................................................................................... 8
Class size reduction..................................................................................................................... 9
Class Size Referendum...............................................................................................................10
Compensatory Aid...................................................................................................................... 11
CTE.............................................................................................................................................12
Developmental Adapted Physical Education (DAPE) ...............................................................13
English Learner Funds...............................................................................................................14
Expanded School Choice............................................................................................................15
High Five....................................................................................................................................16
High School Advanced Academics (IB, AP, CIS, PSEO)* ..........................................................17
International Baccalaureate (IB): Elementary and Middle School ...........................................18
Magnet Schools ..........................................................................................................................19
Nursing...................................................................................................................................... 20
Psychological Services................................................................................................................21
Q Comp – Site-Based PD and Teacher Evaluation Support..................................................... 22
Q Comp – ESP Collaboration.................................................................................................... 23
Q Comp – Cluster Site Liaison Allocation ................................................................................ 24
Q Comp – Instructional Specialist (IS) Allocation ................................................................... 25
Reading Specialists, Math Specialists, and Advanced Differentiation Specialists ................... 26
Social Work Services ................................................................................................................. 27
Special Education - Citywide Program Allocations .................................................................. 28
Special Education Resource Teacher (SERT) Allocations ........................................................ 29
Speech Language Services......................................................................................................... 30
Time adjustment ........................................................................................................................31
Title IA Basic Program Planning and Budget ........................................................................... 32
Title IA Set-Asides: Priority, Focus, and Continuous Improvement Schools & Family
Involvement Set-Asides ............................................................................................................ 33
Section 2: Department Services ........................................................................... 34
College and Career Readiness Department .............................................................................. 35
Early Childhood Education: High Five ..................................................................................... 36

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Extended Learning (K-8) .......................................................................................................... 37
Extended Learning (High School) ............................................................................................ 38
Finance...................................................................................................................................... 39
Health Services..........................................................................................................................40
Indian Education........................................................................................................................41
IT ............................................................................................................................................... 42
Multilingual Department .......................................................................................................... 43
Office of Student, Family and Community Engagement .......................................................... 44
PAR Mentors (Human Capital)................................................................................................. 45
Plant Operations Department................................................................................................... 46
Professional Development ........................................................................................................ 47
REA ........................................................................................................................................... 48
Reserve Desk – Human Capital-Talent Acquisition ................................................................. 49
Special Education Department ................................................................................................. 50
Student Support Services.......................................................................................................... 54
Talent Development & Advanced Academics ........................................................................... 55
Teaching and Learning Department......................................................................................... 56
Transportation ...........................................................................................................................57

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Section 1: Allowable uses of funds
The purpose of this section is to assist schools to better understand the allowable uses of
each allocation they receive.
Included is one page of essential information for each allocation line in your school’s
budget (e.g. basic per student, compensatory aid, etc.). Each page provides information
regarding the allocation methodology, required uses of funds, other allowed uses, and
non-allowed uses.

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Advancement Via Individual Determination (AVID)
Contact name: Maria Roberts Email: maria.roberts@mpls.k12.mn.us
Contact department: Teaching and Learning Phone: 612-668-0856
Methodology of allocation:
Required uses of allocation (non-negotiables):
Other allowed uses of allocation:
Non-allowed uses of allocation:
Allocation is for schools identified as AVID sites: sites indicate the need for AVID and opt in to
be an AVID site.
AVID Elective course allocation is determined by:
1. Enrollment into AVID elective during the 14-15 school year
2. Number of sections of AVID planned to implement in 15-16 as indicated by the school in
their Excellence in AVID application
3. Implementation as measured by progress toward annual certification
AVID Coordinator allocation:
Sites with 120 students or more enrolled in AVID will receive a .2 AVID coordinator allocation.
AVID Tutor Allocations:
AVID Tutor allocations are determine by number of AVID classes and number of students
enrolled; there is a required 7:1 student to tutor ratio for each AVID class. AVID Tutors will be
hired by district staff in the fall and budget allocations will be subsequently moved to sites; tutor
payroll will become the responsibility of the sites.
9th Grade PREP allocation:
Schools identified to offer 9th grade PREP class will receive an allocation based on their 2014-15
enrollment and implementation
Allocation is for:
 AVID Elective Teacher: Responsible for instructing the AVID Elective course and
communicating and working with AVID tutors
 AVID Coordinator: Responsible for leading AVID Site Team, communicating with
AVID tutors, student recruitment and selection, coordination of fieldtrips, family
nights, and guest speakers, and collecting annual certification and data as required
by AVID National.
 PREP class teacher: Responsible for instructing 9th grade PREP course and
communicating and working with tutors and PREP counselor
Required AVID professional development funds are provided by the district budget. A team
of 8 is contractually required to attend first year AVID summer institutes. The AVID Elective
teacher is required to attend two years of PD.
NA

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Athletics
Contact name: Trent Tucker Email: Trent.Tucker@mpls.k12.mn.us
Contact department: Athletics Phone: 612-668-0600
High School athletics budgets are based on the following items:
1. Student participation numbers (from the previous year)
2. Coaching staff (Declaration of high school teams and Cooperative sponsorship
teams active at a specific high school.)
3. Game day staff (Police, officials, scoreboard, announcers, supervisors, engineer
overtime etc.)
Any student wishing to participate in a given Minnesota State High School League (MSHSL)
sanctioned sport will be allowed to do so even if your school does not currently offer this
sport. This will be available through MSHSL Cooperative Sponsorship agreements within the
Minneapolis Public Schools conference.
New this year is a $375 per sport allocation (K-8/Middle school Athletics Director stipend)
made to schools that offered K-8/Middle School athletics programs last year (2014/15).
Athletics Directors at the high schools will oversee the athletics programs at the K-8/Middle
school level. High schools are allotted funding (from the A.D. stipend) based on the
K8/Middle Schools that they will oversee.
This allocation must be used for afterschool athletics opportunities for all students regardless
of gender, socio-economic status and ability.
Students in grades 7 - 12 wishing to participate under the administration of their local high
school must fulfill all requirements including:
1) Sports Participation Physical
2) Parent Permission Form
3) Athletic Participation Fee –
(High school athletic directors may have scholarship opportunities.)
4) Adequate academic progress – (per District eligibility requirements)
Suggested uses include: staffing, uniforms, equipment, supplies directly related to athletics
program as determined by high school Athletics Director in cooperation with the District
Athletics Director and existing Minneapolis Public School District Policies and Procedures.
Funds allocated should not be used to fund other programs outside of Athletics.

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Basic Per Student Allocation
Contact name: Tammy Fredrickson Email: Tammy.Fredrickson@mpls.k12.mn.us
Contact department: Budget Office Phone: 612-668-0172
The “Basic per student” allocation is distributed to schools on a per-student basis.
 K-8 students are weighted at a 1.0, and students in high school are weighted at 1.1
(meaning that they receive 1.1x the per-pupil allocation as other students).
N/A – schools may use the basic per student allocation however they see fit to best meet their
school improvement goals.
N/A – see above
N/A – see above

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Class size reduction
Allocation is given based on the number of students to buy down class size from referendum
targets. These targets are based on targeted class sizes of:
K 1 2 3 4 5 6-9 9-12
High Priority 18 18 18 18 24 24 32 36
Zone 1 Pov > 65% 21 20 20 22 28 28 32 36
Zone 2 Pov > 65% 23 24 23 25 28 28 32 36
Zone 3 Pov > 65% 23 24 24 25 28 28 32 36
All Others 24 24 25 26 32 32 32 36
These dollars can be used to buy staff to support targeted class size.
N/A - See above
N/A - See above

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Class Size Referendum
The “Class Size Referendum” allocation is distributed to schools on a per-student basis.
 K-8 students are weighted at a 1.0, and students in high school are weighted at 1.1
(meaning that they receive 1.1x the per-pupil allocation as other students).
 Allocations are rounded to the nearest 0.1 teacher FTE
Funds may only be used to purchase classroom teachers in order to meet class size targets.
All schools should aim to meet class size targets for all of their classrooms. Class size targets
are as follows:
K 1 2 3 4 5 6-9 9-12
High Priority 18 18 18 18 24 24 32 36
Zone 1 Pov > 65% 21 20 20 22 28 28 32 36
Zone 2 Pov > 65% 23 24 23 25 28 28 32 36
Zone 3 Pov > 65% 23 24 24 25 28 28 32 36
All Others 24 24 25 26 32 32 32 36
Funds may not be used to purchase anything other than classroom teachers.

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Compensatory Aid
Compensatory aid is distributed to all MPS schools by state formula. The formula distributes
funds based on the number of students in each school who qualify for free and reduced
meals.
 The per-pupil allocation is greater for students who qualify for free meals than
students who qualify for reduced price meals
 The per-pupil allocation is greater for students in schools with greater concentrations
of FRL students
All schools receive compensatory dollars, regardless of their Title I status.
Compensatory aid must be used to meet the needs of struggling students.
 According to state statute, Compensatory aid must be used “meet the educational
needs of pupils who enrolled under-prepared to learn and whose progress toward
meeting state or local content or performance standards is below the level that is
appropriate for learners of their age”
State law gives the following acceptable uses for Compensatory aid:
 Employ additional teachers and teacher aids to provide individualized remedial
instruction in content areas or study skills
 Employ additional teachers and teacher aids to provide services to students in need of
special education or ELL services
 Employ additional teachers to lower class size or do team teaching
 Conduct all-day kindergarten
 Provide programs designed to increase the academic achievement of struggling
learners
See above

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CTE
Contact name: Wendie Palazzo Email: Wendie.Palazzo@mpls.k12.mn.us
Contact department: CTE Phone: 612.668.0652
CTE allocations are intended to cover the staff at each school necessary for CTE classes.
Funding levels have remained level therefore we are able to maintain the programs that are
offered. It is expected MPS District or building level funds will also be used for the support of
CTE positions as required to meet “maintenance of effort” mandates.
MPS CTE resources are jointly managed by MCTC (our Minneapolis Consortium Partner). A
joint application for funding is completed each year.
In order for MPS to maintain CTE funds the following must be maintained:
 CTE programs must be approved by MDE (CTE District staff works with CTE teachers
to complete)
 Courses within the CTE programs must be approved by MDE (CTE District staff work
with CTE teachers to complete)
 Teachers must hold appropriated CTE licenses to teach CTE programs/courses (same
as above)
The Davis Center (CTE department) may also fund the following things with Perkins Fund
dollars (following approval from the MDE/MnSCU oversight panel):
 Professional development of CTE teachers
 Technology or equipment improvements
 Testing of students who may need to be tested to earn a certification
 Bus trips and substitute teachers may be provided so student can visit post-
secondary opportunities and/or to visit business partners to view worksite practices
 CTE positions cannot be used for non-CTE duties or be cashed out

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Developmental Adapted Physical Education (DAPE)
Contact name: Angie Powell Email: Angie.Powell@Mpls.K12.MN.US
Contact department: Special Education Phone: 612-668-5425
Recommended building allocations are based on:
 Total number students with IEP’s that include DAPE service in that building
 Students that are currently being evaluated by the special education team
 Time to complete gross motor evaluations, student due process, progress monitoring
and direct/indirect service.
 ECSE gross motor evaluations and movement class
 ECSE evaluation team and Non Public evaluations and service
 Time to high school DAPE service due to graduation requirements – physical
education
 Number of special education programs and federal setting status at a building
 Caseload/Workload Recommendations 1:40 (ECSE classes decrease workload)
 Providers requiring a DAPE license (not as DAPE teacher
The Manger of DAPE Services will be responsible to make adjustments to caseloads
throughout the year to ensure that student IEP needs are met.
Based on the special education/DAPE laws posted in below:
 Allocations must be used for direct and indirect DAPE service, due process procedures,
gross motor evaluations, progress monitoring and specially designed physical
education instruction.
DAPE means specially designed physical education instruction and services for pupils with
disabilities who have a substantial delay or disorder in physical development. This may include
development of physical fitness, motor fitness, fundamental motor skills and patterns, skills in
aquatics, dance, individual and group games, and sports.
Staff can participate in Special Education team and district meetings/trainings (CPR, CPI).
This allocation cannot be used for extra physical education time.
Any additional dollars provided for citywide program staff must be spent to fund staff
licensed for special education reimbursement. Prep positions requiring a teacher with a
Developmental Adapted Physical Education (DAPE) license should be posted as Prep
Providers requiring a DAPE license (not as DAPE teacher).

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English Learner Funds
Contact name: Jana Hilleren Email: Jana.Hilleren@mpls.k12.mn.us
Contact department: Multilingual Phone: 612-668-0174
Allocations were calculated based on projections of EL enrollment and English-Language
Proficiency (WIDA Levels).
In order to determine allocations, all EL students were assigned a “weight” based on their
educational needs. ELL FTEs were then allocated in a ratio of 1 teacher to 63 “weighted”
students.
The weights for students of different WIDA Levels are:
 WIDA Levels 0 to 2.9 = 2.0
 WIDA Levels 3.0 to 4.9 = 1.0
 WIDA Levels 5.0 to 5.9 = 0.3
 WIDA Levels 6.0 = 0.0
 WIDA Level Kinder = 1.0
For example, 63 WIDA level 1 students would represent 126 “weighted”
students, and would be allocated 2 FTEs.
In addition, “lead ESL teacher” time was allocated to the building based on the formula in the
Multilingual Program Framework.
This allocation is to be used to fund 73% of the salary of ESL FTE teachers (with the other
27% to be provided by the building funds).
In certain rare cases, buildings will be permitted to negotiate alternate approaches to meeting
EL learning and language needs, but in general, the number of allocated FTE’s should be
considered the minimum necessary to support the needs of ELs in the building.
Please note that Title I funds cannot be used as part of the 27% building fund. However, Title
I can be utilized to buy ESL teachers beyond the required number FTEs.
There is no list of “other allowed uses” for the allocation funds. Rather, specific requests can
be proposed to Jana Hilleren, Executive Director of the Multilingual Department, who will
consider the entirety of the building’s instructional situation in deciding whether or not to
permit the modified use of funds.
Funding for English Learners must be used to support access to grade level learning and
English Language development of English Learners. While it’s possible that other students
will benefit from the modifications and support of instruction that are implemented to help
English Learners, these funds must always consider the needs of English Learners.

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Expanded School Choice
Contact name: Elia Bruggeman Email: elia.bruggeman@mpls.k12.mn.us
Contact department: Phone: 8-0149
$63,000 was allocated to each of the schools for the Expanded School Choice: Burroughs,
Lake Harriet Upper and Southwest.
This integration funding provides underserved students who qualify for free or reduced price
lunch an opportunity to attend a high performing school outside of their attendance area with
transportation provided.
Only allowed for salary and benefits for the staff working on this at each site.
Nothing else.

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High Five
Contact name: Maureen Seiwert Email: mseiwert@mpls.k12.mn.us
Contact department: Early Childhood
Education
Phone: 612-668-2143
High Five is a preschool program for children who turn 4 by September 1st and who are not
eligible for kindergarten.
High Five is placed in schools based on the following criteria:
Title 1 School; % of Free or Reduced Lunch Students; demographics of student population;
academic needs of incoming kindergartners; current waiting lists; space availability; and
Multiple Measurement Rating (MMR) and Focus Rating (FR) and funding availability.
High Five Allocations are based on the number of sections of High Five that are placed at
each school. For each half day section of High Five, funding is allocated for the following:
 .5 pre-K or early childhood licensed teacher position
 .1 teacher prep. position
 15 hour per week Educational Assistant- Schools may choose to “buy-up” to an
Associate Educator level position with other school allocations
 Some High Five sections are designated ECSE inclusion classrooms. Each Inclusion
classroom is provided a Teacher or SEA.
Minnesota Reading Corp (MRC) PreK members are currently awarded for each section of
High Five. These members are utilized in the classroom to support student language and
literacy skill development. Early Childhood Education provides Internal Coaching of the
MRC members.
High Five allocations must be used to fund High Five classroom staff only
None
The purpose of the High Five program is to prepare children to enter kindergarten.It is not a
program for struggling existing Kindergarteners or for children who are age eligible for
kindergarten but whose parents choose to hold them back from attending kindergarten. It is
required that all students are to be 4 (September 1st- August 31st) unless their IEP from the
previous spring states retention is in the best interest of the student.

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High School Advanced Academics (IB, AP, CIS, PSEO)*
Contact name: Melanie Crawford Email: melanie.crawford@mpls.k12.us
Contact department: Talent Development &
Advanced Academics
Phone: 612.668.5352
 N/A
 Funds may only be used for uses detailed above
High schools were allocated funds to support continued implementation and improvement of all of the
Advanced Academic programs. Each site is allocated:
 Program coordinator
o MYP: 0.6 FTE
o IBCP: 0.3 FTE
o Advanced Academics (DP, AP, CIS, PSEO): 1.0 FTE
 This is new position with expanded responsibilities for instructional leadership
of all advanced academic programs
 *Professional development funds
Talent Development & Advanced Academics will fund the following additional costs associated with
programs:
 IB License and evaluation fees
 MNIB dues
 ManageBac license
 Exam fees and shipping (beyond state reimbursement and collected student fees)
 CIS student tuition
Coordinator:
 Schools must purchase a coordinator.
o Schools may choose to “buy up” to a full FTE with other funding
o Schools may not “cash out” FTE allocations
 All new Coordinators must be hired from a centrally-screened pool of candidates; current IB
Coordinators will not need to interview again for their current role.
 Required professional development and district-wide collaboration for the coordinators will occur
two half days per month. Thus, if teaching .4, the .4 part of the job would have to take place in the
morning so that the coordinator can attend PD
PD Allocation:
 Dollars allocated should supplement (not supplant) other building funds dedicated to PD and
support goals and strategies in the School Improvement Plan (SIP). Note restrictions for use of
Title I funds.
 In order to maintain authorization, sites should maintain records of level of training for each staff
member and prioritize training necessary to maintain authorization.
 Buildings will be responsible for all registration, travel arrangements, and paperwork. Sites will
submit a professional development plan to the Office of Talent Development in August and a
spreadsheet with accounting in May for submission to MDE. Office of Talent Development will
offer support as needed.
 *Additional PD funds will be available to support non-IB programs
International Bacceloreate( IB)
Diploma Programme (DP); Career Program
(CP); Advanced Placement (AP); College in the
Schools (CIS); Post Secondary Education
Opportunities (PSEO)

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International Baccalaureate (IB): Elementary and Middle School
Contact name: Melanie Crawford Email: melanie.crawford@mpls.k12.us
Contact department: Talent Development &
Advanced Academics
Phone: 612.668.5352
 N/A
 Funds may only be used for uses detailed above
IB sites were allocated funds to support continued implementation and improvement of the IB
program. Each site is allocated:
 Program coordinator
o 0.6 FTE
 Professional development funds
 1.0 FTE World Language Teacher (Primary Years Programme only)
Talent Development & Advanced Academics will fund the following additional costs associated
with IB:
 IB License and evaluation fees
 MNIB dues
 ManageBac license
Coordinator:
 Schools must purchase a coordinator.
o Schools may choose to “buy up” to a full FTE with other funding
o Schools may not “cash out” FTE allocations
 All new IB Coordinators must be hired from a centrally-screened pool of candidates;
current IB Coordinators will not need to interview again for their current role.
 Required professional development and district-wide collaboration for the coordinators
will occur two half days per month. Thus, if teaching .4, the .4 part of the job would have
to take place in the morning so that the coordinator can attend PD
PD Allocation:
 Dollars allocated should supplement (not supplant) other building funds dedicated to PD
and support goals and strategies in the School Improvement Plan (SIP). Note
restrictions for use of Title I funds.
 In order to maintain authorization, sites should maintain records of level of training for
each staff member and prioritize training necessary to maintain authorization.
 Buildings will be responsible for all registration, travel arrangements, and paperwork.
Sites will submit a professional development plan to the Office of Talent Development in
August and a spreadsheet with accounting in May for submission to MDE. Office of
Talent Development will offer support as needed.

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Magnet Schools
Contact name: Lucilla Yira Email: Lucilla.yira@mpls.k12.mn.us
Contact department: Chief of Schools Phone: 668-0140
Required uses of allocation (non-negotiable):
All magnet schools will have to submit a plan for implementation to meet the criteria defined by their
respective magnet theme (e.g., IB, language immersion, etc.) to account for how they will spend their
allocation. The money allocated will be used to support both programmatic (e.g., curriculum) and
operational functions of magnet schools (e.g., coordination). Plans will be reviewed and approved by
the respective Associate Superintendent.
 Project GLAD: (Pilot schools only), alignment of instructional practices for language
development, alignment with standards and program models, coordination of development of
thematic units
 Data collection and monitoring: student progress, performance metrics, needs assessment
 Recruitment: liaison with teacher prep institutions, Grow Your Own, liaison with foreign
consulates and supervision of international instructional staff
 Liaison with other district departments to ensure fidelity of magnet programming
(Human Capital, Teaching and Learning, Transportation, Placement, Communication,
Materials, Facilities, etc.)
 Site-based and district level professional development
 Support of Magnet Advisory Board(s)
 Develop partnerships with communities and other programs/schools
 Grant-writing for schools and district
 Coaching and supporting teacher and principal leader development
 Per review and approval of Associate Superintendent, Magnet Schools may collaborate to
leverage supports for their schools (e.g., combining resources to purchase a magnet coordinator,
etc.)
Allocations may not be “cashed out” and used for another purpose. The intent of this allocation is
specifically to build capacity and coherence across the magnet schools.

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Nursing
Contact name: Gayle Rieland / Carmen
Teskey
Email:
Gayle.Rieland@mpls.k12.mn.us
Carmen.Teskey@mpls.k12.mn.us
Contact department: Health Services Phone:
Gayle: 612-668-0853
Carmen: 612-668-0863
Allocations for nursing are based on a newly developed acuity-based nursing staffing formula
designed to give weight to student factors known to influence students’ health and need of
nursing services at school. The factors included in the formula are: developmental level,
special education status, poverty, mobility, homelessness, and a primary language other than
English (ELL). Those factors are weighted in the formula based on relative predictive impact
on health status. The formula gives a required baseline LSN staffing allocation. In cases
where LSN FTE exceeds 1.0, LSN time would be supplemented by itinerant nursing
specialists. See Summary of Acuity-based staffing model for more detail. This was developed
as part of a 5 month task force that researched other national staffing models and also
developed a Nursing Professional Practice Model.
For Health Assistants and LPNs, a limited number of dollars will be distributed to certain
schools. Nursing managers have set recommended staffing levels for schools to follow (with
building budgets) based on Health Office staffing considerations.
Nursing allocations must be used to provide for the safety of all students including:
 direct and indirect student healthcare
 delegation, training and supervision of unlicensed personnel
 special education due process compliance
 management of students with emergency medical needs, including the development
of emergency and individual health plans
 management of communicable disease
 management of immunization compliance
Buildings MUST also work with Nursing Managers and plan/budget for substitute Health
Office coverage (LSN, LPN, HSA) due to any absences where the health office would not be
covered and the district would be held liable for any unsafe care of students or where
students requiring medications or treatments could not be managed appropriately.
In addition to the required formula-based allocation, building administrators may choose to
purchase additional nursing time to utilize nurses as part of site-based support teams,
classroom support related to health and wellness education, etc.
Nursing allocations may not be used for staffing purposes outside of the MPS Licensed
School Nurse job description, MPS Teacher Contract, and the Minnesota Nurse Practice Act
(MS 148.171) which governs the practice of professional nursing (Subd. 15)
Health Service Assistants (HSA job description) and Licensed Practical Nurses (LPN job
description) must function under the delegation and supervision of the Licensed School
Nurse and are limited to their scope of practice.

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Psychological Services
Contact name: Matthew Lau Email: matthew.lau@mpls.k12.mn.us
Contact department: Special Education –
School Psychological Services
Phone: 612-668-5443
Required uses of allocation (non-negotiables)
Funds for psychologist positions are being distributed to school budgets, but the Special
Education department will determine who fills each position.
 Because school psychologists are funded primarily out of special education dollars,
they are required to be staffed at schools at a ratio approximating 1.0 psychologist to
200 students on Individual Education Plans, although there are exceptions.
 The Manager of Psychological Services will be responsible to make adjustments to
caseloads throughout the year to ensure that student IEP needs are met. For instance,
if a school has an unusually high number of evaluations, then the Manager of
Psychological Services will temporary assign other school psychologist(s) to assist.
The work of recommended psychologists must focus primarily on mandated special
education activities and brief intervention activities:
 Participate in the building’s early intervention team in regard to pre-referral
interventions.
 Perform initial evaluations and reevaluations of students with special education
needs in dedicated space according due process and logging mandates.
 Consult with teachers regarding students experiencing academic and behavioral
difficulties.
 Assist in planning and implementing responses to crises.
 Consult with special education team members on best practices and due process
procedures
Special education funding for school psychologists is used, then they are not allowed to
engage in activities not related to due process such as lunch duty, bus duty, 504 Plan
Coordination, etc.
If a building funds additional school psychologist time, the school psychologist can
participate in activities such as: help staff review and interpret data from interventions,
educate staff about best practices in behavioral management, assist staff to design pre-
referral targeted interventions, help design behavioral intervention plans for individual
students and groups of students, etc.

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Q Comp – Site-Based PD and Teacher Evaluation Support
Contact name: Emily R. Olson Email: Emily_r.olson@mpls.k12.mn.us
Contact department: Q Comp, Human Capital Phone: cell: (651) 208-7022
The Q Comp site-based PD and teacher evaluation support allocation was determined based on
a projected range of teachers at each site for the 2015-16 SY. The projections were based on the
number of teachers currently participating in the teacher evaluation model (as shown in
eCompass as of December, 2014) and any known changes to expected number of teachers for
the 2015-16 SY (e.g. expansion, grade restructuring, etc.): 1-9 = $3,000; 10-15 = $5,000; 16-30
= $10,000; 31-45 = $15,000; 46-60 = $19,000; 61-75 = $23,000; 76-90 = $27,000; 90+ =
$31,000. 2015-16 Q Comp allocations were approved by the Q Comp Governance Committee in
December, 2014.
The main purpose of this allocation is to support job-embedded professional development and
teacher evaluation for teachers and related service professionals (Nurses, Social Workers,
OT/PT, Psychologists, etc. throughout the summer and school year (July 1, 2015-June 30,
2016). More information can be found here. Specific examples of approved uses include:
 Pay for reserve teacher to allow a teacher to attend SOEI training and/or observe
another teacher in the building
 Pay licensed extended time for a team to meet outside the duty day to collaboratively
plan outside the duty day and/or over the summer
 Pay an outside trainer and extended time to provide staff training outside the duty day
and/or over the summer
 Purchase a staff development book for teachers to support PDPLC goals
 Fund a building reserve (dependent on size of allocation)
 Support a team of teachers to attend an off-site training (Q Comp requires that
individuals share acquired strategies and/or resources with all teachers in the
building)
Please contact Emily R. Olson, Q Comp Coordinator, with specific questions about other uses:
Emily_r.olson@mpls.k12.mn.us
This allocation cannot be used to support any type of activity that does not directly support the
professional development of teachers and/or related service professionals (Nurses, Social
Workers, OT/PT, Psychologists, etc.) at the site or the teacher evaluation system.

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Q Comp – ESP Collaboration
Contact name: Emily R. Olson Email: Emily_r.olson@mpls.k12.mn.us
Contact department: Q Comp, Human Capital Phone: cell: (651) 208-7022
The Q Comp ESP collaboration allocation was determined based on a projected range of
educational support professionals (ESPs) at each site for the 2015-16 SY. The projections were
based on the number of ESPs currently at each site (as determined by HR as of December, 2014)
and any known changes to expected number of ESPs for the 2015-16 SY (e.g. expansion, grade
restructuring, etc.) Each site received 12 hrs of extended time per ESP ($288). In addition
MDE Priority sites (as of Oct. 1, 2014) received an additional $16,000 and MDE Focus sites (as
of October 1, 2014) received an additional $5,000. 2015-16 Q Comp allocations were approved
by the Q Comp Governance Committee in December, 2014.
The purpose of this allocation is to support the effectiveness of all educators by funding
collaboration between licensed staff (teachers and related service professionals) and ESPs
related to professional growth and planning throughout the summer and school year (July 1,
2015-June 30, 2016). More information can be found here. Specific examples of approved uses
include:
 Pay extended time for ESPs to attend on-site PD with teaching staff
 Pay extended time for ESPs to collaboratively plan with classroom teachers outside the
duty day and/or over the summer
 Pay extended time for ESP to attend ILT meetings
 Fund part-time ESP position to relieve current ESPs during the duty day to
collaboratively plan over teacher’s prep time (must be approved by Q Comp Office)
Sites will be required to submit and ESP Collaboration Plan to the Q Comp Office in May, 2015.
Please contact Emily R. Olson, Q Comp Coordinator, with specific questions about other uses:
Emily_r.olson@mpls.k12.mn.us
This allocation cannot be used to support ESP-only activities or collaboration that is not related
to professional growth and/or planning.

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Q Comp – Cluster Site Liaison Allocation
Contact name: Tiffany Moore Email: Tiffany.moore@mpls.k12.mn.us
Contact department: Human Capital Phone: cell: (612) 839-2083
The Cluster Site Liaison Allocation is a 0.2 FTE allocation to 2015-16 teacher candidate cluster
sites in partnership with higher education institutions: Andersen, Dowling, Edison, Henry, Lucy
Laney, Northrop, Pillsbury, Roosevelt, Sanford, and South.
The main purpose of this allocation is to support the development of university partnerships,
oversee clinical placements, support cooperating teachers and teacher candidates, and deepen
the clinical experience at cluster sites.
Cluster sites must use this allocation to support a 0.2 FTE TOSA position that supports the
above activities. This allocation may be combined with other positions at the site or other
department allocations to create a 1.0 FTE.
Please contact Tiffany Moore, Manager of Induction Program, with specific questions about
Cluster Site Liaisons: Tiffany.moore@mpls.k12.mn.us
The Cluster Site Liaison allocation can only be used to support the university partnerships,
cooperating teachers and teacher candidates at the cluster site. Therefore, sites are not allowed
to “cash in” this allocation in order to support another position.

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Q Comp – Instructional Specialist (IS) Allocation
Contact name: Carey Seeley Email: Carey.seeley@mpls.k12.mn.us
Contact department: Human Capital Phone: cell: (612) 787-8019
The Instructional Specialist (IS) allocation was determined based on a projected
range of teachers at each site for the 2015-16 SY. The projections were based on
the number of teachers currently participating in the teacher evaluation model (as
shown in eCompass as of December, 2014) and any known changes to expected
number of teachers for the 2015-16 SY (e.g. expansion, grade restructuring, etc.)
Some considerations were also made to hold harmless as many sites as possible
from decreases to current funding. 2015-16 Q Comp allocations were approved by
the Q Comp Governance Committee in December, 2014.
The main purpose of this allocation is to support teacher evaluation and
professional growth of teachers by conducting secondary observations at the site.
Teacher evaluation is a Q Comp requirement.
Sites are required to complete the attached IS plan form and return to their HR
Consultant no later than Wednesday, March 25, 2015.
Most sites use this allocation to fund an IS (TOSA) position. If needed, this
allocation may be combined with other positions at the site or other department
allocations to create a 1.0 FTE.
Returning ISs may continue in the position, and new ISs must be hired from a
centrally-screened pool of candidates.
Teachers who are interested in becoming an IS must apply to the IS pool and
complete the screening and interview process.
Sites have the option to utilize the IS allocation to support secondary observations
in a different way that does not include hiring an IS position (e.g. release current
licensed staff members). In order to do this, sites are required to submit an
alternative plan (Table 3 of the attached IS plan form) to their HR Consultant.
The Q Comp IS allocation can only be used to support secondary observations at
the site. Therefore, sites are not allowed to “cash in” this allocation to support
another position that will not conduct secondary observations.

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Reading Specialists, Math Specialists, and Advanced
Differentiation Specialists
Contact name: Mike Lynch Email: mike.lynch@mpls.k12.mn.us
Contact department: Teaching and Learning Phone: (612) 668-5300
For elementary and middle grades, allocations were determined based on the size of the non-
proficient student population in each school. All K-5 and K-8 schools received at least a 0.5
FTE allocation to ensure there is a point of contact to support implementation of the
academic plan in every school.
All major high schools received a 1.0 FTE for literacy and a 0.6 FTE for math. Alternative
sites received allocations based on the size of their student populations.
This funding must be used to purchase positions from the specialist and interventionist
menu. Options for these positions are available by clicking this link.
Elementary schools must use these funds for specialists. Specialists work to build teacher
knowledge and skill through co-planning, co-teaching, modeling, and providing PD. Unlike
interventionists, their primary role is NOT to work with small groups of students. In K-5,
existing interventionists need to be funded with a different source or excessed.
All specialists will be selected by the principal from a pool of candidates screened by the
district academic team. Individuals in these positions are required to attend ongoing district
professional development.
Principals may decide how to allocate their positions across reading, math, and advanced
differentiation. For example, a principal with a 3.0 allocation may decide to hire one of each
or may weight more heavily toward a specific area of focus.
Principals may also “buy up” a partial allocation to create a full position and/or work with
other principals to create full positions that will be shared. Regardless of funding source, all
aforementioned requirements apply to all specialist positions.
Allocations may not be “cashed out” and used for another purpose. The intent of this
allocation is specifically to build capacity in pedagogy and content among school staff.

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Social Work Services
Contact name: Cathy Dalnes Email: Catherine.dalnes@mpls..k12.mn.us
The MFT contract states: “It is recommended that staffing caseloads of school social workers follow a ratio of
1:600 as a guideline at all general education settings across all grade levels.”
This does not include allocations to schools for citywide special education programs.
Any social work FTEs allocated out of special education funds must be used to support special education students
and families– direct service, collaboration and consultation with spec education staff, etc. Special education
funded FTEs cannot be used to support general education students. Currently special education only allocates
funds for social work services to support students in federal setting III and IV programs. All other social work
services for Setting I, II and general ed including Child Find are purchased out of site funds.
By allocating SSW time for setting III and IV students we are recognizing that these students often have complex
needs and benefit from focused social work services. The benefit of allocating citywide funds to the building gives
the principal the option to buy up time to meet the needs of all the students in their building.
If fully funded at the recommended ratio, schools can expect the social worker to do:
 Mental Health/Social/Emotional/Behavioral support: Designing and implementing
Interventions, consultation, groups
 Due Process coordination/504 coordination: Facilitating IEP meetings, serving as admin
designee, transferring records, team participation, family interviews, parent rights, SEPPs, sp. ed.
transportation
 Coordination of services/resources with community agencies
 Attendance support/interventions: Educational neglect interventions, truancy procedures
 Advocacy and support for students/staff/parents
 Crisis support/Intervention: One on one support for students, families, support, grief/loss, trauma,
classroom lessons, abuse/neglect referrals, working with on-call crisis assessors
 Homeless/Highly Mobile students: Advocacy for students and families, staff trainings, support,
HHM transportation
 Support/Leadership in areas of: Clarifying school role in custody disputes, ensuring data privacy
guidelines are followed
 Participation/Leadership in building SSTs/RTI (problem-solving teams): Offering staff
support in using CFS for interventions documentation designing interventions, collaboration with staff,
interventions with students, RTI process developer, content expertise (mental health, SEL)
Special education funded FTEs cannot be used to support general education students.
If purchasing LESS than the recommended ratio, social workers will perform exclusively special
education and other activities related to student safety and crises including:
 Ensure that the student and parent/guardian are offered due process, including full
participation in IEP Team meetings for evaluation, determination of eligibility, and other
meetings related to the provision of special education services.
 Provide leadership for mandated reporting of abuse and neglect.
 Provide limited crisis intervention services such as short-term counseling, assessment and
referral for at risk students.

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Special Education - Citywide Program Allocations
Contact name: Rochelle Cox Email: rochelle.cox@mpls.k12.mn.us
Citywide Special Education Program allocations are provided to serve Federal Setting III
students throughout the district. Many schools throughout the district have Federal Setting
III programs in their building.
Some schools will also be allocated Supplemental SEA time based on student needs.
 If your school is receiving Supplemental SEA time, you will receive a separate
spreadsheet. Please fill out this sheet and return it to Special Ed by March 25th.
 Supplemental SEA time will not be continued when the student who needed the
service leaves the building.
Citywide Special Education Program allocations are to be used for Federal Setting III
students that are assigned to your building by the special education department.
 Typically, allocations will include a special education teacher, special education
assistants and social work time.
 These funds can only be used for special education students.
Any additional dollars provided for citywide program staff must be spent to fund staff
licensed for special education reimbursement.
 Prep positions requiring a teacher with a Developmental Adapted Physical Education
(DAPE) license should be posted as Prep Providers requiring a DAPE license (not as
DAPE teacher).
This money cannot be used for general education students or services.
 For example, among special education assistants for Citywide Special Education
Program, any duty not related to special education direct instruction (e.g. hall
monitoring, lunchroom/playground duties) must be paid for using building funds,
and would need to be outside the hours that are paid for with special education
dollars.

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Special Education Resource Teacher (SERT) Allocations
Contact name: Sara Stack Email: sara.stack@mpls.k12.mn.us
Special Education Resource Teachers’ caseloads are required at 20 students per 1.0 FTE. For
priority schools, the required number is 17 to 1.0 FTE.
Some schools will also be allocated Supplemental SEA time based on student needs.
 If your school is receiving Supplemental SEA time, you will receive a separate
spreadsheet. Please fill out this sheet and return it to Special Ed by March 25th.
 Supplemental SEA time will not be continued when the student who needed the service
leaves the building.
$100 per SERT ($50 per SERT under 0.5 FTE) will be allocated for special education supplies.
Schools are responsible for budgeting for expected increases in caseloads in the coming year.
If a teacher is fully funded through special education their time must be spent working with
students identified as special education.
Special Education Resource Teachers (SERTs) are hired to provide special education services
and intervention to students that qualify for special education.
Funds for special education supplies must be used on special education students, above what
you provide for general education students. It is used to supplement materials, not supplant
materials.
We encourage collaborative teaching and “push-in” models to promote students with
disabilities in core instruction.
 If a teacher is fully funded through special education their time must be spent
working with students who qualify for special education services; teachers funded
with both general education and special education funds may work with both general
and special education students.
Special Education Teachers shouldn’t be used as reserves for regular education teachers as
this compromises the legal requirements of the students’ IEP.

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Speech Language Services
Contact name: Jill Rentmeester Disher Email: jill.rentmeester-
disher@mpls.k12.mn.us
Allocations are based on evidence-based staffing ratios for Speech and Language Pathologists
(SLPs) plus MFT59 guidelines.
The suggested SLP:student should not exceed 35:1.
To determine the SLP allocations per site, the number of students receiving
Speech/Language services (indicated an on April EdPlan report) is divided by 33, which
allows for spring growth to 35.
Speech/Language allocation must be used in the provision of mandatory IEP, assessment,
due process case management, and Third-Party billing for students with Speech/Language
disabilities.
If additional Speech/Language allocation is purchased by sites, allowed uses may include the
prevention of disabilities (e.g., provision of RTI in classrooms) and/or collaboration/co-
teaching of oral language or literacy skills for general education students (e.g., co-teaching a
phonemic awareness group in kindergarten).
If additional Speech/Language allocation is purchased by sites, SLPs duties should include
those within their scope of practice. The scope of practice for SLPs includes the prevention,
assessment, and intervention of speech, language, and/or literacy disabilities within general
and special education settings.

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Time adjustment
Allocation is based on the number of FTE’s needed to increase number of sessions at the
school if a seven period day were implemented.
Can be used at the discretion on the site administrator.
N/A - see above
N/A - see above

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Title IA Basic Program Planning and Budget
Contact name: Nicole Norton Email: Nicole.Norton@mpls.k12.mn.us
Contact department: Funded Programs Phone: 612-668-0690
Title IA allocations are determined by your school’s free & reduced price lunch count of
students aged 5-17 from October multiplied by the Per Pupil Funding Unit (PPFU), which is
$637 for 2015-16. This is a reduction from a 2014-15 PPFU of $659.
All positions funded with Title I funds must be supplemental in nature. They must show
direct support for the strategies outlined in the SIP (which also serves as the school’s Title I
Schoolwide Plan). Staff must meet Highly Qualified requirements. In Minneapolis Title I
programs, there are four required high-leverage areas of emphasis for school
year 2015-2016:
Priority #1 - Instructional Intervention
Instructional Interventions must be addressed sufficiently; meaning supplemental support is provided
directly to students in the areas of reading and mathematics during the school day (and may also
include academic supports before or after school).
Priority #2 – Family Engagement
Family Engagement minimal staffing requirement (Family/Parent Liaison or AE/BPA):
 $300,000 and above = at least 1.0 FTE
 $200,000 to $299,999 = at least .5 FTE
 $100,000 to $199,999 = at least .2 FTE
Priority #3 - Professional Development
Professional Development (PD) is tied to SIP strategy implementation and improved teaching in key
areas of reading, mathematics, or proactive behavior management and school climate:
 Coaching
 PD Activities
 Staff time for PD
Priority #4 - Behavior Intervention
Behavior staff may be funded to support new Behavior Standards implementation. The staff person(s)
funded to support the Behavior Standards is directly tied to the SIP for pro-actively teaching and
supporting students’ positive behaviors.
If the school is able to meet the requirements above using other funding sources, please see
ESEA Title IA Parameters 2015-16 document for other allowable and non-allowable
uses at: https://staff.mpls.k12.mn.us/Depts/FundedPrograms/Pages/Home.aspx
Title IA may NOT be used to fund:
 Staff for in-school suspension (or other reactive behavior support)
 Secretaries, clerks, or Office Specialists
 Nurses, LPNs, or Health Service Assistants (HSAs)
 Activities or positions that show no historical evidence of academic improvement for
students, particularly students who are not yet meeting standards

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Title IA Set-Asides: Priority, Focus, and Continuous
Improvement Schools & Family Involvement Set-Asides
Contact name: Nicole Norton Email: Nicole.Norton@mpls.k12.mn.us
Contact department: Funded Programs Phone: 612-668-0690
Each Priority, Focus and Continuous Improvement school must set-aside 20% of
its Title IA basic allocation for state-approved school improvement activities. It is 20% of the
Title IA basic allocation.
Each school is also allocated an additional amount per student (same student count as above)
for family involvement. The PPFU for family involvement is $10 this year.
20% Set-Aside for Priority, Focus and Continuous Improvement Schools
Due to reporting requirements from the Minnesota Department of Education (MDE), current
Priority and Focus schools must set-aside 20% of their Title I allocation for state-approved
school improvement activities. Schools identified as Continuous Improvement (in the Fall)
will also set-aside 20% at that time. These activities must support students who are
struggling academically and be identified in your school’s SIP. All schools are encouraged to
use part of these funds for an interventionist. For more specific information on how to
budget these dollars and align to SIP, please see, Title IA 20% SetAside for P-F-CI at:
https://staff.mpls.k12.mn.us/Depts/FundedPrograms/Pages/Home.aspx
Family Involvement Set-Aside
The Family Involvement allocation must be given to schools as a distinct allocation and must
be spent on family involvement activities.
The Family Involvement set-aside may be used to fund:
 Family/Community Liaison (or a portion of a position)
 Purchase supplies for family involvement activities (math games, take home book bags, or
other resources to support students’ academic achievement)
 Light refreshments (not full meals) for academic family events at the school
Budget Codes for Title IA
Grant #: 2430030000
Internal Order #: 2430030000
Fund #: 5023
Functional Area:
 Title IA Basic: 216.401.000
 Title IA Priority and Focus School 20% Set-Aside: 216.401.667
 Title IA Family Involvement: 216.401.638
N/A
Budget Reallocations between different functional areas are not allowed.

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Section 2: Department Services
The purpose of this section is to help schools understand what services will be provided
to them by Davis Center departments, and which services will need to be budgeted for
using building budgets.
One page is provided for each department and/or major service. Each pages provides
essential information regarding what will be provided by Davis Center departments,
what services schools are required to fund from building budgets, and what other
optional services schools may choose to fund from building budget.

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College and Career Readiness Department
Contact name: Terry Henry Email: terry.henry@mpls.k12.mn.us
Contact department: CCR Phone: 612.668.0549
Services provided to schools by your department staff in Davis
Center:
Services that schools are required to provide from building budgets
(i.e. required services):
Services that schools may choose to provide from building
budgets (i.e. optional services):
Changes compared to FY ’15:
 District AchieveMpls College Career Centers & Post-Secondary Programming
 District ACT for All Testing
 District ALC (9-12 Credit Recovery) – School within a School Model
 District Attendance Reporting – Hennepin County
 District Check & Connect/We Want You Back
 District CTE Program Implementation
 District Post-Secondary - Data Collection, Reporting, and Professional Development
 District Extended Learning (Target Services/K-8) Initiatives
 District GEAR UP - Gaining Early Awareness and Readiness for Undergraduate Programs
 District Jobs For America’s Graduates Initiative
 District HS Military Policy (Recruitment) Initiatives
 District School Counseling & Non-Public Guidance Support
 District STEM Initiatives – Science Technology Engineering Mathematics
 Other duties assigned by District CAO & Superintendent
 Access to students/parents – Before - School/During/After-school
 Support for student recruitment – All programs above
 Access to building facilitates and staff (Training and school community engagement)
 Program coordination with (CTE, Extended Learning, and ALC) program managers –
Working together toward facilitating staffing and program compliance.
 Buildings will have further access to Extended Learning/ALC funding streams only
 All other program functions, implementation support & state-federal compliance obligations,
will be coordinated within CCR division
 Building sites will have further responsibilities towards implementation K-8 targeted services
and 9-12 Credit Recovery (CCR - District Support Center assistance will be provided).

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Early Childhood Education: High Five
Contact name: Maureen Seiwert Email: Maureen.seiwert@mpls.k12.mn.us
Contact department: Early Childhood
Education
Phone: 612-668-2143
Center:
Services that schools are required to provide from building
budgets (i.e. required services):
 PD:
o PD for High Five Meeting and Expectations (Fall 2015, ~ 3 hours)
o Embedded PD for High Five Team (ongoing throughout the year)
o Internal Coaching for PK - MRC Reading Corps Members (ongoing throughout
the year)
 Consultation to school admin:
o Consultation regarding ECE/ECSE Pre-Referral/Referral Process
o Winter and Spring Data Meetings with the school administration and High Five
Teams
 High Five Core Curriculum
 Onsite supervision:
o Support of High Five staff including SOEI observations
 Social service support:
o Social Work, Nursing, and Clerical Support
 Parent engagement support: support including assistance in completion of School
Registration paperwork High Five fee agreement, and State Scholarship Applications (in
Scholarship funded sites).
 Behavior management support, as needed
 Student attendance support
 Consumable materials budget: construction paper, glue, crayons, etc.
 IT upgrades (e.g. iPads, etc.)
 Field Trips
 N/A

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Extended Learning (K-8)
Contact name: Daren Johnson Email: Daren.johnson@mpls.k12.mn.us
Contact department: Extended Learning Phone: 612-668-0064
Center:
For after school, break academies, and summer school:
 PD for school staff to lead and develop your site program(s)
 Staffing and budgeting assistance
 Identifying eligible students who meet the state criteria
 Budget for supplies and materials will be developed and provided
o A variety of options around materials will be provided
 Transportation Coordination
 Health Services Coordination
 Nutrition Services Coordination
 Teaching and Learning Support
 Facilities Coordination
 Continuous Learning Plan support, coordination, direction and submission
 Fidelity – site visits and assurance of compliance
Schools will need to recruit the best staff to build the program.
Schools would need to provide funding if they would like non-qualifying students to
participate in the academic programs that the Extended Learning Department will be
providing.
 This may include the STEM/GEMS/GISE program if you don’t have a partner like
Community Education or Beacons.
If you have an outside agency and you want to have transportation available for students
anticipate a cost.
At this point no changes from prior years for most schools; Partnership Schools may be the
exception.

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Extended Learning (High School)
Contact name: Jody Schieffer Email: jody.schieffer@mpls.k12.mn.us
Contact department: CCR/9-12ALC Phone:612.668.1202/612.991.5739 (cell)
Center:
Davis staff will support schools with;
 Navigating within MN Statutes for their for their ALC programing to generate
revenue and utilize ALC allocations within compliance, in creative ways that are
efficient and effective.
 Support student management and data tracking needed for reporting purposes.
 Digital curriculum that includes; technical management of platform, PD, teachers
on roster, and weekly progress reports.
For instance, if your department intends to provide PD to sites, please note what topics that
PD might cover and how much time may be dedicated to that PD.
ALC allocations are restricted to be used for providing viable, comprehensive educational
options for secondary students who are experiencing difficulty in the traditional system. The
alternative education programing must meet compliance with MN Statutes (see appendix
document), and must be designed for students who are at-risk of a successful high school
experience, with emphasis on quality academic and social skills instruction, while providing
an atmosphere of hope in a caring, structured environment with extensive support systems to
help students become productive members of society.
ALC allocations can be used to fund;
 Core school day alternative programing (School within a School)
 Extended Day Learning/Credit Recovery programing (after/before school)
Principals will be in control of how ALC allocations are used within their sites, as well as be
responsible for designing and staffing programs tailored to meet the needs of their individual
buildings.

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Finance
Contact name: Arthur Alexander III Email: arthur.alexander@mpls.k12.mn.us
Contact department: Finance Phone: 612 668-0516
Center:
Training and oversight for grants and federal Funding: This includes audit of
expenditures, funding of positions and allowable appropriate use of funds. We provide this
service to all schools to remain in compliance with grants and federal funding to ensure full
reimbursement.
General financial support: training, budget analysis and oversight, position funding and
requisitions, purchase orders, accounts codes, conference billings, monitoring funded
programs, monthly reporting and analysis, review school bank reconciliations for accuracy,
vendor resolution, creating vendors, light sourcing and process professional development
reimbursements.
In additional Finance approves all BER’s provide travel codes, monitor, issue and train P-
Card users and train and monitor school personnel on the use of the document center. We
also provide student data and business rule support on Discovery and related student data
usage (i.e answering questions, running reports, referrals and trouble shooting).
Student data liaisons: We act as liaisons for schools with other school districts regarding
student data.
Enrollment support: Provide open enrollment work and enrollment projections.
N/A
N/A
No changes compared to FY15. Same services being offered.

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40
Health Services
Contact name: Gayle Rieland / Carmen
Teskey
Email:
Gayle.Rieland@mpls.k12.mn.us
Carmen.Teskey@mpls.k12.mn.us
Contact department: Health Services Phone:
Gayle: 612-668-0853
Carmen: 612-668-0863
Center:
Nursing Service Managers will provide district level support for:
 Hiring in collaboration with building administrators
 Health related policies and procedures
 Collaboration with student placement
 District emergency management
 Staffing coverage during absences
 Orientation and training of health staff
 Staff development (monthly for LSNs, other training for all health staff)
 Collaboration with community partners for vision screening, dental care, tc
 Third party billing coordination for nursing services
 Nursing itinerant experts for high intensity student and health office needs
 Evaluation and performance monitoring
 Communication with local and state health department
 District-level 5-4 collaboration
Schools/Sites are responsible for funding:
 Health Assistant/LPN time as recommended by Health Services
 Health Office Supplies
 Out of District Continuing Education Opportunities
 Currently, buildings must pay for subs for HSAs/LPNs outside of available itinerant
staff
Schools may choose to purchase additional HSA/LPN time for non-health services
functions including attendance, transportation, interpreting etc.
There continues to be a nursing shortage

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41
Indian Education
Contact name: Danielle Grant Email: Danielle.Grant@mpls.k12.mn.us
Contact department: Indian Education Phone: 612 668-0611
Center:
PD districtwide and at specific sites as requested.
 PD will be focused on integrating American Indian language and culture into
instruction, and best instructional practices to engage American Indian learners.
Individualized coaching to teachers at Indigenous Best Practice sites and as requested by
other sites.
 The coaching will focus on increasing student engagement through classroom
strategies proven to be effective with American Indian learners.
Supplemental high school counseling services and college and career planning to eligible
students at all High Schools. This will include:
 College and Career Planning groups in the fall; Individual meetings with students in
the spring; College field trip visits for eligible students
Consultation for school social workers working with American Indian families, and support
as requested in IEP meetings for American Indian students.
Planning support and guidance for family engagement events to reach American Indian
families
Support to schools in working with community resources from within the American Indian
community to enhance the educational experience for American Indian students.
Other supports at specific sites
N/A
N/A
Indian Education will no longer provide Native student engagement groups to schools. Sites
directly impacted by this reduction in service are Andersen, Anwatin, Bancroft, Folwell,
Northeast and Sanford. Sites wishing to continue programming will have to provide it at the
school site with very minimal assistance from Indian Education.

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42
IT
Contact name: Fadi Fadhil Email: fadi.fadhil@mpls.k12.mn.us
Contact department: IT Phone: 612.668.0333
Center:
 Student computers/mobile devices (new and refreshed)
 Classroom technology
 Staff desk phones
 Network infrastructure (routers, firewalls, etc)
 Software initiated by the district (new and existing)
 Field support (including fixing hardware, deploying hardware and software,
maintenance, etc)
See below
 Missing/damaged hardware (students and staff)
 All staff computers and mobile devices (new and refresh)
 Consumables (e.g. accessories, projector bulbs, cords, batteries, adapters)
 Staff cell phones and walkie talkies
 Additional software initiated by the site (please note that all new software
applications will have to follow a process of Software Governance for approval.)
 Other support needs not provided by the district (e.g. site based training on use of
District software/hardware, equipment checkout and asset management, audio/video
support, and other instructional technology needs)
 There will be a defined process, hardware standards, and procedures set by the district
for all the categories/subcategories marked as a school responsibility. Schools are
required to follow the guidance of these standards and processes
 The district will be addressing the 1:1 needs and identify strategies and a roadmap as
part of the IT Strategic Plan

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43
Multilingual Department
Contact name: Jana Hilleren Email: Jana.Hilleren@mpls.k12.mn.us
Contact department: Multilingual Phone: 612-668-0174
Center:
Consultation re: compliance with Title III requirements and OCR Agreement
Technical assistance will be available to the principal and the ILT in the form of:
 data analysis of EL academic outcomes,
 formative evaluation of programs, and
 learning walks focused on academic language development
Curriculum & Content resources support
 Help to choose, locate, or implement materials for content & language
development
Professional Development
 Participation in building ILT
 Facilitating/offering Saturday work sessions and ProPay Learning
Opportunities
 Multilingual will co-plan and co-deliver PD with Lead ESL teachers. Up to 2
hours per week will be available to each site.
1. The Bulk of Student-Appropriate Instructional Materials.
2. Ensuring adequate bilingual staff for both the instructional needs of students
and the capacity to communicate effectively with families.
3. Staff, materials and support needed to meet the needs of ELs with special needs
(e.g. newcomers, students with Limited or Interrupted Formal Education
(SLIFE), and other ELs with special needs.
4. Translation and interpretation services not funded by Special Ed, Family
Outreach or other District Departments.
 Heritage Language and Dual Language Instruction
 Extended Learning instruction targeted to English Learners.
 Technology tools and resources to meet the needs of English Learners
 ESL teachers in excess of the allocated FTE’s (i.e., “bought up” FTE’s)
 Level appropriate and culturally relevant curriculum support materials,
including materials for student independent reading.
N/A

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44
Office of Student, Family and Community Engagement
Contact name: Lynnea Atlas-Ingebretson &
Courtney Kiernat
Email: Lynnea.ai@mpls.k12.mn.us
Courtney.kiernat@mpls.k12.mn.us
Contact department: External Partnerships Phone: Lynnea-612-231-6674
Courtney- 612-212-6590
Center:
 Community & Cultural Liaisons:
o Support school and district staff increase relationships with families focused on
student achievement.
o Advise school and district staff on culturally and linguistically relevant approaches
that enable family participation at all levels.
o Support the successful implementation of representative and integrated site council.
o Provide best practices in recruiting, hiring and retention of family liaisons to better
ensure strong family outreach and engagement.
o Facilitate DPAC, Cultural group meetings (ex: African American, Hmong, Latino &
Somali)
 CPEO -Parent Academy: provide courses and workshops for families in multiple
languages
 Family and School Advocate: support families and schools as they navigate issues
 Student Activities: Provide citywide student government, support with capacity building
of student government, and districtwide student activities (e.g. History Day, Math
Competition)
 Family outreach and engagement opportunities for families:
o Cultural groups will continue to meet but Area meetings will no longer occur.
Outreach will occur at school level.
 Highly qualified Family Liaison who is responsible for family outreach.
o OSFCE can assist in hiring of high quality Family Liaisons including job description
and interviews.
 Food and transportation for families to make school gatherings more welcoming
 Translation of documents and interpretation for conferences
OFSCE will be focused on building capacity of school staff to engage in successful family and
student outreach. Our office will be less focused on district-wide meetings and efforts and
more on school-based outreach and communication

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45
PAR Mentors (Human Capital)
Contact name: Mallory Wessel Email: mallory.wessel@mpls.k12.mn.us
Contact department: Human Capital Phone: 612-669-6257
Center:
Services that schools are required to provide from building budgets
(i.e. required services):
Services that schools may choose to provide from building budgets
(i.e. optional services):
PAR Mentor Services may be provided to first time teachers, contract teachers who have had
experience in the Minneapolis Public Schools in another job classification and are moving
into a new position, first year contract teachers who have teaching experience outside the
District, probationary teachers who are in need of continued support, teachers who request
service, and tenured teachers who are referred for service.
PAR Mentor Services:
 Assist teachers in goal setting, pre and post conferencing, and classroom observation;
 Model, co-teach, and demonstrate in order to provide guided practice;
 Support teachers to ensure that classroom instruction meets the MPS Standards of
Effective Instruction, supports the goals of the Strategic Plan, the Minnesota State
Standards, and goals of the School Improvement Process;
 Orient teachers to the resources of the District, the profession and the community;
provide research-based support to teachers in areas such as instructional strategies and
materials, classroom climate and organization, cultural competency, and professional
development;
 Assess teachers’ professional skills using the professional standards identified in the
Minneapolis Standards of Effective Instruction serving as the Secondary Observers for
teachers on their caseloads;
 As appropriate, work with tenured and/or realigned teachers per administrators' or
teachers' requests to provide assistance and support, in addition to working with
probationary teachers;
 Work with administrators, including acting as a team member in the decision-making
process for continuation of employment;
 Support the annual New Teacher Orientation and facilitation of New Teacher
Professional Development.
Please provide a list of services that will be available to schools from the staff in your
department situated in Davis Center. Please be as specific as is possible at this time.
For instance, if your department intends to provide PD to sites, please note what topics
that PD might cover and how much time may be dedicated to that PD.
NA
NA
There have been no changes to the services provided by the PAR Mentors over the past year
that would impact building budgets.

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46
Plant Operations Department
Contact name: Mark Bollinger Email: mark.bollinger@mpls.k12.mn.us
Contact department: Facilities Management
and Capital Construction
Phone: 612-668-0285
Center:
 Plant engineers and custodians:
o cleans & operates the schools on a daily basis and provides operational
support to the Principals and staff (including supply restrooms, clean cafeteria
and kitchen, general cleaning, preventative maintenance, and many other
tasks)
 Staff supervisors and trainers:
o School visits and building inspections
o Staff evaluations
o Mentoring and direct support to principals, school staff, and plant operations
staff
 N/A
 Additional plant engineers/custodians
o The average cost per staff member with supplies/tools is approx. $50,000
 Additional equipment as needed
 The Plant Operations 7-year Enhancement Plan adds ~13 additional
custodians/engineers districtwide each year and improves other department
processes and services

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47
Professional Development
Contact name: David Bernard Email: david.bernard@mpls.k12.mn.us
Contact department: Professional
Development
Phone: 612-254-4971
Center:
 Delivering districtwide PD:
o Planning and supporting delivery of summer institutes—ILT, Racial Equity,
Positive School-wide Engagement, and Language and Literacy. All are 2-day
institutes.
o Supporting PD during the year through a professional learning academy that will
formally begin SY 2015-2016. PD will be delivered after the school day/Saturdays
to limit use of reserves
 Assistance developing other PD:
o Developing aligned, coherent, and targeted professional learning plans
o Planning, supporting, and delivering professional learning aligned with the
academic priorities through the development of professional learning modules
o Supporting collaborative action research cohorts and culturally relevant pedagogy
cadres as part of equity-embedded PD starting SY2015-2016
o Planning and supporting delivery of PD for ESPs and clerical staff
 MDE report support: Provide support for completing required MDE staff
development report
 Processing CEU requests: to support relicensure for teachers and administrators
N/A
N/A
 Greater use of research-based guidelines for developing PD plans.
 Initiated collaborative action research cohorts (in partnership with other
departments) to support school sites.
 Developed summer institutes—last year for behavior standards, and this summer ILT,
Racial Equity, Positive School-wide Engagement, and Language and Literacy.
 PD will be supporting collaborative action research cohorts and culturally relevant
pedagogy cadres for school sites this year.

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48
REA
Contact name: Eric Moore Email: Eric.Moore@mpls.k12.mn.us
Contact department: REA Phone: 612-668-0571
Center:
 Coaching/support and PD:
o Support in problem identification, problem solving, and support on research,
evaluation and assessment issues
o Teacher Evaluation analysis and interpretation
o Data literacy PD (regarding summative and formative assessment data)
o Data literacy PD (regarding demographic, perception, and non-cognitive data)
 Assessment administration: Districtwide assessment administration, training and
support
 Research evaluations: Evaluation of school and district initiatives
 Outside research coordination
 Survey coordination: Districtwide survey coordination and data analysis
N/A
 Test coordinator position: 0.5 FTE or above for assessment and survey
administration
 REA will have greater coordination of youth participatory evaluation groups as required
by behavior standards policy
 REA now offers principal dashboards

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49
Reserve Desk – Human Capital-Talent Acquisition
Contact name: Mal Meyer Email: Mal.Meyer@mpls.k12.mn.us
Contact department: Talent Acquisition Phone: 612-668-0540
Center:
Talent Acquisition provides reserves for teacher absences. This service includes:
 Aesop System Support for Secretaries, Teachers and Administration
 Reserve teacher support (filing teacher absences)
 Attendance Reporting

 Lost Prep cost (per teacher contract - $25.00 per hour)
 Daily extra reserve that are not related to teacher absences ($160.00 per day +
$32.00 fringe = $192.00 per day)
 Full time building cadre ($180.00 per day + $36.00 Fringe = $216.00 per day)
 Increase rate of pay for reserve teachers
Daily sub $160.00 per day + $32.00 fringe = $192.00
Building Cadres $180.00 per day + $36.00 Fringe = $216.00

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50
Special Education Department
Contact name: Rochelle Cox Email: rochelle.cox@mpls.k12.mn.us
Center
 Instructional Coaching: Special Education Directors will consult with principals on
instructional needs of their special education staff based on the SOEI process. District
Program Facilitators will provide instructional coaching to special education staff as
directed by Special Education Directors. District Program Facilitators will provide
coaching on Domains 1, 2, and 3 of the SOEI Rubric.
 New Teacher Training: The Special Education Department will provide special education
specific training through New Teacher Orientation, summer training sessions and year
round support.
 Professional Development: The Special Education Department will provide district wide
training, on-site training, E learning and modules that can be presented by building staff.
 Due Process Training and Consultation: The special education department will provide
due process clerical time at each building to assist with the monitoring of due process
files at the site. Due process training will be provided in a variety of models for special
education staff. Due process consultation and support will be provided to each building
as needed for individual cases.
 Special Education Accounting: The special education department is available throughout
the year to assist principals and secretaries with special education allocations and
questions. The special education department creates and closes special education
positions and sends out position reports to schools. Mileage is also processed through
the department for special education related services staff at school sites. The special
education department also provides budget codes for special education grants and
funded programs.
 Special Education Placement: The special education department will place incoming
Federal Setting III and IV students into district programs and assist schools when
students require a different level of service.
 EdPlan and Electronic Data Systems: The special education department will fiscally
support a district wide electronic special education due process system (EdPlan), provide
maintenance, support and training as needed.
 Financial and Student Data: The special education department will create and maintain
fiscal and student data requirements for both the district and Minnesota Department of
Education. The department will also support schools in the analysis of their student data
in key state and district performance indicators.
 Limited Supplemental Support Allocation: Limited fiscal support will be available to
schools for new students who enter the district and may require additional support due
to medical or behavioral needs.
 SOEI Observation Support: Special Education Directors and District Program

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