What is the criteria to provide a full time teacher position at small schools to support advanced curricula for students?

Question#: 10


The staffing allocations process is ongoing and closely tied to the budget development and review process, and may be impacted by the superintendent’s recommended operating budget. Projected enrollment, students eligible for Free and Reduced-price Meals System meals, and student and school needs play a significant role in staffing allocations and programming decisions
of the principal and school leadership team. Schools receive their school allocation report (SAR) for the following year in early March, pending final adoption of the budget by the Board of Education in June.

The SAR provides Full-time Equivalent (FTE) position allocations, special staffing decisions for each school, and explanations for changes to staffing throughout the school year.

  • This includes classroom teachers and all additional supports (i.e., academic intervention, counselor, English for Speakers of Other Languages students, Focus, media specialist, reading specialist, reading support, reading initiative, special programs, and staff development). 
  • A limited number of positions are reserved and used to support schools that experience significant enrollment and programming needs during the summer.

Once the initial allocations are determined, principals make a concerted effort to use the allocation to fit the needs of the students and school programs. From April through August, central office and school staff monitor enrollment to adjust allocations. Also, area associate superintendents
and directors closely work with principals to review staffing decisions and master scheduling reports to ensure that the staffing and resources will maintain a high level of instruction and to determine if increases/decreases to staffing are needed, including programming changes
to support advanced curricula for students.

Central office staff works to ensure every school, regardless of size, is staffed to provide a full complement of courses and offers all students a rigorous academic experience. The complexity of small schools requires the central office to consider staffing needs on a case by case basis that may require differentiated staffing beyond the Board of Education approved staffing guidelines. For example, if the staffing guidelines strictly are followed in a small school, this may result in multiple combination classes, oversized classes, or undersized classes. In these cases, central office staff closely works with the principal to review the master plan and the current utilization of staff.