Schools FTE Allocations 2014

Schools FTE Allocations 2014
Schools FTE Allocations 2014
How teacher and school support staff FTE are
allocated to schools and information on the
2014 staffing process
22 August 2013
Staff Recruitment and Employment Services Directorate
School FTE Allocations 2014
1
SUMMARY OF CHANGES FOR 2014
Teacher FTE







A tapered base allocation replaces the fixed allocation per school.
The Year 8 to 12 year level multipliers change.
The multiplier for English as an Additional Language/Dialect (EAL/D) support
and Intensive English Centres changes to 0.025 FTE per EAL/D support
program student and 0.065 FTE per IEC student in addition to mainstream FTE
generated in the formula for these students.
Primary EAL/D cell programs are replaced with support programs when
individual schools have 12 and more eligible EAL/D learners.
The 0.4 FTE Curriculum Leader allocation for IECs is no longer provided.
The multiplier for students with confirmed educational needs (eg EN1, EN5)
changes to an allocation per student commensurate with their level of
educational need in addition to mainstream FTE generated in the formula for
these students.
The allocation of 0.1 FTE to schools for each Level 3 Classroom Teacher is no
longer provided.
Education assistant FTE




Rather than education assistant FTE being provided for students from
Kindergarten to Year 2 diagnosed as being anaphylactic to nuts and tree nuts
only, schools are provided with funds to purchase auto-injector pens (see
Schools Resourcing 2014).
A per capita formula for the allocation of education assistants from Kindergarten
to Year 2 is introduced.
The year level multiplier for the allocation of AIEOs is 1.0.
Primary EAL/D cell programs are replaced with support programs in individual
schools enrolling 12 and more eligible students. Ethnic education assistants
were previously allocated to cell programs.
School FTE Allocations 2014
2
CONTENTS 1. STAFFING YOUR SCHOOL ...................................................................................5
2. TEACHER ALLOCATIONS .....................................................................................7
2.1 BASE TEACHER FTE ALLOCATION ..................................................................7
2.2 PER STUDENT ALLOCATION .............................................................................8
2.3 STUDENT PROGRAM FUNDING .........................................................................9
2.3.1 EAL/D Support Program .................................................................................9
2.3.2 Intensive English Centres and Program ..........................................................9
2.3.3 Educational need ..........................................................................................10
2.3.4 VET Programs ...............................................................................................10
2.4 INSTITUTIONAL MULTIPLIERS .........................................................................11
2.5 SOCIAL DISADVANTAGE ..................................................................................11
2.6 CURRICULUM ACCESS .....................................................................................12
2.7 HALF COHORT ...................................................................................................12
2.8 SENIOR SCHOOLING.........................................................................................13
2.9 LOCAL ACCESS .................................................................................................15
2.10 SPLIT SITE ........................................................................................................15
2.11 OFF SITE KINDERGARTEN OR PRE-PRIMARY ............................................15
2.12 ADMINISTRATION ALLOCATION FOR SMALL SCHOOLS ...........................16
2.13 COUNTRY ROUND UP .....................................................................................16
2.14 SPECIAL PROGRAMS .....................................................................................16
2.15 PRIMARY LOTE ALLOCATION .......................................................................17
3. SCHOOL SUPPORT STAFF ALLOCATIONS ......................................................19
3.1 REGISTRAR/SCHOOL OFFICER/BUSINESS MANAGER, LIBRARY OFFICER
AND LABORATORY TECHNICIAN ..........................................................................19
3.2 AIEO ....................................................................................................................21
3.3 EARLY CHILDHOOD EDUCATION ASSISTANT ..............................................22
3.4 HOME ECONOMICS ASSISTANT ......................................................................22
3.5 CLEANER ............................................................................................................23
3.6 GARDENER.........................................................................................................23
School FTE Allocations 2014
3
3.7 RESIDENTIAL AND FARM STAFF ....................................................................23
3.8 EDUCATION ASSISTANT THROUGH SCHOOLS PLUS ..................................24
3.9 ETHNIC ASSISTANT ..........................................................................................25
3.10 DEFENCE FORCE TRANSITION MENTOR .....................................................25
3.11 DEFENCE FORCE TRANSITION AIDE ............................................................25
3.12 ABORIGINAL KINDERGARTENS ....................................................................25
3.13 BUS DUTIES (EDUCATION ASSISTANT) .......................................................26
School FTE Allocations 2014
4
1. STAFFING YOUR SCHOOL
Teacher and school support staff FTE is allocated to schools through a range of
mechanisms. How this FTE will be allocated in 2014 is outlined in this package.
Independent Public Schools will receive the equivalent value of this FTE in their one
line budgets. Other schools will receive FTE allocations in their teaching and school
support staff establishment.
Principals are responsible for determining which staff form part of their schools’
allocations and which are funded through school-based funds; and for ensuring their
schools’ FTEs are balanced. Independent Public School principals are responsible
for ensuring they operate within their one line budgets. All principals are responsible
for complying with Public Sector Standards in Human Resource Management
regardless of the source of funds.
Principals can commence staffing processes early. There is no need to wait until
December. The new school by school fixed-term appointment pool, graduate teacher
pool and 2014 teacher transfer pool are now in place.
Project realistically, staff conservatively
The first step in the staffing process is to identify the FTE allocation/salary budget
and determine if any vacancies are required to be filled.
Principals can now enter their 2014 projected student enrolments and, shortly after,
download the School Staffing Allocation Chart to show their teacher FTE allocation;
and the School Support Staff FTE Summary Form to show their school support staff
FTE allocation.
Realistic projected student enrolments should be entered by 30 August 2013.
Information on the type of enrolments that are funded and how to enter projected
enrolments is on the School Staffing Portal. Principals are encouraged to submit
accurate projections based on evidence of the number and type of students who will
be enrolled in February 2014. Principals should then staff their schools
conservatively so that, if some students do not start in 2014, the school is not
overstaffed. Any overstaffing that occurs as a result of inaccurate student projections
and non-conservative staffing will need to be funded through school-based funds.
The 2014 Staff Calculator and Workforce Planner is on the School Staffing Portal to
assist schools in determining their 2014 FTE allocations and recruitment or
redeployment needs.
Better management of redeployment
To ensure all principals have maximum choice in selecting staff for 2015, it is critical
to reduce the number of redeployees needing to be placed. This is an important step
in ensuring all schools gain maximum value from operating with one line budgets in
2015.
Over the coming months there will be a focus on processes for the management of
redeployees, creation of redeployees and placement of current redeployees
A review of the ways in which teachers become redeployees has been undertaken.
Only those teachers who are surplus to requirements through over allocation;
individuals endorsed through the Employee Support Bureau; those who choose to
School FTE Allocations 2014
5
retrogress; and those who have completed three years of continuous service in a
Remote Teaching School will be registered.
The current staffing processes provide opportunities for all teachers to obtain
positions in alternative schools through merit selection, transfer, fixed-term
appointment pool and graduate teacher pool. The following practices of registering
teachers as redeployees have ceased:
 Registration as a result of being a prize winning graduate.
 Registration of fixed-term teachers selected as Level 3 Classroom Teachers.
 Registration of fixed-term teachers at the completion of two years’ continuous
service in Country Teaching Program and Metropolitan Teaching Program
schools.
Teachers who have completed two years’ continuous service in Country Teaching
Program and Metropolitan Teaching Program schools will continue to be made
permanent (subject to satisfactory completion of the probationary period), and have
access to additional leave and/or financial benefits. These teachers will now be
permanently placed in the location where they completed their two years’ service.
Should this result in a school being over staffed, principals will manage this through
the normal over-allocation and redeployment process.
Redeployee teachers currently placed in fixed-term positions in schools (not
Independent Public Schools) will be placed permanently. Where this will lead to over
staffing at the school or subject area level, this will be considered on a case by case
basis.
The Director General has flagged with Independent Public Schools the possibility of
taking on redeployees as a once off responsibility as part of their contribution to the
system.
Reducing the number of redeployees requiring placement will ensure all principals
can progress with filling vacancies for 2015 with limited need to consider
redeployees.
Registering redeployees as a result of over allocation
A school is able to register a redeployee when the total FTE (teaching and school
support staff) working at the school is greater than the total of centrally allocated and
school funded FTE.
Where overstaffing is temporarily resolved due to staff taking leave and/or reducing
their work fractions, there is no need to register redeployees.
Changes to resource allocation methods in 2014, and the cessation of the practice of
registering teachers who have completed two years service in Country Teaching
Program and Metropolitan Teaching Program schools, may result in over allocation
of staff in some schools. Principals should use the 2014 Staff Calculator and
Workforce Planner in the first instance to determine the degree of overstaffing. Once
determined, contact should be made with the teacher or school support staff
consultant.
Over allocation of level 3 or level 4 administrators in secondary schools due to the
half cohort should be identified and referred to teacher consultants, however
principals will not be required to register these staff as redeployees.
School FTE Allocations 2014
6
2. TEACHER ALLOCATIONS
SUMMARY OF STAFFING FORMULA 2014
All schools with enrolled students receive:
2.1
a base teacher FTE allocation (tapered)
2.2
a per student year level allocation
Eligible schools receive additional formula-driven FTE for:
2.3
student programs:
2.3.1 EAL/D
2.3.2 IEC
2.3.3 educational need
2.3.4 VET
2.4
2.5
2.6
institutional multipliers
social disadvantage
curriculum access
Eligible schools receive supplementary FTE for:
2.7
half cohort (Year 12 in 2014)
2.8
senior schooling
2.9
local access
2.10 split site
2.11 off site Kindergarten and Pre-primary
2.12 administration allocation
2.13 country round up
2.14 special programs
2.15 primary LOTE allocation
2.1 BASE TEACHER FTE ALLOCATION
For 2014, a tapered base replaces the current fixed allocation of 1.5 FTE per school.
A base teacher allocation of 1.2 FTE is provided to schools. Once a school reaches a
certain enrolment size, the allocation is phased out through a tapering mechanism.
Primary schools and those with secondary student enrolments receive different
allocations that reflect differences in size and complexity. Kindergarten to Year 12
schools, district high schools and education support schools with secondary
enrolments receive the same allocation as secondary schools as they need to
provide secondary school classes.
The primary school base is 1.2 FTE for up to 550 students. The FTE then tapers off
between 550 and 850 students. Schools with 850 and more students receive no base
teacher FTE allocation.
For schools with secondary students, the base is 1.2 FTE up to 600 students. The
FTE then tapers off between 600 and 850 students. Schools with 850 and more
students receive no base teacher FTE allocation.
School FTE Allocations 2014
7
Under the new student-centred funding model, from 2015 this base will be replaced
by a small school allocation. This will be a cash allocation per student and will
consolidate all other base allocations (eg teacher, school support staff and school
grant).
2.2 PER STUDENT ALLOCATION
The majority of FTE through the teacher formula is generated by multiplying the
number of students enrolled in each year level by the year level multiplier.
The table below shows the year level multipliers for 2014 compared with 2013.
Year level
2013 year level multiplier
2014 year level multiplier
Kindergarten
0.95
0.95
Pre-primary
1.28
1.28
Year 1
1.24
1.24
Year 2
1.24
1.24
Year 3
1.235
1.235
Year 4
1.09
1.09
Year 5
1.09
1.09
Year 6
1.10
1.10
Year 7
1.10
1.10
Year 8
1.39
1.35
Year 9
1.49
1.45
Year 10
1.59
1.550
Year 11
1.77
1.735
Year 12
1.76
1.740
The number of enrolments in each year level is multiplied by the year level multiplier
and the general multipliers. The general multipliers of 0.042, and 0.0391 where
adjusted student enrolments are greater than 1400, remain unchanged.
Under the new student-centred funding model, from 2015 funding will be provided for
each student enrolled. Students in different year levels will receive different amounts
in recognition that costs per student vary across and within primary and secondary
schooling. Teacher FTE allocations will be included in this single dollar amount.
Under the new student-centred funding model, from 2015 per student funding from
Years 7 to 12 will be the same to ensure equitable allocation of resources across all
secondary years.
School FTE Allocations 2014
8
2.3 STUDENT PROGRAM FUNDING
2.3.1 EAL/D Support Program
Schools with students eligible for additional resources through the EAL/D Support
Program (primary and secondary) continue to receive additional teacher FTE.
The current EAL/D multiplier of 1.5 is replaced with a teacher allocation of 0.025 FTE
per eligible student.
Schools with students eligible for additional resources through the EAL/D Support
Program (primary and secondary) also receive their regular teacher FTE allocations
as per their year level/stage weight.
Primary support programs replace primary cell programs. A minimum of 12 eligible
EAL/D students in Years 1 to 12 are required for schools to qualify for a support
program.
Under the new student-centred funding model, from 2015 all EAL/D funding lines
(FTE and cash) will be consolidated into a single cash allocation per eligible EAL/D
student determined by English language proficiency using the ESL/D Progress Map.
The cash allocation will be dependent on student need. This will give schools greater
flexibility in delivering additional support to EAL/D students.
2.3.2 Intensive English Centres
Schools with Intensive English Centres (IECs) and with students eligible for
additional resources through the IEC program (primary and secondary) continue to
receive additional teacher FTE.
The current EAL/D multiplier of 2.4 is replaced with a teacher allocation of 0.065 FTE
per eligible student.
Students eligible for additional resources through the IEC program (primary and
secondary) also receive their regular teacher FTE allocations as per their year
level/stage weight.
Under the new student-centred funding model, from 2015 all EAL/D funding lines
(FTE and cash) will be consolidated into a single cash allocation per eligible EAL/D
student determined by English language proficiency using the ESL/D Progress Map.
This will give schools greater flexibility in delivering additional support to EAL/D
students.
School FTE Allocations 2014
9
2.3.3 Educational need
Schools with students with special education needs eligible for additional teacher
resources through Schools Plus will continue to receive additional teacher FTE.
A fixed teacher allocation per eligible student is provided to the school based on each
student’s level of educational need. The current EN multipliers are replaced with this
FTE allocation.
EN1
1.5
2014 teacher FTE
for level of EN
0.03
EN2
2.0
0.05
EN3
2.5
0.08
EN4
3.0
0.12
EN5
3.6
0.14
Year level
2013 EN multiplier
Students eligible for additional resources through Schools Plus also receive their
regular teacher FTE allocations as per their year level/stage weight.
Under the new student-centred funding model, from 2015 all special education need
funding lines (FTE and cash) will be consolidated into a single cash allocation per
eligible student.
2.3.4 VET Programs
Students in Years 11 and 12 may be registered as VET for staffing purposes if they
are:
 studying at least one unit of competency from a nationally recognised VET
qualification within the Australian Qualifications Framework; and
 enrolled in either of the following School Curriculum and Standards Authority
workplace learning programs:
o Workplace Learning Course (School Curriculum and Standards Authority
Developed Course) – minimum of 2 units; or
o Workplace Learning: On-the-job Training (School Curriculum and Standards
Authority Endorsed Program) – minimum of 2 X 55 hour units.
Students considered as VET receive a weighting of 1.1 in addition to their year level
multiplier
Under the new student-centred funding model, from 2015 all VET funding lines (FTE
and cash) will be redistributed through the per student funding.
School FTE Allocations 2014
10
2.4. INSTITUTIONAL MULTIPLIERS
WA Colleges of Agriculture, Schools of the Air and Language Development Centres
receive additional FTE provided through institutional multipliers.
The table below shows the institutional multipliers for 2014:
2014 multiplier
Institution
WA Colleges of Agriculture
1.30
Language Development Centres
1.18
Schools of the Air
2.40
Under the new student-centred funding model, from 2015 institutional multipliers will
be replaced with school characteristics funding (locality and small school allocations)
2.5. SOCIAL DISADVANTAGE
An additional teacher allocation is provided to schools with a socio-economic index
(SEI) of less than 100.
Eligible schools attract an enrolment adjustment on a sliding scale. An additional
50% adjusted enrolment is provided for an SEI of zero. The additional adjustment
enrolment ceases at 100 SEI.
The graph below illustrates how the allocation is calculated. If a school has an SEI of
90 it would gain 5% on adjusted enrolment for social disadvantage. If a school has an
SEI of 98 it would gain 1% on adjusted enrolment for social disadvantage.
Percentage Increase
Percentage Increase for Social Disadvantage
60
50
50
45
40
40
35
30
30
25
20
20
15
10
10
5
0
0
0
10
20
30
40
50
60
70
80
90
0
0
100 110 120
SEI
Under the new student-centred funding model, from 2015 all social disadvantage and
SEI funding lines (FTE and cash) will be consolidated into a single cash allocation
per eligible student from a low socio economic background.
School FTE Allocations 2014
11
2.6 CURRICULUM ACCESS
An additional teacher allocation (curriculum access) is provided to small and isolated
secondary schools to enable a broader range of subjects to be offered. Typically
these are district high schools and senior high schools that provide the only
education opportunity in country towns for students in that age group.
Curriculum access is applied to schools with few enrolments in Years 8 to 10 and/or
in Years 11 and 12.
The additional FTE for curriculum access is determined by increasing the adjusted
enrolment by an initial multiplier and then reducing this multiplier until the enrolment
reaches the value above which no additional FTE is required because the standard
formula provides sufficient teachers to offer an acceptably broad curriculum.
Secondary schools eligible for curriculum access are not eligible for half cohort FTE
(see 2.7).
ISO LA T I ON F A C T O R
450
400
350
300
250
200
15 0
10 0
50
0
1
18
35
52
69
86
10 3
12 0
13 7
15 4
17 1
18 8
205 222
239 256
273 290
307 324
341
I n i t i a l A d j u st e d En r o l m e n t
Under the new student-centred funding model, from 2015 curriculum access FTE will
be replaced with school characteristics funding (locality and small school allocations)
2.7 HALF COHORT
This supplementary FTE is to assist eligible secondary schools ensure students have
an adequate range of curriculum options for Year 12 students in 2014. Resources
may be used flexibly, including converting FTE to school salary pools or school bank
accounts so students can access courses through SIDE.
Schools with Year 12 students in 2014 may be considered eligible. These include
senior high schools, high schools, K–12 schools, agricultural colleges, community
colleges and senior colleges. Of these schools, those with:

less than 600 student FTE in 2014 (Years 8 to 12) will be eligible*

between 600 and 999 student FTE in 2014 (Years 8 to 12) and with a Year 12
cohort of less than 121 will be eligible*.
School FTE Allocations 2014
12
Not eligible
 District high schools, primary schools with secondary tops and remote
community schools with secondary tops.
 *Schools where curriculum access is turned on for Years 11 and 12 in 2014.
 Any school with greater than 999 student FTE in 2013 (Years 8 to 12).
Once eligibility is established, supplementary FTE is determined by:
 calculating the difference between the number of Year 12 student enrolments for
the school in 2013 and 2014; and
 multiplying this difference by a weighting (determined by total school enrolments
and total Year 11 enrolments).
Actual FTE allocations will be finalised, using this allocative mechanism, at the
February 2014 student census based on actual student numbers. In addition to the
teacher FTE provided through the regular staffing formula, FTE generated through
the half cohort calculator will be added to school staffing allocations. In the case of
Independent Public Schools, resources will be included in one line budgets.
The 2014 teacher staffing calculator includes the half cohort FTE calculator.
2.8 SENIOR SCHOOLING
The Senior School Allocation was established as a transition strategy to support nonsenior schools in providing senior schooling to small populations of students for
Years 11 and 12 as part of the initiative to raise the school leaving age. This initiative
requires students to participate in education, training and/or employment until the end
of their 17th year.
Eligible district high schools are those considered too far from senior high schools for
bus travel and which enrol an educationally viable number of Year 11 and 12
students.
Eligible district high schools receive supplementary FTE for each Year 11 and 12
student enrolled.
School FTE Allocations 2014
13
Total number
of Year 11 and
12 students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Supplementary
teacher FTE
0.08
0.16
0.24
0.32
0.40
0.48
0.56
0.64
0.72
0.80
0.88
0.96
1.04
1.12
1.20
1.26
1.32
1.38
1.44
Total number
of Year 11 and
12 students
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
Supplementary
teacher FTE
1.54
1.58
1.62
1.66
1.70
1.72
1.74
1.76
1.78
1.80
1.82
1.84
1.86
1.88
1.90
1.92
1.94
1.96
1.98
20
1.50
40
2.00
Eligible schools:
o The Ngaanyatjarra Lands School
o Laverton Primary School
o Wiluna Remote Community School
o Kalumburu Remote Community
School
o La Grange Remote Community
School
o Looma Remote Community School
o One Arm Point Remote
Community School
o Wangkatjungka Remote
Community School
o Shark Bay Primary School
o Jigalong Remote Community
School
o Nullagine Primary School
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Onslow Primary School
Burringurrah Remote Community
School
Norseman District High School
Leonora District High School
Derby District High School
Fitzroy Valley District High School
Halls Creek District High School
Kalbarri District High School
Meekatharra District High School
Morawa District High School
Mount Magnet District High School
Lake Grace District High School
Roebourne District High School
Exmouth District High School
Under the new student-centred funding model, from 2015 senior schooling FTE will
be replaced with school characteristics funding (locality and small school allocations)
School FTE Allocations 2014
14
2.9 LOCAL ACCESS
While it is preferable for students to attend the nearest senior high school, there are
individual circumstances or adverse local conditions that mean it is in the best
interests of some students to continue their education in district high schools.
Local access resourcing is provided to eligible district high schools to assist them
design and deliver robust and sustainable Year 11 and 12 programs that optimise
opportunities for students to prepare for life beyond school.
Local access resourcing for 2014 is reflected in the curriculum access line of the
staffing allocation chart.
Eligible schools:
o Kojonup District High School
o Gnowangerup District High Sch
o Southern Cross Dist High Sch
o Wyalkatchem District High Sch
o Carnamah District High School
o Dongara District High School
o Boddington District High School
o Gingin District High School
o Wongan Hills District High School
o Jurien Bay District High School
o
o
o
o
o
o
o
o
o
Mullewa District High School
Wyndham District High School
Dalwallinu District High School
Mukinbudin District High School
Narembeen District High School
Quairading District High School
Brookton District High School
Corrigin District High School
Wagin District High School
Under the new student-centred funding model, from 2015 local access FTE will be
replaced with school characteristics funding (locality and small school allocations)
2.10 SPLIT SITE
Schools with annexes or classrooms over multiple sites may be provided with
supplementary FTE. This FTE is provided on a case by case basis when teachers or
school administrators are required to travel between sites during school days.
2.11 OFF SITE KINDERGARTEN OR PRE-PRIMARY
A school with an offsite pre-primary or kindergarten that is more than one kilometre
from the school site receives an additional 0.1 FTE teacher.
A school that hosts a community kindergarten receives an additional 0.1 FTE teacher
in recognition of the line management responsibilities. This allocation is provided
regardless of the distance between the community kindergarten and host school. An
allocation of 0.1 FTE Level 1 ministerial officer is also provided to the host school to
assist with enrolments and administration processes.
Under the new student-centred funding model, from 2015 funding will be provided for
each student enrolled. Students in different year levels will receive different amounts
in recognition that costs per student vary across and within primary and secondary
schooling. The teacher allocation will be included in this single dollar amount.
School FTE Allocations 2014
15
2.12 ADMINISTRATION ALLOCATION FOR ELIGIBLE SCHOOLS
Level 3 primary schools and education support centres and Level 4B primary schools
receive an additional 0.2 FTE to reduce teaching loads of principals and deputy
principals.
Level 6 primary schools with more than 900 student FTE and an SEI greater than
100 receive additional 0.3 FTE to reduce the teaching loads of Level 4 deputy
principals. Level 6 primary schools with more than 700 student FTE with an SEI less
than 100 receive additional 0.3 FTE.
Small high schools receive adjustments to enable sufficient heads of learning areas
to be appointed in core subjects.
Under the new student-centred funding model, from 2015 additional administration
FTE will be replaced with school characteristics funding (small school allocation).
2.13 COUNTRY ROUND UP
Where the total teacher FTE generated by the teacher formula (including
supplementary allocations) is less than 2.0 FTE, a country round up is provided to
bring the total school allocation to 2.0 FTE.
In very small country schools where part-time positions cannot be filled locally,
principals should work with nearby schools to form full-time positions which can be
filled through regular recruitment processes. In the event this is not an option,
principals should contact their teaching consultants to discuss alternative solutions.
Under the new student-centred funding model, from 2015 country round up FTE will
be replaced with school characteristics funding (small school allocation).
2.14 SPECIAL PROGRAMS
Eligible schools continue to receive special purpose FTE for specific programs:
 Gifted and Talented Education
 Inclusive Education
 Autism Early Intervention
 Secondary Autism
 Follow the Dream
 Agricultural Awareness
 Middle School Allocation
 Community Librarian
 Location programs (eg Hillside Farm, Crawford College).
Under the new student-centred funding model, from 2015 special program FTE will
either be consolidated into the per student funding or the school and student
characteristics funding, or will be provided as an additional component in one line
budgets.
School FTE Allocations 2014
16
2.15 PRIMARY LOTE ALLOCATION
Primary and district high schools that provide LOTE classes for Year 3 to 7 students
are eligible for the above formula primary LOTE allocation. The allocation is provided
for each class formed. The intention of the FTE is to enable LOTE to be embedded
across the curriculum. This FTE provides time for LOTE teachers to spend time in
regular classrooms or classroom teachers to spend time in LOTE classes.
Classes
Year 3 to 7
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
PRIMARY LOTE FORMULA @ 60 MINUTES PER CLASS
Minutes per
DOTT
School FTE
Above
Total FTE allocation
Class
formula FTE
required
60
11
0
0.05
0.05
120
22
0
0.09
0.09
180
33
0.05
0.09
0.14
240
44
0.05
0.13
0.18
300
55
0.10
0.13
0.23
360
66
0.10
0.17
0.27
420
77
0.15
0.17
0.32
480
88
0.15
0.22
0.37
540
99
0.20
0.21
0.41
600
110
0.20
0.26
0.46
660
121
0.25
0.25
0.50
720
132
0.25
0.30
0.55
780
143
0.25
0.35
0.60
840
154
0.30
0.34
0.64
900
165
0.30
0.39
0.69
960
176
0.35
0.38
0.73
1020
187
0.35
0.43
0.78
1080
198
0.40
0.42
0.82
1140
209
0.40
0.47
0.87
1200
220
0.45
0.47
0.92
1260
231
0.45
0.51
0.96
1320
242
0.50
0.51
1.01
Classes
Year 3 to 7
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
PRIMARY LOTE FORMULA @ 90 MINUTES PER CLASS
Minutes per
DOTT
School FTE
Above
Total FTE allocation
class
formula FTE
required
90
16
0
0.07
0.07
180
33
0.05
0.09
0.14
270
49
0.10
0.11
0.21
360
66
0.10
0.17
0.27
450
82
0.15
0.19
0.34
540
99
0.20
0.21
0.41
630
115
0.20
0.28
0.48
720
132
0.25
0.30
0.55
810
148
0.30
0.32
0.62
900
165
0.30
0.39
0.69
990
181
0.35
0.41
0.76
1080
198
0.40
0.42
0.82
1170
214
0.40
0.49
0.89
1260
231
0.45
0.51
0.96
1350
247
0.5
0.53
1.03
School FTE Allocations 2014
17
ABORIGINAL LANGUAGES FORMULA
Number of minutes required for LOTE
program
60
120
180
240
300
360
420
480
540
600
660
720
780
840
900
960
1020
1080
1140
1200
1260
1320
1380
1440
1500
Above formula allocation
0.04
0.08
0.12
0.16
0.20
0.24
0.28
0.32
0.36
0.40
0.44
0.48
0.52
0.56
0.60
0.64
0.68
0.72
0.76
0.80
0.84
0.88
0.92
0.96
1.00
The number of minutes required for the Aboriginal languages program is based on
the teaching and planning time that involves the classroom teacher. The formula is
based on the expectation that each Aboriginal language program will require 60
minutes of teaching time and 60 minutes of planning time for the language team.
Where two or more classes in the same year group are learning the same Aboriginal
language, one 60 minute planning session is sufficient.
Where a LOTE teacher is required to travel during school days between schools, an
additional 0.1 FTE is provided. Schools apply for this FTE by submitting a LOTE
travel form.
This above formula LOTE allocation will not continue after 2014.
School FTE Allocations 2014
18
3. SCHOOL SUPPORT STAFF ALLOCATIONS
SUMMARY OF SCHOOL SUPPORT STAFF FORMULA 2014
All schools with enrolled students receive:
3.1 registrar/school officer/business manager, library officer and laboratory
technician allocation
Eligible schools receive additional formula driven FTE for school, student and
program characteristics:
3.2 AIEO
3.3 early childhood education assistant
3.4 home economics assistant
3.5 cleaner
3.6 gardener
3.7 residential and farm staff
Schools with eligible students receive supplementary FTE for:
3.8 education assistant through Schools Plus
3.9 ethnic assistant for Intensive English Centres
3.10 Defence Force transition mentor
3.11 Defence Force transition aide
3.1 REGISTRAR/SCHOOL OFFICER/BUSINESS MANAGER, LIBRARY
OFFICER AND LABORATORY TECHNICIAN
This allocation is provided by the school support staff formula. The year level
weighting is multiplied by the level of student need and general multiplier.
Year level
multiplier
Kindergarten
Pre-Primary
Years 1
Years 2
Years 3
Years 4
Years 5
Years 6
Years 7
Years 8
Years 9
Years 10
Years 11
Years 12
Combined registrar/
school officer
0.9
1.1
1.1
1.0
1.0
1.05
1.05
1.05
1.05
3.1
3.1
3.1
3.3
3.3
School FTE Allocations 2014
Library officer
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.3
1.3
1.2
1.2
1.2
Laboratory
technician
0
0
0
0
0
0
0
0
0
1.0
1.0
1.0
1.5
1.5
19
Level of
educational
need
Mainstream
EN1
EN2
EN3
EN4
EN5
EAL/D
IEC
Combined
registrar/school
officer
1.0
General
multiplier
Combined
registrar/school
officer
0.00270
Multiplier
1.0
1.2
1.6
2.0
3.0
1.2
1.2
Library officer
Laboratory
technician
1.0
1.0
1.0
1.0
1.0
1.0
1.3
1.3
1.0
1.0
1.0
1.0
3.0
1.0
1.0
1.0
Library officer
Laboratory
technician
0.0013
0.0017
Public service and ministerial officer staff
An officer appointed to a full-time position works 37.5 hours a week. Appointments to
these positions may be under public service or ministerial officer conditions,
depending on school business hours and the need for coverage during school
vacation periods. Positions are classified from Levels 1 to 5.
Under the new student-centred funding model, from 2015 funding will be provided for
each student enrolled. Students in different year levels will receive different amounts
in recognition that costs per student vary across and within primary and secondary
schooling. Registrar, business manager, library officer and laboratory technician
allocations will be included in this single dollar amount.
School FTE Allocations 2014
20
3.2 AIEO
Schools with Aboriginal students continue to receive a per student allocation for
AIEO FTE. The current AIEO formula has varied year level multipliers from
Kindergarten to Year 12. The table below shows the multipliers for 2014 compared
with 2013:
Year level
2013 year level multiplier
2014 year level multiplier
Kindergarten
0.6
0.6
Pre-primary
1.2
1.0
Year 1
1.6
1.0
Year 2
1.6
1.0
Year 3
1.6
1.0
Year 4
1.0
1.0
Year 5
1.0
1.0
Year 6
1.0
1.0
Year 7
1.0
1.0
Year 8
1.6
1.0
Year 9
1.6
1.0
Year 10
1.6
1.0
Year 11
1.1
1.0
Year 12
1.1
1.0
The minimum AIEO allocation is 0.2 FTE. This means that no allocation is made
when the total number of Aboriginal students enrolled at a school attracts less than
0.2 FTE.
Remote community schools continue to receive a minimum allocation of 1.0 FTE
irrespective of FTE attracted by Aboriginal student enrolments
Under the new student-centred funding model, from 2015 all Aboriginal education
funding lines (FTE and cash) will be consolidated into a single cash allocation per
Aboriginal student for eligible schools. This will give schools greater flexibility in
delivering additional support to Aboriginal students.
School FTE Allocations 2014
21
3.3 EARLY CHILDHOOD EDUCATION ASSISTANT
A per student FTE staffing is introduced for Kindergarten to Year 2 education
assistants. This replaces the current method of allocating FTE based on the type and
number of Kindergarten to Year 2 classes formed.
All schools (excluding education support centres/schools) with students enrolled in
Kindergarten to Year 2 receive education assistant FTE as per the following:

A base allocation of 0.2 FTE.

A per student allocation determined by the year level of the student. The year
level weighting is multiplied by the number of students in each year level and
the general multiplier of 0.0040 to determine the total per student FTE.

An adjustment for schools with SEIs of less than 100.
Student year level
Year level weighting
Kindergarten
6.5
Pre-primary
11.0
Year 1
1.0
Year 2
1.0
This formula is also applicable to Community Kindergartens. To ensure a minimum of
two adults are on site at any time, an FTE adjustment will be provided if there are not
two adults on a Community Kindergarten (or offsite Pre-primary) site at all times.
Education assistant (mainstream) – Level 1/2
Education assistants (mainstream) support teachers in Kindergarten, Pre-Primary
and Years 1 and 2; and Rural Integration Programs. They also assist students with
conditions such as epilepsy and diabetes, and other medical conditions as accepted
by Schools Plus. Full-time education assistants work 32.5 hours a week.
Under the new student-centred funding model, from 2015 funding will be provided for
each student enrolled. Students in different year levels will receive different amounts
in recognition that costs per student vary across and within primary and secondary
schooling. The education assistant allocation will be included in this single dollar
amount.
3.4 HOME ECONOMICS ASSISTANT
An allocation is made to schools that teach home economics. The number of teacher
FTE teaching home economics is multiplied by 0.425
The allocation of FTE for home economics assistant time is based on 17 hours a
week for each full-time home economics teacher.
School FTE Allocations 2014
22
3.5 CLEANER
The allocation for cleaner FTE is determined by the areas and specific cleaning
requirements of school sites. When areas are increased or reduced due to building
programs, schools are required to contact Strategic Asset Planning Branch to
manage the adjustment in FTE entitlement (T: 9264 5388).
Full-time cleaners work 40 hours a week. Positions are classified from Level 1 to
Level 7.

Cleaner in Charge (area over 7000m2)
Level 7

Cleaner in Charge (area up to 7000m2)
Level 3

Assistant Cleaner in Charge
Level 2

Cleaner working alone
Level 2

Cleaner
Level 1
Under the new student-centred funding model, from 2015 funding will be provided for
each student enrolled. Students in different year levels will receive different amounts
in recognition that costs per student vary across and within primary and secondary
schooling. The cleaner allocation will be included in this single dollar amount.
3.6 GARDENER
Gardener FTE is determined by area and particular site factors at a school. Full-time
gardeners work 40 hours a week. Positions are classified from Level 1 to Level 5.

Senior Gardener/Handyperson
Level 5

Gardener/Handyperson
Level 2

Assistant Gardener/Handyperson
Level 1
There may be a requirement to have the school remeasured where site changes
impact on the gardener’s responsibilities. The FTE allocation is calculated by
Strategic Asset Planning Branch (T: 9264 5388).
Under the new student-centred funding model, from 2015 funding will be provided for
each student enrolled. Students in different year levels will receive different amounts
in recognition that costs per student vary across and within primary and secondary
schooling. The gardener allocation will be included in this single dollar amount.
3.7 RESIDENTIAL AND FARM STAFF
Western Australian Colleges of Agriculture receive an allocation for technical officers,
farm staff and residential staff. Formulas remain the same.
School FTE Allocations 2014
23
3.8 EDUCATION ASSISTANT THROUGH SCHOOLS PLUS
Students with special education needs may require additional resources for
adjustments to teaching and learning programs that cannot be provided in regular
school funding.
As per Schools Plus, a student’s diagnosis must meet eligibility criteria for one or
more of the eight indicated groups, with eligibility requiring specific assessments
of diagnosis by relevant specialists:

Global Developmental Delay.

Intellectual Disability.

Autism Spectrum Disorder.

Visual Impairment.

Hearing Impairment.

Severe Mental Disorder.

Physical Disability.

Severe Medical/Health Condition*.
Schools with students with eligible special education needs may attract additional
education assistant FTE. Refer to Schools Plus for further information on resources
for students through Schools Plus.
* From the start of the 2014 school year, support for students with anaphylaxis
changes. Schools continue to be provided with funds to purchase auto-injector pens
at a ratio of one pen to approximately 300 students (see Schools Resourcing 2014).
Education Assistant Special Needs positions are listed below:

Education Assistant (Special Needs) – Level 2/3: Provides support to
students with special education needs enrolled in mainstream schools.

Education Assistant (Special Needs) – Level 3: Provides support to
students with disabilities enrolled in education support schools and centres.

Education Assistant (AUSLAN): Provides support to students who are deaf
or hearing impaired.

Education Assistant (Braille): Provides support and assistance to blind or
vision impaired students who use Braille as a main medium.
Under the new student-centred funding model, from 2015 all special education needs
funding lines (FTE and cash) will be consolidated into a single cash allocation per
eligible student with special education needs.
Note: Education Assistants (Behaviour Centres) are attached to Behaviour Centres
and support students with severely challenging behaviours in schools.
School FTE Allocations 2014
24
3.9 ETHNIC ASSISTANT
Ethnic education assistants are allocated only to Intensive English Centres.
Allocations are determined by the IEC resource calculator which is based on the
average IEC enrolments across 2012 and 2013.
Under the new student-centred funding model, from 2015 all EAL/D funding lines
(FTE and cash) will be consolidated into a single cash allocation per eligible EAL/D
student determined by English language proficiency using the the ESL/D Progress
Map. This will give schools greater flexibility in delivering additional support to EAL/D
students.
3.10 DEFENCE FORCE TRANSITION MENTOR
These positions are funded by the Australian Defence Forces in secondary schools
that have a significant number of children of Defence personnel as part of their
school enrolment. They support the transition of children of Defence Forces
personnel into and out of schools.
The allocation is determined by the number of children of Australian Defence Forces
personnel enrolled in the school. Eligible schools should submit expressions of
interest.
Under the new student-centred funding model, from 2015 this will be an additional
funding line for eligible schools.
3.11 DEFENCE FORCE TRANSITION AIDE
These positions are funded by the Australian Defence Forces in primary schools that
have a significant number of children of Defence personnel as part of their school
enrolment. They support the transition of children of Defence Forces personnel into
and out of schools.
The allocation is determined by the number of children of Australian Defence Forces
personnel enrolled in the school. Eligible schools should submit expressions of
interest.
Under the new student-centred funding model, from 2015 this will be an additional
funding line for eligible schools.
3.12 ABORIGINAL KINDERGARTENS
Aboriginal kindergartens currently operate in a number of schools to provide early
childhood education programs for three year old Aboriginal students who will turn
four by 30 December 2014, and Kindergarten age Aboriginal children. This program
aims to increase enrolment of Aboriginal students in Kindergarten.
Students who turn four by 30 December 2014 (not 30 June 2014) are considered as
three year olds and are not included in formula allocations for teachers or
mainstream education assistants.
An above formula Aboriginal Islander Education Assistant allocation is provided per
class formed.
School FTE Allocations 2014
25
Class structure
Kindergarten – 1 group (20 students or less)
Kindergarten – 2 groups (20 students in each)
AIEO allocation
0.6 FTE
1.1 FTE
Under the new student-centred funding model, from 2015 all Aboriginal education
funding lines (FTE and cash) will be consolidated into a single cash allocation per
Aboriginal student for eligible schools. This gives schools greater flexibility in
delivering additional support to Aboriginal students.
3.13 BUS DUTIES (EDUCATION ASSISTANT)
Schools may be eligible for an allocation of education assistant FTE to undertake bus
duties where:
 existing staff are unable to undertake bus duties
 the school is a bus transit site
 supervision requirements are in excess of 30 minutes (ie the bus drop off is 30
minutes or more before the start of the school day, or 30 minutes or more after
the end of the school day).
A transit site is a transfer/exchange arrangement where students of various ages
from various schools converge at particular schools to be taken to different
destinations.
If schools have supernumerary education assistants, the staff need to undertake this
role in the first instance.
If there are no supernumerary staff, a permanent education assistant (any
classification) may be varied up to a maximum of 42 hours a week before recruiting
new staff. Duty of Care is implicit in the role.
This is end dated funding and allocations must be confirmed each school year.
Schools should submit the Bus Duties Application Form to claim for this resource.
Schools allocated bus duties FTE must advise their school support staff consultant
when an education assistant who has taken up bus duties subsequently relinquishes
those duties.
School FTE Allocations 2014
26
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