ISD110 Special Education Funding Revenue

2015-2016 Adjusted formula comes from Census Based Revenue

($1.9 million) and Disability Cagetory ($2.5 million)
Census Based Revenue $ 1,933,459.16 amounts multiplied by.56
Disability category allocation $ 2,505,200.00
Adjusted Formula $ 2,485,649.13
Transportation Funding $ 990,806.80
2015-2016 Revenue
Key
Key Learning
Learning
Excess Cost $ 533,819.31 1.
1. There
There is
is no
no straight
straight line
line in
in
Maintenance of Effort $ 3,489,124.53 financing;
financing; the
the more
more II dug
dug toto
Allotted State amount $ 4,010,275.24 find
find how
how aa given
given number
number was was
achieved,
achieved, the
the more
more parts
parts II
Tuition Adjustment $ (432,841.62)
found
found that
that made
made upup thethe State
State
Cross-Subsidy $ 3,315,626.36 Formula.
Formula.
Third Party Billing $ 113,674.87 2. Special Education
2. Special Education is is
Actual State Amount Received $ 3,577,433.62 underfunded
underfunded even even though
though
Cros s-Subsi dy; 47.32%
Actua l State Amount Recei ved; most
most families
families seek
seek out
out extra
extra
51.06% educational
educational assistance, which
assistance, which
should
should lead
lead toto more
more money.
money.
3.
3. As
As almost
almost half
half of
of special
special
MN Funding Formula$4,010,275.24 Thi rd Party Bi l l i ng; 1.62% education
education comes
comes from
from the the
general
general education
education fund,
fund,
positive
positive relationships
relationships with with the
the
business
business office
office and
and
superintendent are crucial
superintendent are crucial in in
getting
getting support
support forfor Cross
Cross
Subsidy
Subsidy support.
support.

Allocation of Finances:
Although funding is calculated based
on Census Based information,
allocation within ISD 110 is based upon
staff work loads and case management
numbers.
Adjusted Formul a Tra ns portation Fundi ng Exces s Cost

Everyone working in education understands that there are many variables that affect the academic gains of students, ranging from
socioeconomic status and cultural tranditions to past academic history and student disabilities. These differences make it hard for the
state to create a fair budget for all districts, but legislation has been implemented that allows for an objective (if at times, unfair) system.
By spending time going through spreadsheets, I have developed a sense of the major sources of money and an awareness of possibilities for
additional funds. Even though it has been stated several times and in many ways, walking away from any finance discussion leaves one to
reflect on how difficult it is to get more money to fund a needed program and how decisions often leave one or more partiers feeling that
they were not heard and treated unfairly. Underlying everything is the ability to develop positive relationships and to be transparent in
where money is going and how it benefits the students.