Prototypical School Model. The state's public school funding model allocates funding to school districts based on assumed levels of staff and other resources necessary to support a prototypical school serving an assumed number of students at defined elementary, middle, and high schools levels. The use of prototypical schools is intended to illustrate the level of resources needed to operate a school of a particular size using commonly understood terms such as class size, hours of instruction, and specified staff positions.
The structure of the formula, which appears in statute, provides allocations for classroom teachers at an assumed class size, plus other building-level staff such as principals, teacher-librarians, counselors, and office support. Based on these staffing ratios, the state uses salary assumptions for each of the different staff types to generate state funding allocations. The funding provided to school districts through the prototypical school formulas is for allocation purposes only, and districts have discretion over how the money is spent, subject to some limits.
The prototypical school model currently provides allocations for school nurses, social workers, psychologists, and guidance counselors using the following staff unit amounts:
| Elementary | Middle | High | |
| School Nurses | 0.076 | 0.060 | 0.096 |
| Social Workers | 0.042 | 0.006 | 0.015 |
| Psychologists | 0.017 | 0.002 | 0.007 |
| Guidance Counselors | 0.493 | 1.216 | 2.539 |
Staff Allocations. A new staff group called "physical, social, and emotional support staff" is created in the prototypical school model, to include the following staff types: school nurses, social workers, psychologists, school counselors, classified staff providing student and staff safety, and parent involvement coordinators. School districts may use allocations provided for physical, social, and emotional support staff only for salaries and benefits for staff employed or contracted to serve as physical, social, and emotional support staff.
Beginning September 1, 2022, the minimum allocations for school nurses, social workers, psychologists, and school counselors are increased to the following amounts:
| Elementary | Middle | High | |
| School Nurses | 0.246 | 0.336 | 0.339 |
| Social Workers | 0.311 | 0.088 | 0.127 |
| Psychologists | 0.104 | 0.024 | 0.049 |
| School Counselors | 0.993 | 1.716 | 3.039 |
In addition to the minimum allocations specified above, the following additional staffing units are provided for school nurses in the 2023-24 school year:
| Elementary | Middle | High | |
| School Nurses | 0.170 | 0.276 | 0.243 |
Beginning September 1, 2024, the minimum allocations for school nurses are increased again to the following amounts:
| Elementary | Middle | High | |
| School Nurses | 0.585 | 0.888 | 0.824 |
School Counselors. References to counselors in the prototypical school model are changed from "Guidance counselors, a function that includes parent outreach and graduation advising" to the new title of "School counselors addressing academic, career development, and social and emotional needs."
Skill Center Class Size. The average skill center class size within the prototypical school model is reduced from 20 students per teacher to 19 students per teacher to align with base allocations currently provided in the operating budget.
The committee recommended a different version of the bill than what was heard. PRO: This bill aligns with voter initiative 1351 and the staffing enrichment workgroup findings of 2019. The bill provides a carve out in funding to better meet student needs while providing a perfect amount of flexibility for staffing these roles. When conducting listening sessions with parents and students, school districts have heard again and again about a need for mental health support. It is the number one challenge facing high school students. Many students have reported planning or attempting suicide. This investment in school nurses and counselors will help promote student social and emotional well-being.
OTHER: School counselors are concerned about being categorized under a bigger umbrella, and are concerned that the legislation as drafted conveys a limited title and job description that doesn't reflect actual responsibilities. Right now schools with different poverty levels would be funded similarly, which is equal but not equitable. The allocation mechanism needs to be equitable based on student needs. While funds should not be diverted to other uses, the language should be broadened slightly to include staff training and related programs and services.