Finance 5342 Week 5 Part 3
This course has given me time to reflect on finance process in education. I have had the opportunity to gain knowledge about budget through my Wiki group. I have been able to communicate with my partners and work on assignments and discuss formulas. There have been plenty of occasions that I visited with my Assistant Superintendent of Business Services, Mrs. Tami Pierce, and our district finance department. It is great that this class has opened me up to have conversations about budgets, ADA, WADA, Ch. 41 Funds, INS Funds, State Target Revenue Funds, etc. I am now able to have some knowledge about a variety of topics focusing on budget.
I am very appreciative of Dr. Stephens and Dr. Arterbury because there interviews were phenomenal. They have shared many insightful information regarding budgets that are all applicable for being a future superintendent. The interviews also assisted my group and myself with the challenging assignments that we had to complete each week. It gave us a great chance to collaborate and work towards understanding finance. I noticed that through this class and conversations with colleagues that each district my have a strong Chief Financial Officer.
Superintendents must be able to work with the Board of Trustees and ensure that each are familiar with the written policies regarding budget. I personally have made some significant progress but know that I have much more knowledge to gain due to this class being five weeks. I was able to gain much information in five weeks and know that I must continue what this class has started for me.
Friday, December 16, 2011
Finance Week 5, Part 2
Finance 5342 Week 5 Part 2
The finance class has been challenging one for me. The self-evaluation gives me a great opportunity to really self-reflect on what knowledge I have gained and what areas I still need to improve. I am still looking to make some improvements with working collaboratively with the board of trustees and appropriate personnel to develop district budgets. I recently attended a budget workshop with the superintendent, central staff, and district principals. We worked together to develop a district vision statement for starters and eventually work together on budget. I felt it was a good experience because I am a principal and want more chances to work with our board of trustees.
I am competent with applying procedures for effective budget planning and management, effective account auditing, district procedures for ethical purchasing, manage resources according to district vision and priorities, develop and implement plans for using information and technology systems, apply legal concepts, regulations, and codes as required, and forecasting for personnel and budgetary. I am currently feeling competent about these items mentioned. I have began to get more hands-on experience with the budget process and building confidence with each exploration.
I feel that my strength areas are: use district and staff evaluation data for personnel policy development and decision making, apply knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel, and manage one's own time and the time of others to enhance district operations. These are all areas that I feel I have excelled in when working with budget.
The finance class has been challenging one for me. The self-evaluation gives me a great opportunity to really self-reflect on what knowledge I have gained and what areas I still need to improve. I am still looking to make some improvements with working collaboratively with the board of trustees and appropriate personnel to develop district budgets. I recently attended a budget workshop with the superintendent, central staff, and district principals. We worked together to develop a district vision statement for starters and eventually work together on budget. I felt it was a good experience because I am a principal and want more chances to work with our board of trustees.
I am competent with applying procedures for effective budget planning and management, effective account auditing, district procedures for ethical purchasing, manage resources according to district vision and priorities, develop and implement plans for using information and technology systems, apply legal concepts, regulations, and codes as required, and forecasting for personnel and budgetary. I am currently feeling competent about these items mentioned. I have began to get more hands-on experience with the budget process and building confidence with each exploration.
I feel that my strength areas are: use district and staff evaluation data for personnel policy development and decision making, apply knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning, and dismissing personnel, and manage one's own time and the time of others to enhance district operations. These are all areas that I feel I have excelled in when working with budget.
Finance Week 5, Part 1
Finance Week 5 Part 1
Example 1- Standard 1.2 of the Code of Ethics states that, “the educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to her or her charge for personal gain or advantage. An example would be a teacher collects money for student fund raising activity. The teacher turns the cash in to an administrator and the administrator doesn’t deposit the money but instead uses it for personal purposes.
Consequence- An educator should not misappropriate funds and there could be short and long term consequences due to this type of violation. This incident could be investigated and the educator could be put on administrative leave or terminated. If terminated, the administrator’s reputation could be damaged.
Preventive Action- The superintendent knows how to apply laws, policies, and procedures in a fair and reasonable manner. Provide proper training for procedures on depositing checks on a daily basis. Ensure a budgeting process that accounts for depositing money on a daily basis.
Example 2- Standard 1.3 of the Code of Ethics states that, “the educator shall not submit fraudulent requests for reimbursement, expenses, or pay. An example is an educator manufactures fake receipts to request reimbursement from district.
Consequence- Short term and long term consequences could result from this violation. Administrator could be placed on administrative leave pending an investigation. The educator could receive a written reprimand or terminated. If terminated, there would be a Code of Ethics violation filed with the Texas Education Agency.
Preventive Action- The superintendent knows how to model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors. School district should establish training for appropriate use of school funds.
Example 3- Standard 1.13 of the Code of Ethics states that, “the educator shall not consume alcoholic beverages on school property or during school activities when students are present. A teacher decided to drink an alcohol beverage on a school trip during her class lunch at a restaurant. The teacher drank while sitting at the table with her high school students.
Consequence- Short term and long term consequences resulted from this violation. The teacher was placed on administrative leave with pay pending an investigation. The teacher was then terminated and a Code of Ethics was filed with the Texas Education Agency.
Preventive Action- The superintendent knows how to monitor and address ethical issues impacting education. The district should inform faculty and staff about appropriate behavior and discuss Code of Ethics!
Example 4- Standard 2.1 of the Code of Ethics states that, “the educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. A department leader shared with her department that a teacher would no longer be returning to school to work. The teacher was still an employee of the district and had been out on administrative leave.
Short term consequence was a written reprimand and for the department leader to share with the department that she gave misinformed information. The teacher is still an employee of the district and a substitute will work in the class until further notice.
Example 5- Standard 2.2 of the Code of Ethics states that, “the educator shall not harm others by knowingly making false statements about a colleague or the school system. An administrator was visiting with faculty and staff members on an individual basis spreading rumors. The administrator was implying that one of the other administrators had already accepted a job as a principal of another school.
Short term consequence was a written reprimand on professional communication. Administrators know to work together as professionals and not spread false information regarding colleagues. The administrator did file a grievance on the other for falsifying information.
Example 1- Standard 1.2 of the Code of Ethics states that, “the educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to her or her charge for personal gain or advantage. An example would be a teacher collects money for student fund raising activity. The teacher turns the cash in to an administrator and the administrator doesn’t deposit the money but instead uses it for personal purposes.
Consequence- An educator should not misappropriate funds and there could be short and long term consequences due to this type of violation. This incident could be investigated and the educator could be put on administrative leave or terminated. If terminated, the administrator’s reputation could be damaged.
Preventive Action- The superintendent knows how to apply laws, policies, and procedures in a fair and reasonable manner. Provide proper training for procedures on depositing checks on a daily basis. Ensure a budgeting process that accounts for depositing money on a daily basis.
Example 2- Standard 1.3 of the Code of Ethics states that, “the educator shall not submit fraudulent requests for reimbursement, expenses, or pay. An example is an educator manufactures fake receipts to request reimbursement from district.
Consequence- Short term and long term consequences could result from this violation. Administrator could be placed on administrative leave pending an investigation. The educator could receive a written reprimand or terminated. If terminated, there would be a Code of Ethics violation filed with the Texas Education Agency.
Preventive Action- The superintendent knows how to model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors. School district should establish training for appropriate use of school funds.
Example 3- Standard 1.13 of the Code of Ethics states that, “the educator shall not consume alcoholic beverages on school property or during school activities when students are present. A teacher decided to drink an alcohol beverage on a school trip during her class lunch at a restaurant. The teacher drank while sitting at the table with her high school students.
Consequence- Short term and long term consequences resulted from this violation. The teacher was placed on administrative leave with pay pending an investigation. The teacher was then terminated and a Code of Ethics was filed with the Texas Education Agency.
Preventive Action- The superintendent knows how to monitor and address ethical issues impacting education. The district should inform faculty and staff about appropriate behavior and discuss Code of Ethics!
Example 4- Standard 2.1 of the Code of Ethics states that, “the educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. A department leader shared with her department that a teacher would no longer be returning to school to work. The teacher was still an employee of the district and had been out on administrative leave.
Short term consequence was a written reprimand and for the department leader to share with the department that she gave misinformed information. The teacher is still an employee of the district and a substitute will work in the class until further notice.
Example 5- Standard 2.2 of the Code of Ethics states that, “the educator shall not harm others by knowingly making false statements about a colleague or the school system. An administrator was visiting with faculty and staff members on an individual basis spreading rumors. The administrator was implying that one of the other administrators had already accepted a job as a principal of another school.
Short term consequence was a written reprimand on professional communication. Administrators know to work together as professionals and not spread false information regarding colleagues. The administrator did file a grievance on the other for falsifying information.
Sunday, December 11, 2011
Finance Week 4, Part 3
In the EDLD 5342 week 4 lecture, Dr. Lu explains that differentiated staffing can be used to create increased efficiency by assigning teachers and other educators different responsibilities based on carefully prepared definitions of many teaching functions (EDLD 5342 Week 4 Lecture, Page1). Using this thinking to restructure professional responsibilities, school districts can work towards eliminating non-essential staff. This is especially important in current times where Texas school districts are receiving decreased funding. Campus as well as district leaders must examine all positions to determine if the responsibilities of one or more positions can be eliminated. The eliminated position responsibilities can then be divided among the remaining employees. One example of this would be to have instructional specialists, who have typically not been assigned to teach a classroom of students, teach at least half of one day. Instructional specialists are campus level employees who have been utilized to provide direct interventions for struggling students, write local assessments, observe and guide direct instruction at the campus level, and revise curriculum. Eliminating half of the instructional specialist position allows the district to eliminate half of a teaching position for every two instructional specialists. Instructional specialists would still be able to perform their duties but would only have half of the day to do so. This realignment of instructional specialist responsibilities would result in about a 20,000 dollar savings per instructional specialist. This savings could be significant when applied across a school district.
While the elimination of one half an instructional position appears to be pretty simple, a great deal of collaboration among central office curriculum professionals as well as among campus leaders must occur. All professionals must be able to communicate to all employees the need for the restructuring. Additionally, school districts must be able to ensure that all responsibilities are reassigned in the same manner from campus to campus and also be able to determine where gaps in performance might occur. Addressing these potential gaps will ensure the continued success of the district’s instructional program, even in the face of decreased budgets and the elimination of staff. Having a clear cut plan determining how to examine and address needs in the face of campus personnel restructuring will help to not only help the district save money but, the district will ensure that student needs continue to be met.
PART 3 REFLECTION
I felt that Dr. Lu Stephens did a wonderful job of explaining differentiated instruction during her interview. School districts are looking at a variety of strategies to address personnel and budget cuts. As a future superintendent, I realize that it takes a great amount of time to collaborate with key stakeholders to have crucial conversations about cutting positions. I think that during those crucial conversations, the goal is to see where can you cut positions and still be able to address the needs of the districts so that students are still going to be successful. It is a positive to be able to save money and still address the needs of the district. Of course, this puts an increase on significant positions workload. Serving as a principal, I have had the opportunity to visit with our superintendent and justify every position. We had a discussion that if we ever had to RIF, what areas would have the possibility to do so. I think it is an unfortunate time for education. We have an increase in accountability ratings and expectations and we are being provided with less funds from the state.
While the elimination of one half an instructional position appears to be pretty simple, a great deal of collaboration among central office curriculum professionals as well as among campus leaders must occur. All professionals must be able to communicate to all employees the need for the restructuring. Additionally, school districts must be able to ensure that all responsibilities are reassigned in the same manner from campus to campus and also be able to determine where gaps in performance might occur. Addressing these potential gaps will ensure the continued success of the district’s instructional program, even in the face of decreased budgets and the elimination of staff. Having a clear cut plan determining how to examine and address needs in the face of campus personnel restructuring will help to not only help the district save money but, the district will ensure that student needs continue to be met.
PART 3 REFLECTION
I felt that Dr. Lu Stephens did a wonderful job of explaining differentiated instruction during her interview. School districts are looking at a variety of strategies to address personnel and budget cuts. As a future superintendent, I realize that it takes a great amount of time to collaborate with key stakeholders to have crucial conversations about cutting positions. I think that during those crucial conversations, the goal is to see where can you cut positions and still be able to address the needs of the districts so that students are still going to be successful. It is a positive to be able to save money and still address the needs of the district. Of course, this puts an increase on significant positions workload. Serving as a principal, I have had the opportunity to visit with our superintendent and justify every position. We had a discussion that if we ever had to RIF, what areas would have the possibility to do so. I think it is an unfortunate time for education. We have an increase in accountability ratings and expectations and we are being provided with less funds from the state.
Finance Week 4, Part 2
Using 2009 District Snapshot data, our group has determined that the two districts are quite different.
District 1:
Student population: 830
2% AA
22% H
76% White
0% Other
43% Eco Dis
4% LEP
10% SPED
District 1 highlights:
Total Revenue per pupil: $10,529
Total Operational Expenditures per pupil: $8,611
Fund Balance: 2,552,074, 39% of 2008-09 budget
Average teacher salary: $39,771
Teacher average years of experience 13.3
Teacher turnover rate: 16.4
Student Progress Measures:
% Passing All tests taken 80
Average SAT 1043
% taking SAT 60.5
Attendance rate: 96.7
Longitudinal Dropout rate 1.9
District 2:
Student population: 32,326
7% AA
56% H
31% White
7% Other
54% Eco Dis
33% LEP
9% SPED
District 2 highlights:
Total Revenue per pupil: $10,316
Total Operational Expenditures per pupil: $8,908
Fund Balance: 42,780,035, 16% of 2008-09 budget
Average teacher salary: $50,307
Teacher turnover rate: 15.7
Teacher average years of experience 11.6
Student Progress Measures:
% Passing All tests taken 78
Average SAT 1058
% taking SAT 86
Attendance rate: 95.9
Longitudinal Dropout rate 10.2
When examining the two districts, district 2 is much larger than district 1. While the total revenue per pupil is only about $213 more in district 1, this represents a great deal less funding for district 2 because of the number of students the district serves. Additionally, district 2 must have to pay their teachers a greater salary to retain quality teachers as indicated by the higher teacher turnover rate and lower years of teacher experience in district 2, compared to district 1. This results in more revenue that must be allocated to operations and taken away from instruction. Teacher salaries are likely to be the most impacted when funding is decreased for district 2 especially considering that their current fund balance is only 16% of their 2008-09 budget, compared to 39% of district 1’s budget.
Both districts have similar percents of economically disadvantaged students; however, district 1 has a significantly less longitudinal dropout rate. While the two districts have fairly similar percent of students meeting standard on all TAKS tests taken, district 2 has a much larger percent taking the SAT test as well as a higher average total score. This would indicate that district 2 has a much more success with preparing students for college.
Dr. Lu Stephens mentioned in the week 4 EDLD 5342 lecture, “economy of scale” certainly plays a factor in student learning. “Economy of scale” is when increased size results in lower per unit cost. The state considers the "economy of scale" when calculating the WADA of each school district in an effort to provide additional funding to smaller school districts. Due to this concept of "economy of scale" students in a much larger school district are less expensive to educate than those in a rural environment. Larger districts are thought to have an advantage of creating greater efficiency due to a decreased cost per student. Dr. Stephens discussed that the larger district would be attract and retain excellent teachers. This is likely why the district is able to offer much higher salaries which likely has led to higher quality teachers. This is the best reason to support why district 2 has much fared much better on their college admissions indicators with a very similar percent of economically disadvantaged students.
PART 2 REFLECTION
Dr. Lu Stephens talked about economy of scale during her interview. She explained how larger districts benefit from economy of scale as opposed to smaller districts. I was able to get hands on experience with it from part two assignment. District 1 is much smaller with 830 students, while District 2 has 32,326 students. The assignment allowed me to see that District 1 (smaller) spent around 34% of its budget for Plant Services and other Operating Expenditures. District 2 (bigger) spent approximately 28%. District 2 was allowed to pay more money towards teacher salaries since they don’t have to use a high percentage towards Plant Services and other Operating Expenditures. District 2 also has a better chance of retaining quality teachers due to the salary they will receive. The starting salary will attract highly qualified teachers to their district. It was eye opening to see that both districts received around the same amount of money for students per class and tax rates. I wasn’t sure if the size of a district was considered when the amount of money for student per class was factored. I can clearly see that larger districts have the advantage when it comes to an economy of scale.
District 1:
Student population: 830
2% AA
22% H
76% White
0% Other
43% Eco Dis
4% LEP
10% SPED
District 1 highlights:
Total Revenue per pupil: $10,529
Total Operational Expenditures per pupil: $8,611
Fund Balance: 2,552,074, 39% of 2008-09 budget
Average teacher salary: $39,771
Teacher average years of experience 13.3
Teacher turnover rate: 16.4
Student Progress Measures:
% Passing All tests taken 80
Average SAT 1043
% taking SAT 60.5
Attendance rate: 96.7
Longitudinal Dropout rate 1.9
District 2:
Student population: 32,326
7% AA
56% H
31% White
7% Other
54% Eco Dis
33% LEP
9% SPED
District 2 highlights:
Total Revenue per pupil: $10,316
Total Operational Expenditures per pupil: $8,908
Fund Balance: 42,780,035, 16% of 2008-09 budget
Average teacher salary: $50,307
Teacher turnover rate: 15.7
Teacher average years of experience 11.6
Student Progress Measures:
% Passing All tests taken 78
Average SAT 1058
% taking SAT 86
Attendance rate: 95.9
Longitudinal Dropout rate 10.2
When examining the two districts, district 2 is much larger than district 1. While the total revenue per pupil is only about $213 more in district 1, this represents a great deal less funding for district 2 because of the number of students the district serves. Additionally, district 2 must have to pay their teachers a greater salary to retain quality teachers as indicated by the higher teacher turnover rate and lower years of teacher experience in district 2, compared to district 1. This results in more revenue that must be allocated to operations and taken away from instruction. Teacher salaries are likely to be the most impacted when funding is decreased for district 2 especially considering that their current fund balance is only 16% of their 2008-09 budget, compared to 39% of district 1’s budget.
Both districts have similar percents of economically disadvantaged students; however, district 1 has a significantly less longitudinal dropout rate. While the two districts have fairly similar percent of students meeting standard on all TAKS tests taken, district 2 has a much larger percent taking the SAT test as well as a higher average total score. This would indicate that district 2 has a much more success with preparing students for college.
Dr. Lu Stephens mentioned in the week 4 EDLD 5342 lecture, “economy of scale” certainly plays a factor in student learning. “Economy of scale” is when increased size results in lower per unit cost. The state considers the "economy of scale" when calculating the WADA of each school district in an effort to provide additional funding to smaller school districts. Due to this concept of "economy of scale" students in a much larger school district are less expensive to educate than those in a rural environment. Larger districts are thought to have an advantage of creating greater efficiency due to a decreased cost per student. Dr. Stephens discussed that the larger district would be attract and retain excellent teachers. This is likely why the district is able to offer much higher salaries which likely has led to higher quality teachers. This is the best reason to support why district 2 has much fared much better on their college admissions indicators with a very similar percent of economically disadvantaged students.
PART 2 REFLECTION
Dr. Lu Stephens talked about economy of scale during her interview. She explained how larger districts benefit from economy of scale as opposed to smaller districts. I was able to get hands on experience with it from part two assignment. District 1 is much smaller with 830 students, while District 2 has 32,326 students. The assignment allowed me to see that District 1 (smaller) spent around 34% of its budget for Plant Services and other Operating Expenditures. District 2 (bigger) spent approximately 28%. District 2 was allowed to pay more money towards teacher salaries since they don’t have to use a high percentage towards Plant Services and other Operating Expenditures. District 2 also has a better chance of retaining quality teachers due to the salary they will receive. The starting salary will attract highly qualified teachers to their district. It was eye opening to see that both districts received around the same amount of money for students per class and tax rates. I wasn’t sure if the size of a district was considered when the amount of money for student per class was factored. I can clearly see that larger districts have the advantage when it comes to an economy of scale.
Finance Week 4, Part 1
The FIRST (Financial Integrity Rating System of Texas) is a financial accountability system that measures the degree to which school districts and open-enrollment charters the quality of their financial management practices and their ability to maximize the performance of their financial resources. This system is mandated by Texas Administrative Code (TAC), Title 19, § 109.1001. From the state’s viewpoint, the school districts in Texas maximize the use of funds when they work to provide the largest allocation possible for direct instruction purposes. The system will also disclose the quality of local management and decision-making processes that impact the allocation of financial resources in Texas public schools. There are several important components of the FIRST system. Our group has determined reserve funds, transparency, and consistent assessment of districts across Texas to be the most critical areas the FIRST system.
Reserve Funds: Districts with a healthy fund balance are able to use these funds when experiencing decreased funding from the state and the district can address unexpected expenditures that are likely to occur from time to time. Reserve funds are a critical component of any Texas’s school budget in this date in time. School districts are, in fact, receiving less state funding and many districts are experiencing unexpected expenditures as a result of a year-long drought. The Board of Trustees as well as school district officials are responsible for ensuring that the district makes responsible financial decisions and that the district can remain solvent, even when unexpected factors influence funding. On March 16, 2011, a "To The Administrator Addressed" letter was sent to school districts to inform them of changes to the FIRST rating system so they will not be penalized for dipping into their reserve funds during the current biennium due to the current financial situation the state is facing.
Transparency: School districts are required to explain how tax payer funds are used to fund education. Not only are districts required to manage funds appropriately, they are also responsible for showing that those funds were used to deliver services to the student body and support a high quality education. Additionally, this system of funding must have checks and balances to ensure that district expenditures are in line with district goals as well as the adopted budget. Transparency is the critical component that ensures districts are spending funds intended and that interested parties can observe this function.
Consistency: Consistency is a very broad terms but, it is one of the most important components of the FIRST system. This component determines that all school districts in Texas are held accountable for the same measures when assessing district financial integrity and that the state uses the same methodology to examine the quality of school district management decisions.
PART 1 REFLECTION
According to Dr. Lu Stephens, districts are held accountable for the Academic Excellence Indicator System (AEIS) and Financial Integrity Rating System of Texas (FIRST). I personally think it is good that FIRST is directly related to school districts and their accordance in utilizing the most of funds for instruction purposes. Our group decided that reserve funds, transparency, and consistency were the three most important components for the FIRST system. The Assistant Superintendent of Business Services in my district, Mrs. Tami Pierce, shared some more valuable input regarding FIRST. She discussed with me unqualified opinion, having controls in place to be compliant, and keeping expenditures less than resources. Basically, she stressed to me the importance of maintaining an internal control in place. Also, Mrs. Pierce elaborated on having a good qualified report. In other words, was there anything that was a problem or unqualified in the report? If so, then it is not good and districts should want to focus on correcting what is unqualified. Overall, I was able to learn some valuable things about FIRST from valuable resources, reading assignments, Dr. Lu Stephens interview, Mrs. Pierce’s interview, and collaborating with my WIKI group and having a discussion to choose the top three critical areas of FIRST.
Reserve Funds: Districts with a healthy fund balance are able to use these funds when experiencing decreased funding from the state and the district can address unexpected expenditures that are likely to occur from time to time. Reserve funds are a critical component of any Texas’s school budget in this date in time. School districts are, in fact, receiving less state funding and many districts are experiencing unexpected expenditures as a result of a year-long drought. The Board of Trustees as well as school district officials are responsible for ensuring that the district makes responsible financial decisions and that the district can remain solvent, even when unexpected factors influence funding. On March 16, 2011, a "To The Administrator Addressed" letter was sent to school districts to inform them of changes to the FIRST rating system so they will not be penalized for dipping into their reserve funds during the current biennium due to the current financial situation the state is facing.
Transparency: School districts are required to explain how tax payer funds are used to fund education. Not only are districts required to manage funds appropriately, they are also responsible for showing that those funds were used to deliver services to the student body and support a high quality education. Additionally, this system of funding must have checks and balances to ensure that district expenditures are in line with district goals as well as the adopted budget. Transparency is the critical component that ensures districts are spending funds intended and that interested parties can observe this function.
Consistency: Consistency is a very broad terms but, it is one of the most important components of the FIRST system. This component determines that all school districts in Texas are held accountable for the same measures when assessing district financial integrity and that the state uses the same methodology to examine the quality of school district management decisions.
PART 1 REFLECTION
According to Dr. Lu Stephens, districts are held accountable for the Academic Excellence Indicator System (AEIS) and Financial Integrity Rating System of Texas (FIRST). I personally think it is good that FIRST is directly related to school districts and their accordance in utilizing the most of funds for instruction purposes. Our group decided that reserve funds, transparency, and consistency were the three most important components for the FIRST system. The Assistant Superintendent of Business Services in my district, Mrs. Tami Pierce, shared some more valuable input regarding FIRST. She discussed with me unqualified opinion, having controls in place to be compliant, and keeping expenditures less than resources. Basically, she stressed to me the importance of maintaining an internal control in place. Also, Mrs. Pierce elaborated on having a good qualified report. In other words, was there anything that was a problem or unqualified in the report? If so, then it is not good and districts should want to focus on correcting what is unqualified. Overall, I was able to learn some valuable things about FIRST from valuable resources, reading assignments, Dr. Lu Stephens interview, Mrs. Pierce’s interview, and collaborating with my WIKI group and having a discussion to choose the top three critical areas of FIRST.
Saturday, December 10, 2011
Finance Week 4, Part 4
I had the opportunity to interview our Assistant Superintendent of Business Services, Mrs. Tami Pierce, about pertinent information about our district financial system. Mrs. Pierce informed me that approximately 78% of the district’s budget is allocated for personnel. Our personnel salary ranges over 27 million dollars. Over the past five years, our retired superintendent, Mr. Greg Hayman, has had the district absorb positions as teachers have left the district, when it was possible. He has always mentioned that there were enormous budget cuts coming from our legislation for the upcoming years. Last year under our new superintendent, Mr. Mike Kuhrt, our district wanted to save 15% overall for the budget. Each department had to save 15% to help absorb the budget shortfall from the legislation. Our district ended up losing one million dollars from our fund balance. Our superintendent and board of trustees decided not to cut any positions last year and, of course, this year we will have to face the same challenges due to another anticipated budget shortfall. We are currently looking at differentiated staffing to accommodate some of the deficit. Our superintendent wants all campus principals to look at the possibility of shifting personnel to other campuses to continue to help our district be academically successful.
5% Increase
Giving our district a 5% salary increase can have both a positive and negative effect. It will definitely be positive by helping to build morale. Our district salary is above the state average, however, it is below the average starting salary for other districts in Region IV. A raise will definitely help in retaining teachers, as well as, also attracting new teachers or others with experience to our district. However, in order to get to a raise, we must go through the reduction in force (RIF) process. We would have to cut positions due to budget cuts handed down to us from legislation. Allowing our district to have a raise would result in a $1.35 million increase to the budget. This is currently not the time for any type of raise. With most districts utilizing some of their fund balance to maintain their budget, a raise would only be a rare occurrence, as just about all districts prepare for more anticipated budget cuts.
5% Increase
Giving our district a 5% salary increase can have both a positive and negative effect. It will definitely be positive by helping to build morale. Our district salary is above the state average, however, it is below the average starting salary for other districts in Region IV. A raise will definitely help in retaining teachers, as well as, also attracting new teachers or others with experience to our district. However, in order to get to a raise, we must go through the reduction in force (RIF) process. We would have to cut positions due to budget cuts handed down to us from legislation. Allowing our district to have a raise would result in a $1.35 million increase to the budget. This is currently not the time for any type of raise. With most districts utilizing some of their fund balance to maintain their budget, a raise would only be a rare occurrence, as just about all districts prepare for more anticipated budget cuts.
Tuesday, December 6, 2011
Week 4, Part 5
In interviewing the Assistant Superintendent of Business Services from Dayton ISD, Tammy Pierce, I was able to answer questions regarding how auditors are involved with school districts. Details from these conversations are detailed below:
1. How is an external auditor selected?
An external auditor can be selected on a request for qualifications. Districts can not go out and select one on a bid because they provide professional services. In other words, you can’t select an auditor based on low bids. A request for qualifications mean that an external auditor responds and provides a district with what qualifications make them qualified to conduct an audit. The auditors respond back to a district giving the qualifications that they have that makes them qualified. Auditors can, however, provide an estimate of what they think the audit is going to cost. Most auditors have been known to bill by the hour, due to calculate profit and to cover the actually time that they spent working on the audit. If the bill is too high, a school district has the option to contact other school districts and compare their request for qualifications. This provides an opportunity to see who other districts used and how much each district may have paid. Each school district wants to get a good deal and get someone that they can trust to review their financial documents.
2. How does the auditor conduct the audit?
An auditor comes in and needs a list of checks for the school year. School districts must show in all accounts where the check number began and ended for the fiscal school year. Auditors then do a random sampling from a list of checks given to them from the district. The district is in charge of giving the appropriate checks to the auditors that they request of them. Auditors are checking for proper coding for items like functions, object code, grant funds, adequate expenditure, etc. Also, they are normally looking for a reference with the check that makes it valid, as well as documentation regarding the purchase. In most cases, they may only check 50 checks out of 50,000. Furthermore, they may also be looking to see if there are any errors regarding any financial procedures. For example, did the error take place one time out of 50 or is it continuously a mistake in a specific area? Auditors can do further investigating if there is a certain area with mistakes such as more specific sampling in any area of concerns. Mrs. Pierce stated that auditors have also viewed fiscal reports provided to the school board, certain investments (quarterly investments), and if she in compliance with the laws and regulations . Normally, the auditors are in a district for about a week to look at fixed assets, inventory, and/or depreciation. The auditors and district can send information back and forth to one another once they leave after that week.
3. What does the audit conclude about district financial procedures and actions?
The audit company gives information to the district through opinion letters. They can give opinion letters for overall financial statements, program compliance, internal control structure, federal compliance, etc. These are all part of a single audit. A single audit act is what a government goes through when you receive a certain amount of dollars for federal assistance. This triggers a Single Audit Act, which means you have to do more investigating than, for instance, a smaller district where it would be a much simpler audit involving federal money.
4. How are the results communicated?
The auditor comes to the board meeting and gives a presentation of the report from the audit. If there were any findings, then he or she would report it to the board in a management letter. A management letter addresses some concerns that might focus on areas to strengthen systems in place for the district. In Dayton ISD, Mrs. Pierce assists principals in acquiring proper approval regarding purchase orders. These are just suggestions from the auditor that can help improve some areas that may be concerns. Also the board does have the option to go visit with the auditor about any concerns that they may have with the audit.
1. How is an external auditor selected?
An external auditor can be selected on a request for qualifications. Districts can not go out and select one on a bid because they provide professional services. In other words, you can’t select an auditor based on low bids. A request for qualifications mean that an external auditor responds and provides a district with what qualifications make them qualified to conduct an audit. The auditors respond back to a district giving the qualifications that they have that makes them qualified. Auditors can, however, provide an estimate of what they think the audit is going to cost. Most auditors have been known to bill by the hour, due to calculate profit and to cover the actually time that they spent working on the audit. If the bill is too high, a school district has the option to contact other school districts and compare their request for qualifications. This provides an opportunity to see who other districts used and how much each district may have paid. Each school district wants to get a good deal and get someone that they can trust to review their financial documents.
2. How does the auditor conduct the audit?
An auditor comes in and needs a list of checks for the school year. School districts must show in all accounts where the check number began and ended for the fiscal school year. Auditors then do a random sampling from a list of checks given to them from the district. The district is in charge of giving the appropriate checks to the auditors that they request of them. Auditors are checking for proper coding for items like functions, object code, grant funds, adequate expenditure, etc. Also, they are normally looking for a reference with the check that makes it valid, as well as documentation regarding the purchase. In most cases, they may only check 50 checks out of 50,000. Furthermore, they may also be looking to see if there are any errors regarding any financial procedures. For example, did the error take place one time out of 50 or is it continuously a mistake in a specific area? Auditors can do further investigating if there is a certain area with mistakes such as more specific sampling in any area of concerns. Mrs. Pierce stated that auditors have also viewed fiscal reports provided to the school board, certain investments (quarterly investments), and if she in compliance with the laws and regulations . Normally, the auditors are in a district for about a week to look at fixed assets, inventory, and/or depreciation. The auditors and district can send information back and forth to one another once they leave after that week.
3. What does the audit conclude about district financial procedures and actions?
The audit company gives information to the district through opinion letters. They can give opinion letters for overall financial statements, program compliance, internal control structure, federal compliance, etc. These are all part of a single audit. A single audit act is what a government goes through when you receive a certain amount of dollars for federal assistance. This triggers a Single Audit Act, which means you have to do more investigating than, for instance, a smaller district where it would be a much simpler audit involving federal money.
4. How are the results communicated?
The auditor comes to the board meeting and gives a presentation of the report from the audit. If there were any findings, then he or she would report it to the board in a management letter. A management letter addresses some concerns that might focus on areas to strengthen systems in place for the district. In Dayton ISD, Mrs. Pierce assists principals in acquiring proper approval regarding purchase orders. These are just suggestions from the auditor that can help improve some areas that may be concerns. Also the board does have the option to go visit with the auditor about any concerns that they may have with the audit.
Saturday, December 3, 2011
Finance Week 3, Part 4
Currently, the district I work in receives approximately thirty-four million dollars in revenue. From local property taxes, we received 42% ($13.9 million), 57% ($19.5 million) from state funds, and less than 1% ($75,000) from federal funds. The revenue is then allocated to different categories. Function 11, which is instruction, receives the largest allocation at approximately $19 million. Our district has focused on instruction the past few years and wants to ensure that horizontal and vertical alignment are taking place. Now, as we move to STAAR testing, instruction has been the focal point for rigor and differentiated teaching methods. District Operation (Function 51) is the second highest category which receives $4.3 million. Function 51 receives around 12% of the allocation. Function 23 receives approximately $1.6 million towards school leadership. The district wants to move from being a “good district” to a “great district”. Our district now has in place an Executive Director of Curriculum position. This position works collaboratively with principals and assists in developing our principals into instructional leaders. With this in mind, the district is spending money to ensure that effective leadership is being practiced.
According to my district’s summary of finances, our WADA is $5,456,266. State Compensatory Allotment receives $2.8 million. Compensatory education focuses on at-risk students and giving additional support to ensure that these students have a chance to be academically successful. Furthermore, the career and technology allotment is approximately $2.1 million and funding for special education is $1.7 million. My campus, specifically, has had a tremendous gain for about $700,000 allotted towards career and technology. The focus has been getting more students involved with career and technology education. Having more students involved with CTE will increase our revenue. My district, however, also received $1.4 million decrease in total tax collections from the previous year.
My district has been anticipating budget shortfall from the state for a few years. In preparation for this, we did not have to absorb any positions this past year. This can be mainly due to a fund balance that has over $12 million. Over the years, anytime someone left our district, we absorbed that position when it was possible. In my opinion, this was a smart move because it has helped us build a strong fund balance. There are still crucial decisions in the upcoming months about our anticipated budget shortfall and what our board of trustees will have to decide is most important for our student’s education.
According to my district’s summary of finances, our WADA is $5,456,266. State Compensatory Allotment receives $2.8 million. Compensatory education focuses on at-risk students and giving additional support to ensure that these students have a chance to be academically successful. Furthermore, the career and technology allotment is approximately $2.1 million and funding for special education is $1.7 million. My campus, specifically, has had a tremendous gain for about $700,000 allotted towards career and technology. The focus has been getting more students involved with career and technology education. Having more students involved with CTE will increase our revenue. My district, however, also received $1.4 million decrease in total tax collections from the previous year.
My district has been anticipating budget shortfall from the state for a few years. In preparation for this, we did not have to absorb any positions this past year. This can be mainly due to a fund balance that has over $12 million. Over the years, anytime someone left our district, we absorbed that position when it was possible. In my opinion, this was a smart move because it has helped us build a strong fund balance. There are still crucial decisions in the upcoming months about our anticipated budget shortfall and what our board of trustees will have to decide is most important for our student’s education.
Thursday, December 1, 2011
EDLD 5342 Week 3, Part 1
Analysis of district snapshots:
District 1 Economically Disadvantaged: 93.3%
District 2 Economically Disadvantaged: 20.7%
Total Refined ADA Adjusted for Decline District 1: 3,893
Total Refined ADA Adjusted for Decline District 2: 4,032
District 1 WADA: $ 5,555.815
District 2 WADA: $4,794.076
The district with the lower ADA receives a higher WADA in order to provide equity, equality and accessibility. The WADA formula is based on a formula that provides additional funding to districts based on the number of students involved in special programs such as Special Education, Career and Technology, and Gifted and Talented Education. District 1 has a higher WADA due to the fact that they have a higher number of students that fall into the State Compensatory Education category and have a higher number of students that fall into the additional funded programs listed above. Since District 1 has a higher need based on this information they receive a higher WADA than District 2. The WADA is higher for the district with the lower ADA so it can meet the needs of its students who (based on the information) have more educational needs than the district with the higher ADA.
District 1 Economically Disadvantaged: 93.3%
District 2 Economically Disadvantaged: 20.7%
Total Refined ADA Adjusted for Decline District 1: 3,893
Total Refined ADA Adjusted for Decline District 2: 4,032
District 1 WADA: $ 5,555.815
District 2 WADA: $4,794.076
The district with the lower ADA receives a higher WADA in order to provide equity, equality and accessibility. The WADA formula is based on a formula that provides additional funding to districts based on the number of students involved in special programs such as Special Education, Career and Technology, and Gifted and Talented Education. District 1 has a higher WADA due to the fact that they have a higher number of students that fall into the State Compensatory Education category and have a higher number of students that fall into the additional funded programs listed above. Since District 1 has a higher need based on this information they receive a higher WADA than District 2. The WADA is higher for the district with the lower ADA so it can meet the needs of its students who (based on the information) have more educational needs than the district with the higher ADA.
EDLD 5342 Week 3, Part 2
Revenue per WADA@Compressed Rate:
District 1: $5,044
District 2 : $7,206
Total target revenue for the M & O: This is calculated by multiplying the WADA by the WADA@Compressed Rate and then making adjustments for the transportation allottment and New Instructional Facilities Allotment:
District 1: 28,023,530 +$215,301 (transportation allotment) +$0 (NIFA)= $ 28,238,831
District 2: 34,546,111+$391,955 (transportation allotment) +$0 (NIFA)= $34,938,066
Neither district applied for NIFA.
Total number of teachers, librarians, nurses & counselors in each district.
District 1: 618 x (8%+43% of the total staff FTE)=315
District 2: 560 x (6%+47% of the total staff FTE)=297
Both districts have the same number of Total Teacher FTEs when looking at the chart. However, it is important to look closer at the information. The chart lists the total percentage of each category which can be added and together and then multiplied to the Total Staff FTE to calculate the number of teachers librarians, nurses & counselors in each district. In this scenario, District 1 has more staff members in order to meet the needs of their students. District 2 has a much higher property value than District 1. Both districts have the same compressed tax rate. However, the amount of money that each district receives from their M&O collections is vastly different with District 2 collecting much more.
District 1: $5,044
District 2 : $7,206
Total target revenue for the M & O: This is calculated by multiplying the WADA by the WADA@Compressed Rate and then making adjustments for the transportation allottment and New Instructional Facilities Allotment:
District 1: 28,023,530 +$215,301 (transportation allotment) +$0 (NIFA)= $ 28,238,831
District 2: 34,546,111+$391,955 (transportation allotment) +$0 (NIFA)= $34,938,066
Neither district applied for NIFA.
Total number of teachers, librarians, nurses & counselors in each district.
District 1: 618 x (8%+43% of the total staff FTE)=315
District 2: 560 x (6%+47% of the total staff FTE)=297
Both districts have the same number of Total Teacher FTEs when looking at the chart. However, it is important to look closer at the information. The chart lists the total percentage of each category which can be added and together and then multiplied to the Total Staff FTE to calculate the number of teachers librarians, nurses & counselors in each district. In this scenario, District 1 has more staff members in order to meet the needs of their students. District 2 has a much higher property value than District 1. Both districts have the same compressed tax rate. However, the amount of money that each district receives from their M&O collections is vastly different with District 2 collecting much more.
Saturday, November 26, 2011
Stakeholder Accountability
I had the opportunity to meet with my superintendent about stakeholder involvement in the development of budget. Here are the summaries from the meeting I had with him:
*Central Staff
Central office workers (CFO, administrators, and paraprofessionals) can give you information leading up to the development of budget. There are constant discussions about budget throughout the school year to make continuous improvements for our district.
*Principals
Principals are in charge of developing their campus budgets and controlling it. I can speak personally of managing my campus budget and aligning it with both the campus improvement plan and the district improvement plan.
*SBDM
These committees help with the development of campus budget. Also the site-based decision committee can provide assistance with aligning campus goals to correlate with the district goals.
*District Improvement Committee
This committee is responsible for developing the district goals. This committee also provides additional information when needed such as with staffing, evaluations, or professional development.
*Teacher Organizations
These organizations can assist in promoting professional development and retaining good teachers.
*Key Stakeholders
Stakeholders work together to help determine the top priorities of the community. Key stakeholders can play a major part in a district hearing.
*Board of Trustees
The board is responsible for setting district goals. Our superintendent meets with the board in budget workshops and works with them to develop district goals for each year.
Reflection
I have anticipated some of the answers that I received from my superintendent, being that I constantly communicate with him and central office. Our superintendent and business office does a good job of working with campus principals or any key stakeholders with business procedures. For a superintendent, communication and collaboration is relied upon heavily, as there are many stakeholders involved in the budget process. I think that it is crucial for a superintendent to believe in his personnel, trust their expertise, and consider their knowledge when it comes to making a decision. In our district, we work together with our budget to strive to do what is best for our district and community.
*Central Staff
Central office workers (CFO, administrators, and paraprofessionals) can give you information leading up to the development of budget. There are constant discussions about budget throughout the school year to make continuous improvements for our district.
*Principals
Principals are in charge of developing their campus budgets and controlling it. I can speak personally of managing my campus budget and aligning it with both the campus improvement plan and the district improvement plan.
*SBDM
These committees help with the development of campus budget. Also the site-based decision committee can provide assistance with aligning campus goals to correlate with the district goals.
*District Improvement Committee
This committee is responsible for developing the district goals. This committee also provides additional information when needed such as with staffing, evaluations, or professional development.
*Teacher Organizations
These organizations can assist in promoting professional development and retaining good teachers.
*Key Stakeholders
Stakeholders work together to help determine the top priorities of the community. Key stakeholders can play a major part in a district hearing.
*Board of Trustees
The board is responsible for setting district goals. Our superintendent meets with the board in budget workshops and works with them to develop district goals for each year.
Reflection
I have anticipated some of the answers that I received from my superintendent, being that I constantly communicate with him and central office. Our superintendent and business office does a good job of working with campus principals or any key stakeholders with business procedures. For a superintendent, communication and collaboration is relied upon heavily, as there are many stakeholders involved in the budget process. I think that it is crucial for a superintendent to believe in his personnel, trust their expertise, and consider their knowledge when it comes to making a decision. In our district, we work together with our budget to strive to do what is best for our district and community.
The Boss and The Budget
According to Texas Education Code Section 44.002-44.006, the superintendent is the budget officer for the district and prepares or causes the budget to be prepared. The superintendent is the person responsible for day to day operations and budgeting is one major category that falls under that umbrella.
In my interview with my superintendent, he stated that he is the person that is responsible for budget preparation, investment, and expenditures. Although in practice, our Assistant Superintendent of Business-Finance, our CFO, has control over our budget. She has three staff members that work along with her to comply that all money is being spent appropriately. Also, this department ensures that we are maximizing our taxpayers’ dollars to benefit our district, campuses, students, and the community. Our business department does a great job of giving on-going communication with campus principals to provide support with our campus budgets. Our district now has an Executive Director of Curriculum who also works with campus principals to assist with the campus improvement plan and aligning with campus budgets. Also, our curriculum director works with our CFO to align the district improvement plan with our district budget.
Our superintendent has stated that his main goal is goal development, working with the school board, and data gathering. During the budget manager meetings in June, the goal is to determine what will and will not be spent with the district money. He must also work with the board to determine how far they will or will not go into debt. My superintendent commented that our CFO actually estimates revenue, assigns budget codes, approving PO’s, and calculates tax rates. He said that his only decision rests on where the budget will be based on revenue. The base is usually set between 92-95% of actual possible revenue.
The budget development process in our district has been impressive to our superintendent. He has been in our district for only two years and is coming to us from a smaller school district. We are a 4A district and he is coming from a 3A district. There are some changes coming from what is considered a small school district. In his previous district he actually did the number crunching (budget preparation, investment, and expenditures). He also pointed out the fact that he used paraprofessionals in his finance department to assist with budget. Overall, he feels that our district has a great business department that does a great job for accounting for every dime that we gain in revenue.
Reflection:
As serving as a campus principal, I have had plenty of opportunity to work with our superintendent and CFO. Last year, I had to meet with them on determining how I was going to cut my budget by 15 percent. I believe both were very helpful and supportive in collaborating with me on where to save money. I had my ideas and they were able to work with me as a team to accomplish that goal and still benefit my campus in the best way. One thing I have realized is that the superintendent and CFO must be able to communicate and collaborate because they are the two individuals that everyone looks to when it comes to being responsible for the district’s budget. I know that ultimately the superintendent is responsible for the budget, but there must be trust and teamwork with the CFO. This particular person has the expertise to work with million dollar budgets. I think that on a 4A or higher school district level, a CFO or similar position is needed for the district. A small school district on the 3A level or lower does not necessarily need a CFO. The superintendent may have the ability to run numbers and add paraprofessionals to assist in the business department. I enjoyed the interview with my superintendent and feel that anytime I can meet with him and gain knowledge is a plus!
In my interview with my superintendent, he stated that he is the person that is responsible for budget preparation, investment, and expenditures. Although in practice, our Assistant Superintendent of Business-Finance, our CFO, has control over our budget. She has three staff members that work along with her to comply that all money is being spent appropriately. Also, this department ensures that we are maximizing our taxpayers’ dollars to benefit our district, campuses, students, and the community. Our business department does a great job of giving on-going communication with campus principals to provide support with our campus budgets. Our district now has an Executive Director of Curriculum who also works with campus principals to assist with the campus improvement plan and aligning with campus budgets. Also, our curriculum director works with our CFO to align the district improvement plan with our district budget.
Our superintendent has stated that his main goal is goal development, working with the school board, and data gathering. During the budget manager meetings in June, the goal is to determine what will and will not be spent with the district money. He must also work with the board to determine how far they will or will not go into debt. My superintendent commented that our CFO actually estimates revenue, assigns budget codes, approving PO’s, and calculates tax rates. He said that his only decision rests on where the budget will be based on revenue. The base is usually set between 92-95% of actual possible revenue.
The budget development process in our district has been impressive to our superintendent. He has been in our district for only two years and is coming to us from a smaller school district. We are a 4A district and he is coming from a 3A district. There are some changes coming from what is considered a small school district. In his previous district he actually did the number crunching (budget preparation, investment, and expenditures). He also pointed out the fact that he used paraprofessionals in his finance department to assist with budget. Overall, he feels that our district has a great business department that does a great job for accounting for every dime that we gain in revenue.
Reflection:
As serving as a campus principal, I have had plenty of opportunity to work with our superintendent and CFO. Last year, I had to meet with them on determining how I was going to cut my budget by 15 percent. I believe both were very helpful and supportive in collaborating with me on where to save money. I had my ideas and they were able to work with me as a team to accomplish that goal and still benefit my campus in the best way. One thing I have realized is that the superintendent and CFO must be able to communicate and collaborate because they are the two individuals that everyone looks to when it comes to being responsible for the district’s budget. I know that ultimately the superintendent is responsible for the budget, but there must be trust and teamwork with the CFO. This particular person has the expertise to work with million dollar budgets. I think that on a 4A or higher school district level, a CFO or similar position is needed for the district. A small school district on the 3A level or lower does not necessarily need a CFO. The superintendent may have the ability to run numbers and add paraprofessionals to assist in the business department. I enjoyed the interview with my superintendent and feel that anytime I can meet with him and gain knowledge is a plus!
TEA Budget Guide
The Texas Education Agency Budgeting Guidelines contains important information regarding budget procedures. The guidelines were published in 2010. According to the preface, budgeting involves the process of allocating resources to the prioritized needs of the district. In Section 2.2, TEA focuses on the objectives of the budgeting process. The Governmental Account Standards Board checks on financial reporting that provides information pertaining to whether current-year revenues were sufficient to pay current-year services, whether resources were obtained and used in accordance with the entity’s legal adopted budget, and assist users in assessing the service efforts, costs, and accomplishments of the governmental entity. Focusing on these objectives ensures that budget preparation and concepts will center around accountability. These concepts require that budgets be balanced so that current revenues are sufficient to pay for current services, and be in accordance with applicable federal, state, and local mandates and requirements, and give a basis for the evaluation of a government’s service efforts, costs, and accomplishments. The budget guideline covers all things needed in the financial world regarding the education budget. This guide provides excellent framework to anyone wanting to learn about budget.
Reflection:
I am pretty familiar with the campus budget process because I am currently a secondary campus principal. I have served in this position for the last two years and immediately discovered that communication is a vital key in maintaining the budget. On many occasions, I have visited with central administration (finance department) about federal, state, and local guidelines that involve budget. In two years, I have made some significant adjustments in understanding the budget and the praises go to our finance department with just giving detailed information about why procedures must be done in a certain way. Our district has a wonderful finance department that focuses on TEA budgeting guidelines. They have procedures in place to ensure that we are meeting those guidelines requirements. Those conversations with them have been, beneficial because as I looked and read over material in the budgeting guidelines, it helped me recall prior information received from the finance department. Like other districts, we are facing a budget deficit and must make some crucial decisions for the future. We currently use line-item budgeting process and we are making careful decisions that will benefit our district and campuses.
Reflection:
I am pretty familiar with the campus budget process because I am currently a secondary campus principal. I have served in this position for the last two years and immediately discovered that communication is a vital key in maintaining the budget. On many occasions, I have visited with central administration (finance department) about federal, state, and local guidelines that involve budget. In two years, I have made some significant adjustments in understanding the budget and the praises go to our finance department with just giving detailed information about why procedures must be done in a certain way. Our district has a wonderful finance department that focuses on TEA budgeting guidelines. They have procedures in place to ensure that we are meeting those guidelines requirements. Those conversations with them have been, beneficial because as I looked and read over material in the budgeting guidelines, it helped me recall prior information received from the finance department. Like other districts, we are facing a budget deficit and must make some crucial decisions for the future. We currently use line-item budgeting process and we are making careful decisions that will benefit our district and campuses.
Goal Driven Budget
According to Dr. Elvis Arterbury, a goal driven budget purpose is to ensure that all stakeholders are able to work collaboratively to have a shared vision of the district and campuses. The budget should be based on the development of the school board of trustees. In order to have a shared vision, the budget process must be aligned to the district goals and the district improvement plan. The campus goals and campus improvement plan should also be aligned to the district goals to enhance the support of the district vision and mission statement.
We currently have an Executive Director of Curriculum and Instruction who works with our Superintendent to ensure that the district improvement plan and campus improvement plans are aligned with the budget. Our Superintendent has the ultimate responsibility to develop the budget, designate all stakeholders, and carry out the vision to achieve the goals designated by the board and the district improvement plan. The current district plan identifies goals for student performance, highly qualified employees, parental involvement, safe and secure learning environment, and promoting multiple opportunities for graduation. In looking at our district improvement plan, we have allocated federal and local funds to promote resources to enhance student performance.
Once again, our director has worked with the superintendent and with campus principals to make sure that the district improvement plan and the campus improvement plans are aligned. The director position is new and serves beneficial, as he is able to assist our superintendent with the goal driven budget. According to Dr. Arterbury in the “Version of the Vision,” all stakeholders have the charge of educating in the different areas, yet how we do it should be determined by the goals set by the board of trustees. I think our district does a good job of including the budget in the district improvement plan. We can always improve in continuously communicating. Principals are aware of what the trustees’ goals are from the superintendent and I believe all stakeholders need to be included with what the goals are going to be for the school year.
We currently have an Executive Director of Curriculum and Instruction who works with our Superintendent to ensure that the district improvement plan and campus improvement plans are aligned with the budget. Our Superintendent has the ultimate responsibility to develop the budget, designate all stakeholders, and carry out the vision to achieve the goals designated by the board and the district improvement plan. The current district plan identifies goals for student performance, highly qualified employees, parental involvement, safe and secure learning environment, and promoting multiple opportunities for graduation. In looking at our district improvement plan, we have allocated federal and local funds to promote resources to enhance student performance.
Once again, our director has worked with the superintendent and with campus principals to make sure that the district improvement plan and the campus improvement plans are aligned. The director position is new and serves beneficial, as he is able to assist our superintendent with the goal driven budget. According to Dr. Arterbury in the “Version of the Vision,” all stakeholders have the charge of educating in the different areas, yet how we do it should be determined by the goals set by the board of trustees. I think our district does a good job of including the budget in the district improvement plan. We can always improve in continuously communicating. Principals are aware of what the trustees’ goals are from the superintendent and I believe all stakeholders need to be included with what the goals are going to be for the school year.
Sunday, September 25, 2011
Updated Meeting with Site Supervisor about my Intern Plan
This past week, I had the opportunity to visit with my site supervisor about revising my intern plan. He felt that I included some interesting activities that will be beneficial for me to understand the superintendent experience. He also suggested for me to be part of a committee that is responsible for reviewing our district policy regarding fundraising, which is part of my intern plan. There is a major concern with the different organizations and campuses in our district and fundraising. Our district is looking to do some revisions to clarify and simplify the fundraising process in our district. There are many more activities that I will have the opportunity in order to get the full experience of serving as a superintendent. He stated that he focuses on “why not” and think that all thirty-eight activities are all great ideas for me. In other words, these activities answer the question: why shouldn’t I be able to focus on these activities that will benefit me and our district?
Sunday, September 18, 2011
What my Peers though about my Intern Plan!
I am ecstatic to know that my peers from my EDLD 5396 class thought I had a well-developed intern plan. In comments to me, it is stated that all of my competencies are covered and I use a wide range of resources. I wanted to make sure that I used a variety of personnel members from my school district. I think that this will help me gain a more depth understanding by including everyone so that I get that much needed communication with a variety of departments. One of my peers specifically stated that she gives me thumbs up on my 34c competency 5, which states to interview with an administrator who’s responsible for vocational education. This ties in with career readiness the ultimate goal as we move to STAAR testing.
I did revise my intern plan by adding to my thirty third activity. It originally stated that I would attend as many board meetings as possible. I have included that there are times where I will present to the board pertaining to my campus, Dayton High School
Vita: Revised
I received some exceptional feedback regarding my vita from my peers. It seems I was having some editing and formating issues. Thanks to all for assisting. I will continue to make revisions as needed. The newly revised vita is reflected below.
Travis Young
16915 Caldwell Pointe Ct.
Humble, Texas 77346
(936) 258-2510 EXT. 4105(w) (936) 402-7061(c)
travis.young@daytonisd.net
Education
Certification
Principal Certification School Principal, Grades K-12, Texas, 2006
Teacher Certification Communication Applications, Grades 6-12, Texas, 2001
Continuing Education
Internship/Practicum in Superintendent Administration, Lamar University, Fall 2011.
Professional Experience
2009-Present Dayton High School: Principal, grades 9-12.
Daily coordinator of operations of all faculty, staff, and students. Facilitator of campus cohort program. Collaborator with district leadership team focusing on campus improvement, budget, and student programs. Serves as PDAS evaluator and ARD facilitator. Member of District Education Improvement Committee and Student Health Advisory Council.
2007-2009 Dayton High School: Associate Principal, grades 9-12.
Served as sole administrator for campus 9th Grade Initiative Program. Coordinator of master schedules for 9th grade courses. Implemented student code of conduct and disciplinary consequences. Served as PDAS evaluator and ARD facilitator. Safe schools coordinator. Title I Parent Involvement coordinator.
2006-2007 Dayton High School: Assistant Principal, grade 10-12.
Implemented student code of conduct and disciplinary consequences. Served as PDAS evaluator and ARD facilitator. Safe schools coordinator.
2001-2006 Dayton High School: Communications Application Teacher/Coach.
Provided training for teachers to integrate speaking into the classroom. Coached football, basketball, and track. Awarded Rookie Teacher of the Year in 2001 and Teacher of the Year in 2006.
Professional Affiliations
Texas Association of Secondary School Principals- Region 4 Board of Director (TASSP)
Texas Association of School Administrators (TASA)
Association of Texas Professional Educators (ATPE)
Texas High School Coaches Association (THSCA)
Kappa Alpha Psi Fraternity, Inc.
Professional Development
Sheltered Instruction, Dayton, Texas, July 2011
Developing ELPs for ELL Learners, Dayton, Texas, July 2011
Rigor, Relevance, and Relationship Conference (concurrent sessions), Cy Fair ISD, June 2011
Texas Association of Secondary School Principals Conference (concurrent sessions), Austin, Texas, June 2011
PEIMS Data Plus, Dayton, TX, October 2010
References
Mike Kuhrt, Superintendent of School, Dayton ISD
100 Cherry Creek Road, Dayton, Texas 77535
Phone: (936) 258-2667
Greg Hayman, Retired Superintendent of School, Dayton ISD
100 Cherry Creek Road, Dayton, Texas 77535
Phone: Available upon Request
Jerry Stewart, Athletic Director, Dayton ISD
3200 N. Cleveland Hwy 321, Dayton, Texas 77535
Phone: (936) 258-2510
Travis Young
16915 Caldwell Pointe Ct.
Humble, Texas 77346
(936) 258-2510 EXT. 4105(w) (936) 402-7061(c)
travis.young@daytonisd.net
Education
M.Ed. Prairie View A&M University, 2006, Education Administration,
Educational Administration, Prairie View, Texas
B.A. Stephen F. Austin State University, 2000, Communications,
Nacogdoches, Texas
Certification
Principal Certification School Principal, Grades K-12, Texas, 2006
Teacher Certification Communication Applications, Grades 6-12, Texas, 2001
Continuing Education
Internship/Practicum in Superintendent Administration, Lamar University, Fall 2011.
Professional Experience
2009-Present Dayton High School: Principal, grades 9-12.
Daily coordinator of operations of all faculty, staff, and students. Facilitator of campus cohort program. Collaborator with district leadership team focusing on campus improvement, budget, and student programs. Serves as PDAS evaluator and ARD facilitator. Member of District Education Improvement Committee and Student Health Advisory Council.
2007-2009 Dayton High School: Associate Principal, grades 9-12.
Served as sole administrator for campus 9th Grade Initiative Program. Coordinator of master schedules for 9th grade courses. Implemented student code of conduct and disciplinary consequences. Served as PDAS evaluator and ARD facilitator. Safe schools coordinator. Title I Parent Involvement coordinator.
2006-2007 Dayton High School: Assistant Principal, grade 10-12.
Implemented student code of conduct and disciplinary consequences. Served as PDAS evaluator and ARD facilitator. Safe schools coordinator.
2001-2006 Dayton High School: Communications Application Teacher/Coach.
Provided training for teachers to integrate speaking into the classroom. Coached football, basketball, and track. Awarded Rookie Teacher of the Year in 2001 and Teacher of the Year in 2006.
Professional Affiliations
Texas Association of Secondary School Principals- Region 4 Board of Director (TASSP)
Texas Association of School Administrators (TASA)
Association of Texas Professional Educators (ATPE)
Texas High School Coaches Association (THSCA)
Kappa Alpha Psi Fraternity, Inc.
Professional Development
Sheltered Instruction, Dayton, Texas, July 2011
Developing ELPs for ELL Learners, Dayton, Texas, July 2011
Rigor, Relevance, and Relationship Conference (concurrent sessions), Cy Fair ISD, June 2011
Texas Association of Secondary School Principals Conference (concurrent sessions), Austin, Texas, June 2011
PEIMS Data Plus, Dayton, TX, October 2010
References
Mike Kuhrt, Superintendent of School, Dayton ISD
100 Cherry Creek Road, Dayton, Texas 77535
Phone: (936) 258-2667
Greg Hayman, Retired Superintendent of School, Dayton ISD
100 Cherry Creek Road, Dayton, Texas 77535
Phone: Available upon Request
Jerry Stewart, Athletic Director, Dayton ISD
3200 N. Cleveland Hwy 321, Dayton, Texas 77535
Phone: (936) 258-2510
Saturday, September 3, 2011
Vita
Travis Young
Humble, Texas
(936) 258-2510 EXT. 4105(w) (936) 402-7061(c)
Education
M.Ed. Prairie View A&M University
Educational Administration, Prairie View, Texas
B.A. Stephen F. Austin State University
Certification
Principal Certification School Principal, Grades K-12, Texas
Teacher Certification Communication Applications, Grades 6-12, Texas
Professional Experience
2009-Present Dayton High School
coordinator of operations of all faculty, staff, and students. Facilitator of campus cohort program. Collaborator with district leadership team focusing on campus improvement, budget, and student programs. Serves as PDAS evaluator and ARD facilitator. Member of District Education Improvement Committee and Student Health Advisory Council.
2007-2009 Dayton High School: Associate Principal, grades 9-12. Served
as sole administrator for campus 9th Grade Initiative Program.
Coordinator of master schedules for 9th grade courses.
Implemented student code of conduct and disciplinary
consequences. Served as PDAS evaluator and ARD facilitator.
Safe schools coordinator. Title I Parent Involvement coordinator.
2006-2007 Dayton High School: Assistant Principal, grade 10-12. Implemented student code of conduct and disciplinary
consequences. Served as PDAS evaluator and ARD facilitator.
Safe schools coordinator.
2001-2006 Dayton High School
Teacher/Coach. Provided training for teachers to integrate
speaking into the classroom. Coached football, basketball,
and track. Awarded Rookie Teacher of the Year in 2001 and
Teacher of the Year in 2006.
Continuing Education
Internship/Practicum in Superintendent Administration, Lamar University
Professional Affiliations
Association of Texas
Kappa Alpha Psi Fraternity, Inc.
Professional Development
Sheltered Instruction, Dayton , Texas
Developing ELPs for ELL Learners, Dayton , Texas
Rigor, Relevance, and Relationship Conference (concurrent sessions), Cy Fair ISD, June 2011
Texas Association of Secondary School Principals Conference (concurrent sessions), Austin , Texas
PEIMS Data Plus, Dayton , TX
References
Mike Kuhrt, Superintendent of School, Dayton
Phone: (936) 258-2667
Greg Hayman, Retired Superintendent of School, Dayton
Phone: Available upon Request
Jerry Stewart, Athletic Director, Dayton
Phone: (936) 258-2510
Superintendent Interview
The opportunity I had to interview my school’s district superintendent was delightful. My superintendent has only been in our district for one year. He has served as a superintendent to various school districts for a total of seven years. His first focus, along with our school board of trustees, was to help move us from a good district to a great one. He created administrator buy-in through reviewing data and conducting a book study, which will be discussed in detail later.
According to my superintendent, leadership is getting people to do something that they otherwise would not have done, as well as, helping people to see a different reality. He refers to Stephen Covey’s theory stating, “That you are going through the forest and chopping away at trees and the leader job is to climb the tallest tree and make sure that you are in the right forest”. As principal, I believe it is my job at all times to stay focused on the goal and make sure our campus is working together to achieve that goal. Of course, this means we have to collaborate and use innovative ideas to see our goals turn into reality.
One positive aspect of leadership is that he enjoys the community relationship with the school board of trustees. He quoted Bob Thompson, a professor from Lamar University
The attributes of a good superintendent is that you have to see the big picture as best you can. His philosophy is always “why not” instead of “why”. In most cases, when our district does certain procedures or routines his response is why not or why can’t we. In other words, being able to validate why we do things a certain way. He also believes in serving as an advocate for kids. His focus is to always work to do what is best for our students. Additionally, he also emphasizes that superintendents must have guts and there are times he or she has to take a stand in what they believe in. A question that he posed to me was knowing what a person is passionate about and would you be willing to die on a hill for it. In other words, be careful what you will take a stand on because if you take a stand and things go wrong, are you prepared to die on that hill.
Since arriving, my superintendent has continuously focused on moving our district from good to great. Last year our district leadership team, which consists of superintendent, assistant superintendents, directors, principals, and assistant principals, did a book study called Good to Great by Jim Collins. His purpose for us doing this book study was to help us all have a shared vision. He has commented that in order to have a shared vision, you have to focus on “the who” and then “the what”. He is referring to a chapter in the book which refers to stakeholders selecting the right people to sit on the bus and also sit in the correct seat. This is all while the bus is moving toward greatness. Also, the wrong people sitting on the bus have to get off so that the bus can continue to move forward. The district is signified as the bus. Once that is accomplished then you can focus on the what. The what is to focus on the leadership team and make sure that they coincide with one another. It is imperative that the board, community, teachers, and all stakeholders buy into what is happening in the district. The superintendent believes that once the right people are on the bus, then it becomes a “we” thing. Working together with a shared vision is an outstanding way to build on the district and community. He did refer to a previous 5A school district that he worked for. He mentioned that anytime a big deal was made at a board meeting, the board and administrative leaders would all shake hands to seal the deal. I feel this is a great way to show team building and a sense of ownership.
It is pretty simple that we must spend money, according to my superintendent, on what it takes to promote and sustain a district culture that emphasizes student learning and professional development. Of course with all of the budget cuts across the state of Texas
This will serve as another beneficial lesson that will enhance my learning through my superintendent internship plan. It was great to interview my superintendent and I just enjoyed the opportunity of him sharing knowledge with me through real-world experiences. It is imperative to have the right people on the bus and a great relationship with the board, faculty, and community leaders.
Sunday, August 28, 2011
Got Blogs?
Educational leaders can use blogs in a variety of ways. On my campus, there are many times that we communicate through email. Sometimes emails could end up being sent to the wrong person or with some people having so many emails my email could be overlooked. But, I could use my blog to be part of our school procedure where teachers could check my blog at their convenience for news and announcements. It would be a routine that all faculty and staff members would continuously be updated on things I would consider important to help us continue to be a successful campus.
Many schools and districts across the nation are utilizing technology to educate and involve parents. Parents are just one important factor to any school campus success. The truth is, many parents want to be involved, however, they do not know how. Through the use of blogs, parents can be provided an opportunity for involvement indirectly that may lead to direct involvement with the campus. I have been no stranger to verbal or written communication. This use of blogging helps to exercise my mind for new ideas and words. It also helps me determining more effective ways to share information with others. This may even apply to difficult issues or situations. It is my belief that an administrator’s response to things reveals a great deal about his/her understanding of the school and community relations.
What's This Action Research All About?
Action research is a community of practice used to address issues and solve problems. It is a group of lifelong learners looking to collaborate and share ideas with one another. Action researchers look at ways to propose a new course of action so that it will enhance their learning community.
I think that working in Lamar’s Superintendent Program is going to give an immediate opportunity to learn from others about best practices that have enhanced their own schools. I hope to be able to share some successful strategies from other school districts along with mine. As a high school principal, I have always networked with other school districts through face to face interaction, phone calls, or email. One example is my communication this summer when I called several high school principals trying to determine what their district was going to decide regarding the fifteen percent rule and end of course testing. It was very time consuming due to missed phone calls and administrators not having any answers yet, but with action research it would have been nice to post my question on a blog or wiki and receive immediate feedback. I am ecstatic to know that I will have the chance to enhance my district, campus, students, and community while working with other lifelong learners who are seeking to make this world a better place.
Thursday, August 25, 2011
Whew!!!
It sure did take me a while to get this set up, but in a couple of days, I will have played with it enough to get a start on my thoughts. Countdown..5..4..3..
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