Goal-Drive Budget

EDLD 5342

Importance of a Goal-Driven Budget

In the beginning of the district budget process, working together with the board of trustees in identifying goals that spring from PEIMS coding and WADA is essential. As a young administrator, the district and campus leaders constantly talked about how important coding was in reporting to the state. Now, as we look carefully at the budget process, another aspect of the importance of coding comes to light, as emphasized by Dr. Artebury when he spoke about looking at the state reports that come out in July with PEIMS codes indicating the needs of certain students such as economically disadvantaged. WADA also helps the process to begin setting goals since it indicates funds that will be available for the district for their programs. In this critical part of the budget process, the board of trustees take on one of their most important functions since this lays the groundwork for a goal-driven budget developed through the building of the district improvement plan and the campus improvements plans that coordinate with it.

The way that the Socorro ISD District Improvement Plan is put together demonstrates a clear alignment between district vision, mission and goals with campus goals and objectives.  This is an example of what Dr. Artebury means when he talks about principals being encouraged to develop a campus plan that is, “a version of the vision”. Every campus goal stems from a district goal, and then it is broken down by objective and sub-objectives. Campus improvement teams participate in a process that makes sure the objective is measurable, as well how to tell when the activity corresponding to the objective is implemented and how to tell when it is accomplished. One of the most important components that is constantly stressed is what funds will be used to drive the activity’s objective and who will be responsible for making it happen. The campus improvement team, made up of teachers, students, parents and community business owners review the plan when it completed gathering input from different stakeholders.

It is reviewed by directors of different central office departments to assure it correlates with district goals and that the funding cited is correct for the type of activity. At the district level, committees meet comprised of a combination of district personnel, campus personnel and community members to review campus plans and department plans to align them with the district improvement plan. Our superintendent, from the very beginning of his tenure, has insisted on transparency in how the district conducts business. The budget process is no exception to this as several community meetings in each high school feeder pattern are held throughout the year to inform the public of progress on the budget and other issues of concern. This is the embodiment of what Dr. Nicks calls the importance of,”communicate, communicate, communicate”. As future superintendents, it is necessary to keep in mind excellent communication not only means imparting information to people, but to be good listeners. Another fine example of making sure communication is as open as possible is to make sure board of trustees members are updated on a continual basis throughout the process so the superintendent can gain important insights of other community feeling and ideas about the budget. Dr. Artebury emphasizes working with the board is critical to getting community feedback and understanding political undercurrents that effect budget considerations.

Week 2, Group 5 Consensus

EDLD 5342

Week 2, Group 5 Assignment Post

Top Five List of Events and Dates in the Development of the District Budget

1)      November  - Create Budget Development Plan

Budget priorities/initiatives identified by Executive Team Collect and Analyze student projections

Student schedules and campus budgets for personnel must be driven by student requests and campus programs.

2)      February 14-25 –

·         Distribute budget preparation documents to campuses and central offices

·         Conduct budget workshops for central budget managers

·         Conduct budget workshops for campus administrators by Learning Community

These documents generated by gathering this information are necessary to evaluate goals, set responsibilities and to set up the framework for the budget driven by goals and objectives.

3)      May 12 – Board of Trustee Business Briefing

·         Preliminary 2011 - 2012 Budget Review

·         Review Revenue Projections

Along with the preliminary estimate of taxable values received from Central Appraisal District, the Board of Trustees sees the preliminary budget and reviews how it aligns with revenue projections. This gives the superintendent the opportunity to gain support and understanding of the new budget by clarifying any questions and presenting information that correlates with district goals.

4)      June 23 - Board of Trustees Meeting

·         Tax Rate Public Hearing

·         Adopt 2010-2011 Budget

The community has the opportunity to weigh in on the tax rate and see how it corresponds to the new budget.

5)      Aug 25- Board of Trustees Meeting

·         Adopt a Tax Rate

Since the entire budget is predicated on the tax rate adopted by the board, this final step assures that the budget will be covered for the upcoming school year.

Top Five List of Events and Dates in the Development of the District Budget

EDLD 5342

Week 2, Group Assignment

Top Five List of Events and Dates in the Development of the District Budget

1)      November  - Create Budget Development Plan

Budget priorities/initiatives identified by Executive Team Collect and Analyze student projections

Student schedules and campus budgets for personnel must be driven by student requests and campus programs.

2)      February 14-25 –

·        Distribute budget preparation documents to campuses and central offices

·        Conduct budget workshops for central budget managers

·        Conduct budget workshops for campus administrators by Learning Community

These documents generated by gathering this information are necessary to evaluate goals, set responsibilities and to set up the framework for the budget driven by goals and objectives.

3)      March 21 - April 1 - Review and analyze budget input (Budget Services/ Executive Team, and Executive Directors)

Evaluation of input from campuses and central office departments need to be analyzed to align programs, performance goals and funds needed to drive them.

4)      May 12 - Board of Trustees Business Briefing

·        Preliminary 2011 - 2012 Budget Review

·        Review Revenue Projections

Along with the preliminary estimate of taxable values received from Central Appraisal District, the Board of Trustees sees the preliminary budget and reviews how it aligns with revenue projections. This gives the superintendent the opportunity to gain support and understanding of the new budget by clarifying any questions and presenting information that correlates with district goals.

5)      June 23 - Board of Trustees Meeting

·        Tax Rate Public Hearing

·        Adopt 2010-2011 Budget

The community has the opportunity to weigh in on the tax rate and see how it corresponds to the new budget.

Comparing District Improvement Plans

The difference between my district’s improvement plan and the AISD’s improve plan is vast. AISD Has set up there document to include how the process was arrived at with links to go to specific components while SISD starts with a clear vision and mission followed by three goals from which the entire plan stems from. Each goal is then broken down by objectives and sub-objectives that show who is responsible, clear timelines, funds to pay for it, indicators showing implementation and effect, as well as formative and summative evaluation for each. AISD has some of the same indicators, but is not consistent with the systematic reporting. This really opened my eyes about the way such a document can be organized to become a useful tool in driving the budget.

EDLD 5342 Week 1-Assignment 1, Part 4

Some major differences between the AISD District Improve Plan and the Socorro ISD District Improvement Plan are 1) format, 2) clarification of district goals, 3) how budgeted funds are displayed and organized and, 5) correlation  of goal-programs and budget.

The AISD plan details each part of the process, including reflection questions, in a document that has many links to outside reports of different committees. The Socorro District Improvement Plan is organized very differently. First it lists the district vision and mission statement, then the board of trustees. After a short description of the logistics of the district, three goals for district improvement are set forth. Everything in the document relates to one of these three goals:

1)      SISD will improve student performance in all assessed areas to ensure all students are prepared to graduate college or career ready.

2)      SISD will provide service and benefits to attract, retain and guarantee growth opportunities to ensure a highly qualified staff.

3)      SISD will provide active parent and community engagement in the education process to improve student achievement.

The fact that SISD establishes comprehensive goals that everything flows from makes the plan easy to follow and understand, as well as provides a clear path for measurement and correlation with budget items. AISD’s plan while trying to be comprehensive, has the appearance of many components being cobbled together rather than starting from a clear premise. Different memos are inserted into the document making it informative on specific programs without an overall sense of direction.

After goals are defined in the SISD plan, an assessment of strengths and programs under each goal is summarized. At that point budget funding from different sources are listed. Starting with the State Budget, the State Compensatory Education Budget follows, then the Title I Budget, Title II & III Budget, Education Jobs Bill Budget, and ARRA Budget. At this point, a matrix breaking down each goal into objectives and sub-objectives appears showing the strategy/activity, person(s) responsible, timeline, funding source, evidence of implementation, evidence of impact, formative evaluation and summative evaluation for each. It is very clear how each objective and sub-objective is funded and how the effectiveness will be measured. All of these are tied together throughout the rest of the document.

The AISD document is very detailed with the process which was used. Budget monies are not separated into categories as to where the money has come from. A valuable matrix shows original budget numbers and how those change in a year with percentages for 11 budget areas. Also included are community bulletins and checklists. Toward the last eight pages of the 53 page document, is a set of appendices.  The State Compensatory Budget has components listed, but not broken down. Only the total of $37.6 million is shown. External grants are also listed to show $107 million, but not broken down. The last seven pages of the document have a matrix for the NCLB Monitoring System with the following categories: 1) desired result, Measurable evidence, activities, resources, and timelines with only one goal listed.

Key Definitions

Even though these terms are similar, it is important to have a clear definition when discussing what needs to be provided to districts. The language is reflected in the law and appears in lawsuits, so interpretation of the meanings is essential to understanding a district’s or the state’s obligation to students. 

EDLD 5342 Week 1-Assignment 1, Part 3 

Equality-

    Definition- every student has the same access to the same type of basic educational program.

    Example 1) State funding formula provides equal funds for educational programs that benefit all students and enable a school district to meet state accreditation standards. This would include reading, math, and other basic courses.

    Example 2) Districts receive equal funds  based on the 3 Tiers formula.

Equity-

   Definition- that the system is fair and responds to the needs of individuals.

   Example 1) Special program allocations represent equity funds and are provided to meet the individual needs of students like military or bilingual students.

  Example 2) State compensatory funds to assist students who are economically disadvantaged are another example of equity funding.

Adequacy-

   Definition- that the school district receives financial support sufficient to meet state accreditation standards.

   Example 1) Teacher salaries have a state base to make sure districts provide adequate service.

   Example 2) The State provide textbook allotments to assure students have access to state standards.

Critical Issue from the State Finance Formula & their Importance

This part of the assignment was valuable as we investigate the nuts and bolts of finance. Clearly, there have been many attempts at helping districts to secure a financial base in a fair manner. With economic concerns on every level, this becomes more difficult, especially when we consider increasing wages, building and maintenance costs, fuel, and utilities, let alone books and educational materials. As someone who worked in a more isolated rural community, it is important for small districts to have options and flexibility to be able to come up with unique solutions that will work for them.

EDLD 5342 Week 1-Assignment 1, Part 2

Critical Issues in State Funding

1)      Tier 1 is figured on student ADA, special program participation and location of the district. Schools receive first the.86 in tax effort per student from the State. In an effort to equalize distribution of funds, the formula make allowances for small, poor and rural districts that may not have the same tax base. It also amplifies the need to ensure attendance efforts of schools so they can reap maximum benefits.

2)      The transportation allotment becomes critical for many districts as transportation costs are often one of the most expensive components of a district’s budget. This is a budget item shared between the district and the state and since it is based on ridership, it encourages districts to minimize routes to be be more cost effective.

3)      The small district adjustment is also critical since it attempts to help smaller, rural districts so they do not have to consolidate. This gives a smaller district an opportunity to operate more independently.

Top items in Texas Finance History

EDLD 5342 Week 1-Assignment 1, Part 1

1)      Citizens in the United Mexican States obviously felt education was important for their children since elementary schools were mandated to be created in the Federal Constitution written in 1824. They were never established, however, and became listed in the Texas Declaration of Independence in 1836 as a cause to seek independence. It is clear from the very beginning of settlement in Texas, education was important to parents and viewed as an obligation of the state.

2)      To address this growing concern and make sure it was funded, the Texas Constitution of 1845 established the Permanent School Fund. Managed by the State Board of Education, the intent was to create an on-going endowment providing for funding of education without taxing the citizenry. It is based on the sale and lease of public lands and mineral rights.

3)      After the Civil War, a new Texas Constitution was written and imposed mandatory schooling for children 8-14; however, even more revolutionary was when Reconstructionists were thrown out of office in 1873 and yet another Texas Constitution was written in 1876 declaring essentially that education is to be diffused to the general population and the State was responsible for funding and maintaining this education. Since this provision the grand-daddy of many modern day law suits, it is significant that the State recognized itself as a major provider of this service.

4)      Senate Bill 1 passed in 1995 is an attempt to provide adequate and equitable funding for all school districts by giving property rich school districts 5 choices to distribute funds that exceed a certain amount to property poor districts thus evoking the term, “Robin Hood Law”. The State is still struggling with the fairness of this solution as it has spawned lawsuits on both sides as to how distribution should work.