EDAD5314.RichardSorenson.Sspring09 - Academics...

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EDAD 5314 School-Based Budgeting

Spring Session, 2009

Instructor: Dr. Richard Sorenson, Associate Professor

Office: The University of Texas at El Paso – COE 510A

Work: 915-747-5383 Fax: 915-747-5838

Home: 915-581-2800

E-mail: [email protected]

Office Hours: W: 2:30 P.M. – 5:00 P.M. R: 3:00 P.M. – 5:00 P.M.

Available other times by appointment

Class Meetings: Wednesday 5:00 P.M.–7:50 P.M. LART 205

I. Course Description: An overview of educational budgeting

practices and issues, with a primary

emphasis on school sites. The course

includes an introduction to the planning,

cost-effectiveness, and resource allocation

issues that arise in the educational budgeting

process.

II. Rationale: School administrators, from a financial and

monetary perspective, are responsible for

understanding the equity issues and fiscal

consequences associated with school

budgeting, as well as the relationship

between educational goals and resource

allocation management as related to the site-

based decision making process.

The goal of this course is to assist

prospective school administrators in better

understanding how to develop a site-based

budget, expend allocated funds, and how to

control said expenditures. The course is

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replete with experiential exercises and

activities to better present the school-based

budgetary methodology.

This course will examine school-based

budgeting and campus planning at multiple

levels in an effort to clarify complex

information and issues in order to better

assist prospective administrators in their

acquisition of budgeting principles and

knowledge as applied to practical, school-

oriented situations through project-based

experiential learning activities.

III. Texas Proficiencies for Administrators in Learner-Centered Schools:

Beginning September 1, 1999, programs which prepare individuals to

qualify for the Principal Certificate in the state of Texas must comply

with the Competency Framework for the Principalship as established

by the Texas State Board for Educator Certification (SBEC). This

framework includes three domains (School community Leadership,

Instructional Leadership, and Administrative Leadership), along with

nine competency standards, and 70 statements of knowledge and skills

which students in principal preparation programs are expected to

demonstrate mastery during the administration of the Texas

Examinations of Educator Standards (TExES) exam. Therefore, this

course has been designed to address the following competency

standards and specific statements of knowledge and skills:

The principal knows how to –

001.2 ensure that parents and other members of the community are

an integral part of the campus culture.

001.5 use various types of information (e.g., demographic data,

campus climate inventory results, student achievement data,

emerging issues affecting education) to develop a campus

vision and create a plan for implementing the vision.

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001.8 align financial, human, and material resources to support the

implementation of a campus vision.

001.11 acknowledge and celebrate the contributions of students,

staff, parents, and community members toward the

realization of the campus vision.

002.6 provide varied and meaningful opportunities for

parents/caregivers to be engaged in the education of their

children.

002.8 communicate and work effectively with diverse groups in

the school community to ensure that all students have an

equal opportunity for educational success.

003.1 model and promote the highest standard of conduct, ethical

principles, and integrity in decision making, actions, and

behaviors.

003.2 implement policies and procedures that promote

professional educator compliance with The Code of Ethics

and Standard Practices for Texas Educators.

005.9 analyze instructional needs and allocate resources

effectively and equitably.

005.10 analyze the implications of various factors (e.g., staffing

patterns, class scheduling formats, school organizational

structures, student discipline practices) for teaching and

learning.

006.3 allocate appropriate time, funding, and other needed

resources to ensure the effective implementation of

professional development plans.

007.2 implement procedures for gathering, analyzing, and using

data from a variety of sources for informed campus decision

making.

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008.1 apply procedures for effective budget planning and

management.

008.2 work collaboratively with stakeholders to develop campus

budgets.

008.3 acquire, allocate, and manage human, material, and financial

resources according to district policies and campus

priorities.

008.4 apply laws and policies to ensure sound financial

management in relation to accounts, bidding, purchasing,

and grants.

IV. Course Objectives and Outcomes:

This course is designed to enable the student to:

1. Develop an understanding of school-based budgeting as integrated

with campus planning and goal setting.

2. Apply educational theory to practical experiences as a method of

increasing awareness of the budgeting process utilized and

implemented by Texas school districts.

3. Respond in writing, utilizing APA guidelines, to case studies as

related to the course content.

4. Research the linkages that exist between educational goals (“what’s

best for students”) and resource appropriations.

5. Analyze a campus improvement (action) plan and conduct a needs

assessment to better ensure effective allocation of school-based

budgetary funding.

6. Create and design a budget development project which establishes

funding priorities as related to and integrated with the campus vision

and the instructional goals and objectives of the school’s campus

improvement (action) plan.

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V. Instructional Strategies and Methodologies:

Specific methodologies, strategies, and activities for instruction

include –

1. Mini-lectures regarding school-based budgeting as related to

instructional services, administration, instructionally-related services,

pupil services, plant services, and community services.

2. Cooperative learning sessions and group activities related to the

exploration of school-based budgeting as applied to a budget

development plan/project.

3. Whole class discussions regarding campus action plans, school

vision/mission, site-based management, equity vs. equality, restricted

funds, budget categories and codes, funding accountability, and

budgeting accountability as reported and evaluated through the Public

Education Information Management System (PEIMS).

4. Case study applications related to school -based budgeting, campus

planning, and goal-setting.

VI. Evaluation and Grading Procedures:

1. Attendance / Attendance is mandatory!

Participation. Students are expected to be in class and on

time. School leaders exhibit timeliness in all

of their administrative actions, and

participation in the educational leadership

program is an excellent time to being

learning and applying this critical skill.

For each absence, an attendance grade of

zero will be recorded. Students who miss

more than two class sessions during the

semester will experience the consequence of

being automatically withdrawn by the

course instructor.

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For every two times a student is tardy, the

student will be assessed one absence.

Prospective school leaders are expected to

model the responsibility along with a sense

of time management as do leaders in the

field of practice. In other words, students

should exhibit timeliness relative to class

attendance much as the school leader would

be on time to a superintendent’s cabinet or

administrative staff meeting.

Students are expected to actively participate

in classroom discussions and all group

activities, including – but not limited to –

specified reading assignments.

10% of Final Class Grade

2. Campus Improvement

Plan Activity. Students will be involved in a learning

activity which is based on analyzing a

campus improvement (action) plan. This

activity is designed to allow students the

opportunity to demonstrate the critical

visioning and planning procedures as related

to a needs assessment and the budgetary

process.


The acceptance of late work will result in an automatic 15% deduction. No exceptions!

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3. Experiential Exercises. Students will be involved in a variety of

experiential exercises which are designed to

allow students the opportunity to

demonstrate their understanding of the

differing budget-related topics assigned and

to further apply their understanding of said

topics to practical / school-related

circumstances.


4. Budget

Development Project. Students will apply knowledge and expertise

gained throughout the course to design a

school-based budget to include a narrative

(campus description, identification of

programs to be funded, vision statement,

needs assessment, priority analysis, and

faculty distribution table), allocation

statement, distribution of funds narrative,

and final budget compilation table.

35% of Final Class Grade – 15% of which is

based on individual participation

VII. Course Text: Sorenson, R.D. & Goldsmith, L.G. (2006).

The Principal’s Guide to School Budgeting.

Thousand Oaks, CA: Corwin Press.

Supplementary (Not Required):

Publication Manual of the American

Psychological Association (APA) – Fifth

Edition. (2001). Washington DC:

American Psychological Association.

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Other Required Materials:

♦ Calculator

♦ Microsoft Excel Software

♦ Copy of Campus Improvement

(Action) Plan

♦ Student Population (by grade-

level) of your school for the

current year and previous two-five

years.

VIII. Video Presentation: Promising Practices / Diverse Perspectives (1996)

IX. Class Session Dates: Jan 21 Feb 25 Apr 08

Jan 28 Mar 04 Apr 15

Feb 04 Mar 11 Apr 22

Feb 11 Mar 25 Apr 29

Feb 18 Apr 01 May 06

FYI Dates: May 15 – Pre-Commencement Ceremony

May 16 – Commencement Ceremony

X. Code of Academic Integrity:

The search for truth, the transmission of knowledge, and the

facilitation of moral development are the avowed goals of institutions

of higher education around the world. These goals cannot be achieved

unless the men and women who participate in their achievement are

honorable persons with a common desire for the highest level of

academic integrity. EDAD students are expected to maintain the

highest level of honesty and integrity in every phase of their academic

lives. Willingness to respect and comply with this code should

depend less on an expectation of punishment for a violation than on a

commitment to intellectual and moral integrity.

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Students are expected to carefully read and review the Academic

Integrity section of the Graduate Catalog (2006-2008)-Page 43 or the

Scholastic Dishonesty section of the Handbook of Operating

Procedures as noted on the following website link:

http://admin.utep.edu/Default.aspx?PageContentID=2084&tabid=30292

XI. Bibliography:

The knowledge bases that support course content and procedures include –

Brimley, V., Jr., & Garfield, R. (2005). Financing education in a climate of

change (9th

ed.). Boston, MA: Allyn and Bacon.

Cooper, T.L. (1998). The responsible administrator: An approach to ethics

for the administrative role. San Francisco, CA: Jossey-Bass.

Garner, C.W. (2004). Education finance for school leaders: Strategic

planning and administration. Upper Saddle River, NJ: Pearson

Education.

Goldsmith, L.M. & Sorenson, R.D. (2005). “Ethics, integrity, and fairness:

Three musts for school vision and budgeting.” Texas Study of

Secondary Education, 15(1), 7-9.

Johnson, R.S. (2002). Using data to close the achievement gap: How to

measure equity in our schools (2nd

ed.). Thousand Oaks, CA: Corwin.

Mutter, D.W. & Parker, P.J. (2004). School money matters: A handbook for

principals. Alexandria, VA: Association for Supervision and

Curriculum Development (ASCD).

Ramsey, R.D. (2001). Fiscal fitness for school administrators: How to

stretch resources and do even more with less. Thousand Oaks, CA:

Corwin Press.

Sorenson, R.D. (2004). “Principal leadership and the art of influencing

others.” Texas Study of Secondary Education 13(2), 28-31.

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Sorenson, R.D. & Goldsmith, L.G. (2009). The principal’s guide to

managing school personnel. Thousand Oaks, CA: Corwin Press.

Sorenson, R.D. & Goldsmith, L.G. (2007). “The budget-vision relationship:

Understanding the interwoven process.” The Journal of School

Business Management, (Spring).

Sorenson, R.D. & Goldsmith, L.G. (2006). “Auditing procedures and ethical

behaviors: Cures for the common scheme.” TEPSA Journal, (Winter).

Sorenson, R.D. & Goldsmith, L.G. (2005). “Ethics, integrity and fairness:

Three musts for school vision and budgeting. Texas Study of

Secondary Education 15(1), 7-9.

Sorenson, R.D. & O’Donnell, L. (2007). “How sex and money ruined Dr. Ed

U. Kator’s career.” Leadership in Focus 6(Winter), 6-9.

Thompson, D.C. & Wood, R.C. (2001). Money and schools. Larchmont,

NY: Eye on Education.

Vail, K. (1998). Eleven ways to make money: When traditional funding isn’t

enough, many school districts become entrepreneurs. American

School Board Journal, 6, 30-31.

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EDAD 5314

TENTATIVE COURSE CALENDAR

WEEK DATE COURSE TOPIC ASSIGNMENTS

1 January 21 Welcome / Introductions Designated Readings –

Syllabus Review Text Pages 1-26

Campus Improvement Plan Response in Writing –

Analysis Activity Case Study Application

(Pages 23-26)

Part I / Questions-2, 4

Part II / Questions-1, 3

2 January 28 The Basics of School Site- Designated Readings –

Based Budgeting Text Pages 27-49

Budgeting Myths Respond in Writing –

School Finance/Budgeting Case Study Application

Sources of School Funding (Pages 47-49)

Ten Steps to Budgeting Questions-Select any four

CIP Analysis Activity

(Group Work)

3 February 04 Budget-Vision Relationship Designated Readings –

Leadership Standards Text Pages 50-63

(ELCC / ISLLC) Respond in Writing –

CIP Analysis Activity Case Study Application

(Group Work) (Pages 62-63)

Questions-1, 2, 4, and 5

4 February 11 Culture and Data Designated Readings –

School Culture Text Pages 64-92

Data-Driven Respond in Writing –

Decision Making (NONE)

Data Barriers/Dimensions

Types of Data / Assessment

5 February 18 CIP Analysis Activity Designated Readings –

(Due Today) (NONE)

Integrating Vision, Planning Respond in Writing –

and Budgeting (NONE)

The Integrated Budget Model

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5 February 18 A Planning Metaphor

The GOSA Relationship

(Group Work – Case Study Application:

Shifting Paradigms with Changing Times)

6 February 25 Integrating Vision, Planning Designated Readings –

and Budgeting – cont. Text Pages 108-127

(Group Work – Case Study Application

cont. from Week 5) (Pages 125-127)

Questions-1, 3, 4, and 5

7 March 04 Effective and Efficient Designated Readings –

Budgeting Practices Text Pages 93-107

Budget and Action Plans Respond in Writing –

Conducting a (NONE)

Needs Assessment

Generated Income Sources

Expenditure Accountability

and Control

8 March 11 Collection and Designated Readings –

Deposit Structures Text Pages 142-163

Budgetary Systems Respond in Writing –

Accounting and (NONE)

Auditing Procedures

– THE BUDGET DEVELOPMENT PROJECT –

(Introduction and Team Identification)

9 March 25 Coding Applications Designated Readings –

Projecting Student Text Pages 128-142

Enrollment Respond in Writing –

Budget Considerations Case Study Application-1

The Budget Calendar (Part 4 – Pages 159-162)

Budget Hearing and (Group Work-In Class)

Defense Resource B:

Budget Codes Activity

(Pages 175-177)

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10 April 01 Building the Designated Readings –

School Budget (NONE)

Site-Based Respond in Writing –

Decision Making Case Study Application-1

The SBDM Committee (Part 4 – Pages 175-177)

Budgetary Applications (Group Work cont.)

Budget Allocations

Restricted Funds

11 April 08 Work Session #1 Designated Readings –

(Group Work-In Class) (NONE)

Video Presentation:

Promising Practices /

Diverse Perspectives (1996)

12 April 15 NO FORMAL CLASS SCHEDULED!

(Utilize time for Work Session #2)


(Group Work-In Class) Text Pages 164-171


(NONE)

15 May 06 Celebrating Success Designated Readings –

Ethical Leadership (NONE)

THE BUDGET DEVELOPMENT PROJECT

(Due: Wednesday, May 06, 2009)

FYI Dates: May 15 Pre-Commencement Ceremony (Hooding)

May 16 Commencement Ceremony

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Have a Safe and Restful Holiday Season!

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EDAD 5314

Summer Session II, 2008 (4 weeks)



1 July 08 (T) Welcome / Introductions Designated Readings –

Syllabus Review Text Pages 1-26 and

General Overview of Text Pages 27-49

School-Based Budgeting Obtain copy of Campus

Campus Improvement Improvement Plan and

Plan Analysis Activity Student Populations

(Due: Tuesday, July 22) Respond in Writing –

Closure Case Study Applications

(Page 23)



(Page 47)

Questions-1-6 (any four)

July 10 (R) The Basics of School Site- Designated Readings –

Based Budgeting Text Pages 50-63 and

Budgeting Myths Text Pages 64-92

School Finance/Budgeting Respond in Writing –

Sources of School Funding Case Study Application

Ten Steps to Budgeting (Page 62)

Budget-Vision Relationship Questions-1, 2, 4, 5

Leadership Standards

(ELCC / ISLLC)

Campus Improvement

Plan Analysis Activity

(Group Work) Closure

2 July 15 (T) Culture and Data Designated Readings –



Decision-Making Case Study Application

Data Barriers/Dimensions (Page 125)

Types of Data / Assessment Questions-1, 3, 4, 5

Integrating Vision, Planning

and Budgeting

The Integrated Budget Model

A Planning Metaphor

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2 July 15 (T) (Group Work – Case Study Application:


Campus Improvement Plan Analysis Activity


July 17 (R) Effective and Efficient Designated Readings –

Budgeting Practices Text Pages 128-163 and

Budget and Action Plans Respond in Writing

Conducting a (None)

Needs Assessment

Generated Income Sources


and Control

Collection and

Deposit Structures

Budgetary Systems

Accounting and

Auditing Procedures

The Budget Development

Project (Introduction and

Team Identification)

Due: Thursday, July 31

Campus Improvement


(Group Work)

Closure

3 July 22 (T) Coding Applications Designated Readings –

Projecting Student (None)



The Budget Calendar (Part 4 – Page 159)

Budget Hearing and (Group Activity cont.)

Defense Resource B:

Building the Budget Codes Activity

School Budget (Pages 175-180)

Site-Based (Independent Activity)

Decision Making

The SBDM Committee

Budgetary Applications

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3 July 22 (T) Budget Allocations

Restricted Funds

Campus Improvement


(Due Today!)


Project (Group Work cont.) Closure

July 24 (R) Work Session #1 Designated Readings –


Respond in Writing –

(None)

4 July 29 (T) Work Session #2 Designated Readings –

(Group Work-In Class) (None)


(None)


(None)


(None)

Submit:

The Budget Development Project

Enjoy a Safe and Restful Remainder of the Summer!

Have a Great 2008-2009 School Year!

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EDAD 5314

Summer Session II, 2007 (2 weeks)



1 July 9 (M) Welcome / Introductions Designated Readings –

Syllabus Review Text Pages 1-26 and

General Overview of Text Pages 27-49

School-Based Budgeting Obtain copy of Campus

Campus Improvement Improvement Plan and

Plan Analysis Activity Student Populations

(Group Work) Respond in Writing –

Closure Case Study Applications

(Page 23)



(Page 47)

Questions-1-6 (any four)

July 10 (T) The Basics of School Site- Designated Readings –

Based Budgeting Text Pages 50-63 and

Budgeting Myths Text Pages 64-92

School Finance/Budgeting Respond in Writing –

Sources of School Funding Case Study Application

Ten Steps to Budgeting (Page 62)

Budget-Vision Relationships Questions-1, 2, 4, 5

Leadership Standards

(ELCC / ISLLC)

Campus Improvement


(Group Work)

Closure

July 11 (W) Culture and Data Designated Readings –



Decision Making Case Study Application

Data Barriers/Dimensions (Page 125)

Types of Data / Assessment Questions-1, 3, 4, 5

Integrating Vision, Planning

and Budgeting

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July 11 (W) The Integrated Budget Model

A Planning Metaphor

The GOSA Relationship

(Group Work – Case Study Application:


Campus Improvement



July 12 (R) Effective and Efficient Designated Readings –

Budgeting Practices Text Pages 128-163 and

Budget and Action Plans Respond in Writing

Conducting a (None)

Needs Assessment

General Income Sources


and Control

Collection and

Deposit Structures

Budgetary Systems

Accounting and

Auditing Procedures


Project (Introduction and

Team Identification)

Campus Improvement



July 13 (F) Coding Applications Designated Readings –

Projecting Student (None)



The Budget Calendar (Part 4 – Page 159)

Budget Hearing and (Group Activity cont.)

Defense Resource B:

Building the Budget Codes Activity

School Budget (Pages 175-180)

Site-Based (Independent Activity)

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July 13 (F) Decision Making

The SBDM Committee

Budgetary Applications

Budget Allocations

Restricted Funds

Campus Improvement


(Due Monday, July 16)


Project (Group Work cont.)

Closure

July 16 (M) Campus Improvement

Plan Analysis Activity Due Today!

Work Session #1 Designated Readings –



(None)

July 17 (T) Work Session #2 Designated Readings –



(None)

July 18 (W) Work Session #3 Designated Readings –

(No Formal Class Session) (None)


(None)




(None)


Project (Due Tomorrow – Friday, July 20)

July 20 (F) Submit: The Budget Development Project

Final Exam

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SCHOOL-BASED

BUDGETING The University of Texas at El Paso

Dr. Richard Sorenson

Associate Professor

COE – Room 510A

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EDAD

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Summer

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Window on State Government

Special Report –

Saving Summer: Lessons Learned The benefits of stretching the school year have not been

proved; what we do know – it’s costing Texans $790

million annually. – Carole Keeton Strayhorn

Texas Comptroller

http://www.window.state.tx.us/specialrpt/schoolstart2004/

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