Week 5 Part 2&3 Final Reflections

Although this was a difficult course for me because it is not my area of expertise or comfort, I found it to be very interesting. I have learned a lot in five weeks about the history, development, and maintenance of a district budget.

After completing the self-assessment, I found my strengths to be competencies that deal with personnel issues. My current position is in Human Resources, so thankfully I feel confident in that area. I feel much more competent in many areas concerning school finance now than compared to the beginning of this course. I still need to learn more in the areas of managing resources and the legal requirements of finance. I am certain that this knowledge will come as I spend more time delving into the development of a district budget during the next few years especially.

I found the history of how Texas schools are funded very enlightening and interesting. At first I was relieved that finding a balanced approach for funding has always been an issue. Then I was faced with the reality that we may never find a balanced approach and that state funding will more than likely continue to decline.  

Working with my Wiki group was exciting. We used Google Docs to create our papers. Instant messaging one another while we were working was almost like being face to face. I’m having a difficult time forming some committees to work on district projects because of time constraints. I am entertaining the idea of using Google Docs or a blog to begin some of our dialogue.

Currently, I am collaborating with a committee of campus principals, Director of Fine Arts, and the Athletic Director to meet our District Goal #1: Develop a plan to ensure programs associated with district and campus priorities are funded equitably. The knowledge I have gained from this course will assist me in providing current and projected data for salaries, benefits, operating costs and revenue as we work to achieve this goal.

I look forward to learning more about school finance now that I have a better understanding of the terminology and how the process works. This course has been the missing puzzle piece of the district picture for me. I always knew that school finance was important but I never really understood how it aligned completely with the district vision.

Week 5 - Assignment 1: Code of Ethics for School Leaders

Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.

Example: An administrator uses a district credit card to purchase personal items for himself  that are not work related.

Consequence: The police would be notified. The employee would have to pay back the money and be given the option to resign or be terminated. The offense would be reported to SBEC within seven days and his certification could be removed.

Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.

Example: An administrator submits receipts for hotel, food, and travel expenses that he claimed were for a conference that he never attended.

Preventive Action: Model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions and behaviors. Be honest at all times.

Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.

Example: An administrator does not disclose a felony from another state.

Consequence: The administrator will be terminated and SBEC will be notified within seven days. The administrator may lose his certification.

Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities.

Example: In a meeting, the administrator advices the staff about who to vote for in the upcoming school board elections.

Preventive Action: Interact with district staff in a professional and ethical manner. Remain professional at all times.

Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.

Example: A teacher is told by the administrator to complete their own evaluation and (s)he will sign it.

Consequence: The administrator is reported to her supervisor. A reprimand is placed in her file and the administrator is given strict directives to adhere to regarding evaluations. Violation of any policies, regulations, or guidelines may result in disciplinary action, including termination of employment. DH(Local)

Preventive Action: Apply laws, policies, and procedures in a fair and reasonable manner.

Reflection

When it comes to ethical behavior, it is best to view things in black and white rather than gray. If an action seems questionable, it is best to choose another route. I believe that sometimes, leaders react without reviewing the code of ethics and knowing policy. Those reactions can lead to serious consequences. Then of course, there are those leaders who feel empowered and therefore assume that policies were written for everyone but them.

Personnel Salaries Week 4 Assignment 4

As educators always say, “We are in the people business.” The employees of a school district are its most important asset. We can have state of the art facilities and materials, but without quality employees, educating and caring for our students would not occur. Attracting and retaining quality employees is essential for the success of a district.

Personnel costs for 2011-2012 are 87.75% of our district budget. Due to state funding concerns, we did not give raises to our employees this year. Had we done so, many positions and programs would have been eliminated in order to offset the cost of the raises. Ultimately this would have increased our class sizes and decreased additional instructional support and extracurricular opportunities. During budget workshops and community meetings, it was very clear that our stakeholders wanted class sizes, programs, and extracurricular opportunities to remain protected. Fortunately, we were able to make reductions in other areas, our enrollment numbers continue to grow and we have a very healthy fund balance. We will be able to maintain status quo for the 2012-2013 school year. Hopefully, salary increases can occur in 2012-2013. During this time we are looking for more ways to trim the budget to prepare for the next legislative session which is predicted to slash state funding even more.

A salary increase can potentially attract more quality candidates that can enhance your district. However, it can also create a need to eliminate programs and positions to cover the cost of the salary increase. For our district a 5% salary increase would equal $14,124,794. This would bring our personnel costs for our district to 91%.

Week 4 Assignment 5: Fincancial Audits

In our district, an external auditor is selected through the Request for Proposal process. Typically, the selected auditor will sign a one year contract that is renewable for four years. The firm will rotate its staff during these years to provide a different perspective to the process. The cost to our district ranges from $60,000 to &70,000.

Once the external auditor is selected, they spend one week with our Business/Financial Department. Then they return to the district for another three weeks to examine all of the District documents and receipts. They perform tests for compliance with certain provisions of laws, regulations, contracts and grant agreements.  Most of their time is spent focusing on payroll, debt expenditures, capital projects and tax collection statements and files.

The results of the external audit, which includes an opinion letter, ensure that all financial statements prepared by the district are reported fairly and accurately and are free of material misstatement. They also prepare a report on internal control to ensure that their tests do not disclose any instances of noncompliance or other matters that are required to be reported under Government Auditing Standards.

The external auditor results are prepared for the Board of Trustees, District management, federal awarding agencies and pass-through entities. Results from the audit are used to report to TEA through TEASE in November and PEIMS in January. The District Financial Department prepares the Comprehensive Annual Financial Report (CAFR) each year. This report includes the financial statements prepared by the district and the external auditor’s results. The CAFR is presented to the Board of Trustees in December at the monthly board meeting and is available to all stakeholders through our website.

After interviewing our District CPA, Executive Director of Business Services, I realized how vital the management of our money is. Not only at the central office level in the business and financial departments but also at the campus and department levels. It is crucial that anyone that manages a budget or is responsible for the inputting data is accurate. The audit is the result of a year-round process that involves the “checking” of numerous employees’ work. We are so fortunate to not only have proven systems in place but knowledgeable staff in our business and finance departments that continue to receive excellent audits and Superior Achievement Ratings on our FIRST reports.

SUMMARY OF TOTAL STATE/LOCAL M&O REVENUE:
M&O Revenue From State (not including Fund 599) (includes TIF & tuition reimbursement, if applicable)									104,153,615
M&O Revenue From Local Taxes (net of recapture and up to compressed rate)									198,132,927
M&O Revenue From Local Taxes (for first $.06 above compressed rate; no recapture)									8,358,950
M&O Revenue From Local Taxes (net of recapture for pennies beyond compressed rate + $.06)									0
2011-12 TOTAL STATE/LOCAL M&O REVENUE									310,645,492
Less: Credit Balance Due State (See FSF balance above)									0
2011-12 NET TOTAL STATE/LOCAL M&O REVENUE									310,645,492
	For the 2011-2012 budget, the majority, $206,491,877, M&O Revenue comes from our local property taxes. Our Maintenance Tax Rate is $1.04/$100 and our school debt tax rate is $.34/$100 which is a total of $1.38/$100 Property Tax Rate. The taxable property value is $18,954,177,997. We have 200,000,000 in our fund balance. The state contributes 104,153,615 to our M&O Revenue. Tier 1 = $52,593,871; Tier II for “Golden” Level = $4,177,702. Other Programs= $47,382,042. Overall Expenditures: 86.46% salaries/benefits, 13.27% allocations, and .27% major expenditures. Surplus= 3.83% The largest expenditures of the M&O Revenue are 60.32% Instruction and 11.67% for Facilities and Maintenance. Our district serves approximately 46,000 students and employees 2,795 teachers which creates an average student teacher ratio of 16:1. Last year the per pupil expenditure was 7,505. Additional student information(approximate): 30% Economically Disadvantaged, 10% Bilingual/ESL, 26% CTE, 8% GT and 8% SPED. Our district continues to grow by approximately 1,000 students each year. We are very fortunate that our community supports education and continues to vote for bonds that maintain or facilities and funds the construction our new schools. District Goals 2011-2012 Develop a plan to ensure programs associated with district and campus priorities are funded equitably. Improve district efficiencies while maintaining the high academic standards and resulting success for all students while accelerating gains to close achievement gaps. Develop a plan to align the educational experience for students across Round Rock ISD with a focus on training in effective practices related to STAAR testing and the new state accountability system. Develop a plan to provide for effective community engagement and investment. Increase participation and success in both dual-credit and post-secondary higher education. As we prepared for the deepest cuts this past spring, our fine arts and athletic departments were facing significant budget cuts. The teacher/student ratio was also going to change dramatically at all levels. After many budget workshops and community input, it became very clear that these cuts were not acceptable to our stakeholders. Our community was very adamant about continuing to provide the best educational opportunities for students. The board was willing to dip into the fund balance to ensure status quo. Fortunately, the budget cuts were not as dire as predicted and we were able to maintain funding. Equitable funding in regards to programs at individual campuses came into question this past spring. Therefore, one of the district goals for this year is to ensure equitable funding for athletics and fine arts at each campus. Four of our five district goals are aligned with instruction and the majority of our M&O revenue is allocated for instruction. Since most of our M&O revenue is created by local taxes, I believe it is even more important that the district ensure a transparent and inviting relationship with all stakeholders.

Texas School Finance - Week 3 Part 1

	District 1	District 2
Refined ADA	3,893.754	4,032.937
WADA	5,555.815	4,794.076
Economically Disadvantaged	93.3%	20.7%
LEP	48%	2%
SPED	9%	7%
Bilingual/ESL	41%	2%
CTE	24%	14%
GT	5%	4%

District 2 has a higher ADA than District 1. However, the Weighted Average Daily Attendance (WADA) is higher for District 1 due to the higher % of students that are identified in special programs. The student count is weighted to adjust for funding purposes due to the costs of meeting the educational needs of the students in the special programs.  

Top 5 List of Events

Week 2 Assignment 2

I agree with both of you that these are the top five events. However, for our district the timelines are different due to our fiscal year beginning July 1. Perhaps we should include dates for both deadlines.

I. I agree that combining the campus needs assessment and district initiatives and goals with a review of the projected enrollment and projected taxable values is the most important event in developing a goal driven budget. (December)

II. Our district's staffing guidelines are typically established in October. (Of course, this year was an exception and the staffing guidelines changed numerous times.) In light of last year's budget crisis, I believe it is vital to review staffing guidelines to ensure that campuses are being staffed efficiently without compromising student learning and the various programs that support and enrich students. (October)

III. Preparing a draft budget in May or June is necessary in order for all stakeholders’ input to be validated and provides the format for the final budget while still being edited and revised. (May or June)

IV. Budget Meetings with stakeholders and Board workshops are necessary in order to give everyone an opportunity to provide input. The district must remain transparent through the budget process and provide timely and informative information. (Beginning in December and Ending in June or August)

V. Approval of the budget and the tax rate. (June or August Board Meeting)

Goal Driven Budget

Week 2 Assignment 1

As Dr. Arterbury stated in the lecture, the purpose of a goal driven budget is to assist in the attainment of a shared vision for the school district and each campus. The district goals should be the bridge that brings the instructional and financial departments of the district together.  One cannot be sustained without the other. Therefore, creating a goal driven budget is essential.

Input is gathered from our District Advisory Committee, Site Base Advisory Committees, and the Executive Team to create the district goals for the upcoming year in late spring/early summer. That input is taken to the Board of Trustees and the final district goals are created and approved by the board. The campus Site Base Committees create their campus improvement plans based on campus needs assessments using various data resources. The campus goals must be aligned with the district goals. The District Advisory Committee reviews the campus improvement plans and creates the district improvement plan.

Our district improvement plan does not identify the budget resources that will be utilized for the attainment of the district goals. Although, I know that our district is driven by our goals, it is not clearly aligned with the budget. During the budget crisis, our district was very transparent and verbalized the need for the budget to be aligned with the district goals. However, it is not written into the district plan. This is definitely an issue that needs to be addressed in our district.

Additional Stakeholder Input in the Budgeting Process

Week 2 Assignment 5

Central Office Administrators and Staff

Our Executive Team which includes campus principals meets weekly about the state of the district. Beginning in February the budget becomes a priority during these meetings. They discuss the budget concerns, improvement plans and budget surveys. If necessary, priority lists of budget cuts are developed.  The superintendent updates them on the progress of the budget.

Principals

The superintendent meets with all of the principals two to three times in the spring to discuss the budget process. Principals make suggestions for budget reductions if needed. They also identify the absolutes that cannot be cut. The secondary and elementary assistant superintendents meet with the principals each month and discuss budget concerns as part of their agenda.

Site Based Committees

Members of the Executive Team visit the committees in the spring to discuss the progress of the budget and reductions if necessary, answer any questions and gather input. They can also provide information in regards to current needs of the campus and students.

District Improvement Committee

There are typically two meeting in the spring to make suggestions regarding the budget. If necessary, they will develop a prioritize list for budget reductions. They can provide input from our most valued asset – our employees about issues that may be affecting them.

Teacher Organizations

They can offer input in regards to the budget through online surveys and at community forums. They often provide updated information regarding the legislation and current issues that may affect the budget process.

Key Stakeholders

Two community forums are typically held in the spring to provide an avenue for input as well as online surveys, the district budget reduction Web site, online Q&A, and emails to the board. Our community can provide input by expressing what they value and keeping us informed about current trends/issues that we may not be aware of.

Board of Trustees

The superintendent must work with the board continuously in regards to the budget. The Board should work collaboration with the superintendent to develop the budget process and who is responsible as well as developing the district goals.

The Board receives phone calls, emails and letters concerning the budget from the community they represent. Therefore, it is vital that they are in the know so they can support the process. Budget workshops are held throughout the spring for the Board to provide and gain input. They also utilize surveys to prioritize budget cuts.

The superintendent must be available to all stakeholders and remain transparent about the budget process, issues, and concerns.  He must also keep the district goals as the focus of the budget development. He must trust his chief financial advisor as well as the district systems that are in place for the planning, preparation, and evaluation of the budget. The superintendent must also trust his board and have a very close relationship with them. Our superintendent constantly provides updates to the board and answers all of their questions and/or concerns and values their input.

Understanding TEA Budgeting Guidelines

Week 2 Assignment 3

After reading TEA’s Resource Guide, I realize the importance and complexity of the budget process. As referred to in the TEA Resource Guide, the budget is the ultimate policy document that reflects the school district administrators’ accountability for fiduciary responsibility to citizens. Even after a district’s budget is approved by the board, the budget preparation cycle of planning and evaluation continues throughout the year. If the district goals are the foundation upon which a district is built, then the budget is certainly the framework. It should not drive instruction but it should provide opportunities for all stakeholders to provide input on how the budget will support the vision of the district.

Budget procedural guidelines provide the superintendent and the chief financial officer an organizational tool for the budget process. The legal requirements from the state, TEA and the district provide a natural opportunity for districts to schedule meetings with all stakeholders as often as needed to maintain input and communication throughout the process. The budget calendar can become an accountability checkpoint for the district.

Understanding the funding formulas and the importance of projected revenue and expenditures for a district can be quiet daunting. However, I feel as though I have grasped a basic understanding and new found appreciate for the preparation involved in developing a budget. I must admit, that as a campus principal, I just wanted to know what my campus budget was going to be. I really did not concern myself with how the chief financial arrived at the final figure.

Knowing that ultimately, the superintendent is the budget officer responsible for adhering to the legal requirements of the state, TEA and local districts, is a bit overwhelming. (S)he must meet the deadlines for preparing the budget, calling a public notice hearing and tax rate in the newspaper, posting a summary of the proposed budget on the district Web site,  holding a public hearing to adopt the proposed budget and tax rate, and posting the final approved budget on the district Web site.

This is my second year in Human Resource Services. One of my responsibilities is to update the staffing guidelines for our district.  During the budget crisis this last spring, our staffing guidelines for teachers changed numerous times. This prompted committees to be formed to evaluate the staffing efficiency for some departments that were considered overstaffed. We will continue to revise some additional staffing guidelines to ensure that we are budgeting wisely without compromising student learning and opportunities. I knew that staffing guidelines were important to the preparation of the budget but now I completely understand how they fit into the process.

Superintendent Roles and Responsibilities in the Budgeting Process

Week 2 Assignment 4

The budget preparation process is one of the most important roles a superintendent must facilitate as the budget officer for the district. The budget is the accountability piece that connects revenue to the district goals. Our superintendent is very knowledgeable about the budget process and the importance of input from our stakeholders.

Not only is he the district budget officer but he is the instructional leader as well. He meets with the District Advisory Committee, the Executive Team, community groups, and campus administrators to allow them an opportunity to provide input for the district goals. He provides the input to the Board so together they can create the district goals for the upcoming year. The campus improvement plans which align their goals with the district goals are reviewed by our superintendent as well.

Our superintendent approves the budget calendar that is created by our chief financial officer. He works side by side with our financial officer and demographer to estimate the district’s projected revenue and provides budget updates during weekly meeting with the executive team. Our superintendent also meets with the Human Resources Department to solidify the staffing guidelines.  He meets with the campus leader to discuss the upcoming budget and their concerns and or requests. Budget workshops and hearings are conducted throughout the spring semester to gather input from all stakeholders and to keep them informed of the budget process progress. He must be certain that the district meets all legal requirements set forth by the State, TEA and the district. Finally, he must present the proposed budget and tax rate to the board for approval.

In order for the budget process to be successful, our superintendent believes in remaining transparent and inviting input as often as possible. He must also be very knowledgeable about the process in order to present the proposed budget to the board. Although, we have a very capable and reliable chief financial officer, the superintendent must be very knowledgeable about the budget process in order for the stakeholders to have faith in our district’s ability to allocate funds appropriately to ensure the success of our students.

Reflection: I believe that our superintendent is a master at remaining transparent and gaining input from stakeholders. Throughout the budget crisis this past spring, he was instrumental at providing various opportunities for our stakeholders to provide input. Throughout the entire process, he reminded everyone that the focus had to be what was best for students. Our board and the community were adamant about maintaining the level of student support and learning that they were accustomed to.  This past spring assured me that our district budget is driven by our district goals.