ERIC EJ1067102: Public School Finance Assessment Project Aligned with ELCC Standards

2008·0.11 MB·English

by  ERIC

OpenStax-CNXmodule: m16293 1
Public School Finance Assessment
Project Aligned with ELCC
Standards
∗
D. Michael Risen
This work is produced by OpenStax-CNX and licensed under the
Creative Commons Attribution License 2.0†
Abstract
This is a detailed description of an assessment that can be used in a graduate level of study in the
areaofpublicschool(cid:28)nance. ThishasbeenapprovedbyNCATEasmeetingallofthestipulatedELCC
standards for which it is designed (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1,
5.2, 5.3.).
Thiscourseofstudyappropriateforthisassessmentisbothskillsandknowledgefocused. Theassess-
mentmeasuresthestudent’sabilitytothinkcriticallyandrequiresstudentstoidentifyandanalyzereal
school district data regarding revenue and expenditures, a formula for predicting needed sta(cid:30)ng levels
and a comprehensive listing of personnel data detailing all expenditures per employee. Finally, the as-
sessmentprovidesstudentstheopportunitytoroleplayexperiencesonemighthaveduringadistrict-wide
administrator meeting and during a public school board meeting by presenting their recommendations
via a formal presentation with their peers serving as school board members and the professor as the
school district superintendent.
note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of
Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge
base in educational administration.
BUDGET REDUCTION PROJECT
Directions to Candidates:
Thisisateamproject. Youhavejustreceivedcompletedbudgetinformationforyourschoolanddistrict
and the proposed sta(cid:30)ng formula information for the coming year from the superintendent and the pre-
liminary revenue information is not encouraging. Additionally, you have been provided with strategic plan
information related to current year and coming year strategies for the (cid:28)ve year plan. Your school board has
∗Version1.1: May21,20089:49am-0500
†http://creativecommons.org/licenses/by/2.0/
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OpenStax-CNXmodule: m16293 2
passed a policy for the superintendent to implement that is a sta(cid:30)ng formula based upon speci(cid:28)ed student
to teacher ratios and tied to past student enrollment (cid:28)gures. As the principal, you must use all of this
information to work with the other four school administrators on your team to plan, organize, evaluate and
developaplanofbudgetreductionsforyourschoolsthatwillsupportbalancingthedistrict’sbudgetforthe
coming school year. Each team member will represent one of the district’s site administrators (either prin-
cipal or assistant principal (cid:21) 5 team members in all). The proof of your success will be realized in providing
recommendations from each of the four buildings that will result in a combined reduction of $2.5 million for
the coming school year for the district budget. You will provide both a written report to the superintendent
and a Power Point presentation to be presented by your team to the Board of Education. Class time will
bedevotedtosimulatedadministratormeetingswheretheProfessorwillplaytheroleoftheSuperintendent
conducting these meetings with each of you as the school site administrators to discuss strategies for the
completion of these reports and Board of Education presentations. (30 possible points)
The following components should be addressed in your budget reduction plan
• The candidate’s report re(cid:29)ects recommendations that are clearly consistent with the district’s stated
vision (1.1a)
• The report is written professionally and based on data and research from the district’s strategic infor-
mation packet(1.2b).
• The detailed report re(cid:29)ects ideas to motivate sta(cid:27), students and families to support the recommenda-
tions (1.3a).
• Students demonstrate through the simulated meetings a signi(cid:28)cant understanding of the role e(cid:27)ective
communication plays in the process (1.4a).
• The Power Point presentation highlights recommendations that will likely be e(cid:27)ective in involving all
stakeholders in the implementation of the recommendations (1.5a)
• Identi(cid:28)edreductionsre(cid:29)ectthatcandidatesconsideredtherelevantschoolcultureissuesrelatedtothe
demographics of the district (2.1a).
• Reductionrecommendationsprovideaclearrationaletosupportthattheremainingsta(cid:27)andprograms
will continue to facilitate e(cid:27)ective instructional practices and provide appropriate curricular materials
(2.2a).
• Reductions are also clearly consistent with an understanding of appropriate research strategies that
continue to promote an environment for improved student achievement (2.3c).
• Recommendedreductionsalsore(cid:29)ectcarefulconsiderationbythecandidatethatprinciplesofe(cid:27)ective
professional growth were considered and provided for in the plan (2.4c).
• The Executive Summary clearly highlights the candidate’s attention to using data driven decision
makingforapplyingindicatorsofequity,e(cid:27)ectiveness,ande(cid:30)ciencytosupporttheidenti(cid:28)edreductions
(3.1a).
• The Executive summary includes information that re(cid:29)ects the candidates used research based data
andgroupprocessskillstobuildsupportfortheplanandaligntheplanwiththeorganizationalvision
(3.2a).
• TheExecutiveSummaryalsore(cid:29)ectsthecandidate’suseofproblem-solvingskillsandstrategicplanning
(3.3a).
• The presentation re(cid:29)ects a clear understanding of the methods needed to secure community support
and understanding of the identi(cid:28)ed budget reductions (4.1c).
• The presentation de(cid:28)nitely highlights how the candidates propose preserving programs for students
with both special and exceptional needs (4.2c).
• The presentation also strongly discusses ways to provide new resources and funds that might appro-
priately and e(cid:27)ectively encourage the community to provide new resources to address the emerging
student problems created by the identi(cid:28)ed reductions (4.3c).
• The presentation appropriately avoids identifying individuals a(cid:27)ected by the recommended reductions
so as to protect their dignity and maintain con(cid:28)dentiality (5.1a).
• Recommendations also re(cid:29)ect clear reductions that are to be implemented such that they are fair,
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arrived at impartially, and sensitive to the diversity of the district and community (5.2a).
• Therecommendedreductionsaredesignedsuchtheyareclearlyconsistentwithinthelegalandethical
parameters expected of Illinois candidates (5.3a).
Each student will contribute to both the written report portion of the project as well as the design and
implementation of the public presentation.
Theteamwillmakea(cid:28)fteentothirtyminutepresentationtotheclass. Thenon-presentingmembersofthe
classwillserveastheschoolboardinthisscenarioandtheprofessorwillplaytheroleofthesuperintendent.
Eachteammembermustbeanactiveparticipantinallphasesoftheresearch, preparationandpresentation
of the proposed program.
A copy of the proposed written summary of the program and an electronic copy of the Power Point
portion of the presentation must be provided to the instructor prior to the night of the presentation. The
writtendocumentwillbeaminimumofthreetypedand/orwordprocessedpagesdoublespaced. Theformat
of this paper will be similar to a grant proposal or an action plan but is open to the creativity of the team.
Recent years have seen public school administrators more and more responsible for e(cid:27)ectively (cid:28)nancing
public schools for the local, state and federal levels. If you become a school administrator in Illinois, you
likely will be involved in this type of activity at least once in your career.
Some class time will be provided for team meetings
CONNEXIONS SUBMISSION 1 Scoring Guide
BUDGET REDUCTION PROJECT
BUDGET REDUCTION PLAN RUBRIC
ELH 677 (cid:21) 30 POSSIBLE POINTS
Name:____________________Semester/Year:___________
Name:_______________Name:_____________ Name:_____________
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OpenStax-CNXmodule: m16293 4
Budget Reduction Plan
Project Compo- 28-30 (cid:21) Target1.5 23-27(cid:21)Acceptable 22 - 0 (cid:21) Total
nent & ELCC points each sub- 1.3 points each Unacceptable0-
Element element sub-element 1.2 points each
sub-element
FIXME: A LIST The candidate’s The candidate’s The candidate’s
CAN NOT BE A report re(cid:29)ects report re(cid:29)ects report does not
TABLE ENTRY. recommendations some recommen- re(cid:29)ect recommen-
Identify the for- that are clearly dations that are dations that are
mula changes rec- consistentwiththe clearly consistent consistentwiththe
ommended, their district’s stated with the district’s district’s stated
impact and the vision. (1.1a) The stated vision. vision. (1.1a)
rationale for each report is written (1.1a) The report The report is not
change recom- professionally and is written profes- written profession-
mended.Target (cid:21) 7 based on data and sionally and based ally and based on
pointsAcceptable research from the on some data and data and research
(cid:21) 5 pointsUnac- district’s strate- research from the from the district’s
ceptable (cid:21) 0-4 gic information district’s strate- strategic informa-
pointsCandidate’s packet(1.2b). The gic information tion packet (1.2b).
proposal relates detailed report packet t(1.2b). The report is not
to vision, strate- re(cid:29)ects ideas to The report re(cid:29)ects detailed enough
gic planning, motivate sta(cid:27), only some ideas to re(cid:29)ect ideas
sta(cid:27) motivation, students and fami- to motivate sta(cid:27), to motivate sta(cid:27),
e(cid:27)ective com- lies to support the students and fam- students and fami-
munication and recommendations ilies to support lies to support the
involvingallstake- (1.3a). Students the recommen- recommendations
holders.ELCC demonstrate dations (1.3a). (1.3a). Students
Standards: 1.1, through the sim- Students demon- do not demon-
1.2, 1.3, 1.4, and ulated meetings strate through strate through
1.5 a signi(cid:28)cant un- the simulated the simulated
derstanding of the meetings some un- meetings any un-
role e(cid:27)ective com- derstanding of the derstanding of the
munication plays role e(cid:27)ective com- role e(cid:27)ective com-
in the process munication plays munication plays
(1.4a). The Power in the process in the process
Point presentation (1.4a). The Power (1.4a). The Power
highlights recom- Point presentation Point presentation
mendations that highlights recom- fails to highlight
will likely be e(cid:27)ec- mendations that recommendations
tive in involving may be e(cid:27)ective that will likely
all stakeholders in involving all be e(cid:27)ective in
in the imple- stakeholders in involvingallstake-
mentation of the the implemen- holders in the
recommendations tation of the implementation of
(1.5a) recommendations the recommenda-
(1.5a) tions (1.5a)
FIXME: A LIST Identi(cid:28)ed reduc- Identi(cid:28)ed reduc- Identi(cid:28)ed reduc-
CAN NOT BE A tions re(cid:29)ect that tions re(cid:29)ect that tions re(cid:29)ect that
TABLE ENTRY. candidates consid- candidates gave candidates failed
Identify the reduc- ered the relevant some considera- to give consid-
tions generated school culture tiontotherelevant eration to the
by the formula issues related to school culture is- relevant school
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changes that are the demographics sues related to culture issues
recommended of the district the demographics related to the
in Item #1 and (2.1a). Reduction of the district demographics of
any other reduc- recommendations (2.1a). Reduction the district (2.1a).
tions as a result provide a clear ra- recommendations Reduction recom-
of the analysis tionale to support provide some ra- mendations did
performed on the thattheremaining tionale to support not provide a ra-
district’s oper- sta(cid:27) and programs thattheremaining tionale to support
ating budget for will continue to sta(cid:27) and programs thattheremaining
2005.Target (cid:21) 6-7 facilitate e(cid:27)ective will continue to sta(cid:27) and programs
pointsAcceptable instructional prac- facilitate e(cid:27)ective will continue to
(cid:21) 5 pointsUnac- tices and provide instructional prac- facilitate e(cid:27)ec-
ceptable (cid:21) 0-4 appropriate cur- tices and provide tive instructional
pointsThe candi- ricular materials appropriate cur- practices and
date’s proposal (2.2a). Reductions ricular materials provide appro-
and presentation are also clearly (2.2a). Reductions priate curricular
re(cid:29)ects school consistent with are also somewhat materials (2.2a).
culture issues an understanding consistent with Reductions were
like demograph- of appropriate an understanding inconsistent with
ics, instructional research strategies of appropriate an understanding
practices, appro- that continue research strategies of appropriate
priate research, to promote an that continue research strategies
and professional environment for to promote an that continue
growth.ELCC improved stu- environment for to promote an
Standards: 2.1, dent achievement improved stu- environment for
2.2, 2.3, and 2.4. (2.3c). Recom- dent achievement improved stu-
mendedreductions (2.3c). Recom- dent achievement
also re(cid:29)ect careful mendedreductions (2.3c). Recom-
consideration by also re(cid:29)ect some mendedreductions
the candidate consideration by failed to re(cid:29)ect
that principles of the candidate consideration by
e(cid:27)ective profes- that principles of the candidate
sional growth were e(cid:27)ective profes- that principles of
considered and sional growth were e(cid:27)ective profes-
provided for in the considered and sional growth were
plan (2.4c). provided for in the considered and
plan (2.4c). provided for in the
plan (2.4c).
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OpenStax-CNXmodule: m16293 5
FIXME: A LIST The Executive The Execu- The Executive
CAN NOT BE Summary clearly tive Summary Summary does
A TABLE EN- highlights the attempts to high- not highlight
TRY. Provide an candidate’s at- light the candi- the candidate’s
executive sum- tention to using date’s attention to attention to us-
mary memo to the data driven deci- using data driven ing data driven
superintendent sion making for decision making decision making
of schools, Dr. applying indica- for applying indi- for applying indi-
Risen, that identi- tors of equity, cators of equity, cators of equity,
(cid:28)es in bullet form e(cid:27)ectiveness, and e(cid:27)ectiveness, and e(cid:27)ectiveness, and
recommended e(cid:30)ciency to sup- e(cid:30)ciency to sup- e(cid:30)ciency to sup-
reductions.Target port the identi(cid:28)ed port the identi(cid:28)ed port the identi(cid:28)ed
(cid:21) 5-6 pointsAc- reductions (3.1a). reductions (3.1a). reductions (3.1a).
ceptable (cid:21) 4 The Executive The Executive The Executive
pointsUnac- summary in- summary includes summary does not
ceptable (cid:21) cludes information some information include informa-
0-3pointsThe that re(cid:29)ects the that re(cid:29)ects the tion that re(cid:29)ects
proposal and pre- candidates used candidates used the candidates
sentation re(cid:29)ects research based research based used research
the candidate’s data and group data and group based data and
understanding process skills to process skills to group process
of data-driven build support for build support for skills to build
decision-making, the plan and align the plan and align support for the
group process the plan with the the plan with the plan and align
skills, problem- organizational organizational the plan with the
solving skills and vision (3.2a). The vision (3.2a). organizational
strategic planning. Executive Sum- The Executive vision (3.2a).
ELCC Standards mary also re(cid:29)ects Summary also The Executive
3.1, 3.2 and 3.3 the candidate’s re(cid:29)ects the candi- Summary does
use of problem- date’suseofeither not re(cid:29)ect any
solving skills and problem-solving evidence that the
strategic planning skills or strategic candidate’s use
(3.3a). planning (3.3a). problem-solving
skills or strategic
planning (3.3a).
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OpenStax-CNXmodule: m16293 6
FIXME: A LIST The presentation The presentation The presentation
CAN NOT BE A re(cid:29)ects a clear un- re(cid:29)ects some un- re(cid:29)ects a clear un-
TABLE ENTRY. derstanding of the derstanding of the derstanding of the
Identifyinthepre- methods needed methodsneededto methods needed
sentationtheareas to secure com- secure community to secure com-
of the budget that munity support support and un- munity support
are impacted by and understanding derstanding of the and understanding
each of the recom- of the identi(cid:28)ed identi(cid:28)ed budget of the identi(cid:28)ed
mendedreductions budget reduc- reductions (4.1c). budget reduc-
and support the tions (4.1c). The The presenta- tions (4.1c). The
process to be presentation def- tion gives some presentation def-
used to secure initely highlights highlights how initely highlights
approval and how they propose the candidates how the candi-
community sup- preserving pro- proposepreserving dates propose
port.Target (cid:21) 6-7 grams for students programs for stu- preserving pro-
pointsAcceptable with both special dents with both grams for students
(cid:21) 5 pointsUnac- and exceptional special and excep- with both special
ceptable (cid:21) 0- needs (4.2c). The tionalneeds(4.2c). and exceptional
4pointsThe can- presentation also The presentation needs (4.2c). The
didate’s proposal strongly discusses also somewhat presentation fails
and presentation ways to provide discusses ways to discuss ways
re(cid:29)ects the need new resources and to provide new to provide new
to involve the funds that might resources and resources and
community to (cid:28)nd appropriately funds that might funds that might
new resources to and e(cid:27)ectively appropriately appropriately
address emerging encourage the and e(cid:27)ectively and e(cid:27)ectively
student problems community to pro- encourage the encourage the
created by the vide new resources community to pro- community to pro-
reductions, ad- to address the vide new resources vide new resources
dresses preserving emerging student to address the to address the
programs for both problems created emerging student emerging student
special and excep- by the identi(cid:28)ed problems created problems created
tional students, reductions (4.3c). by the identi(cid:28)ed by the identi(cid:28)ed
protects sta(cid:27) The presentation reductions (4.3c). reductions (4.3c).
dignity and con(cid:28)- appropriately The presentation The presentation
dentiality, and are avoids identify- attempts to avoid fails to avoid iden-
designed to be fair ing individuals identifying indi- tifying individuals
and impartial and a(cid:27)ected by the viduals a(cid:27)ected by a(cid:27)ected by the
within legal and recommended the recommended recommended
ethical guidelines reductions so as to reductions so as to reductions so as to
of Illinois and Fed- protect their dig- protect their dig- protect their dig-
eral laws. ELCC nity and maintain nity and maintain nity and maintain
Standards 4.1, 4.2, con(cid:28)dentiality con(cid:28)dentiality con(cid:28)dentiality
4.3, 5.1, 5.2 and (5.1a). Recom- (5.1a). Recom- (5.1a). Recom-
5.3. mendations also mendations also mendations do not
re(cid:29)ect clear reduc- re(cid:29)ect some re- re(cid:29)ect clear reduc-
tions that are to ductions that are tions that are to
be implemented to be implemented be implemented
such that they such that they such that they
are fair, arrived are fair, arrived are fair, arrived
at impartially, at impartially, at impartially,
and sensitive to and sensitive to and sensitive to
the diversity of the diversity of the diversity of
http://cnx.org/content/m162t9h3e/1.1d/istrict and the district and the district and
community (5.2a). community (5.2a). community (5.2a).
The recommended The recommended The recommended
reductions are reductions are reductions are not
designed such designed in an designed such that
they are clearly attempt to be they are clearly
consistent within within the legal consistent within
the legal and andethicalparam- the legal and
ethical parameters eters expected of ethical parameters
expectedofIllinois Illinois candidates expectedofIllinois
candidates (5.3a). (5.3a). candidates (5.3a).
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OpenStax-CNXmodule: m16293 7
Conventions ⇒ 3Conventions sup- 22-3conventioner- 0More than 3
port the project. rors are noted in convention errors
Rules of punctu- the project. are noted in the
ation, grammar, project.
capitalization, and
sentence structure
are maintained.
Total points for
project
Table 1
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