Graduate Fall 2008

ARKANSAS STATE UNIVERSITYDEPARTMENT OF EDUCATIONAL LEADERSHIP,

CURRICULUM, AND SPECIAL EDUCATION

Professional Development Code: ADE 7081001

I. COURSE INFORMATION

A. ELAD 6053 Planning & Resource Allocation

B. Professor: Steve Boundssbounds@astate.eduOffice-Chickasaw 445Phone—870-972-2123Fax—870-680-8130Address—P.O. Box 14850State University, AR 72467

II. READINGS

A. Primary Text:Thompson, David C. & R. Craig Wood. Money & Schools (3nd

Edition). Larchmont, NY: Eye on Education, 2005.

American Psychological Association. Publication Manual of the American

Psychological Association (Fifth Edition). Washington, D.C.: American Psychological Association, 2001.

B. Assigned Readings:ELCC Standardshttp://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf

Additional readings for each session located on Blackboard in Assignments.

III. PURPOSE OF THE COURSE

A. The focus of this course is to prepare educational leaders with skills

and experiences to promote the success of all students through an understanding of the relationship between money and student achievement and to provide a broad overview of funding concepts and daily funding operations.

B. This course is a requirement for the MSE in Educational Leadership.

C. Course objectives are as follows:

1. To understand financial management (e.g., budgeting, planning, account auditing, monitoring, cash flow management, and financial forecasting).

2. To understand the development of the school building budget and its specific implications for the school.

3. To understand how to involve staff and representative members of the community in the development of school budget priorities and the effective utilization of school personnel and available resources.

4. To understand how to plan, prepare, and justify the school budget in accordance with district budgeting and state procedures.

5. To become familiar with the school site budget and expenditure reports and the state and district financial management system utilized by the district and state.

6. To apply and assess current technologies for school management, business procedures, and scheduling.

IV.STANDARDS LINKAGE

A. ELCC (Educational Leadership Constituent Council) Standards for Advanced Programs in Educational Leadership for Principals, Curriculum Directors, and Supervisors

1.1.3. b Develop plans and processes for implementing the vision (e.g.,

articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in

others and securing needed resources.

1.5a Demonstrate the ability to involve community members in the

realization of the vision and in related school improvement efforts.

1.5. b Acquire and demonstrate the skills needed to communicate

effectively with all stakeholders about implementation of the vision.

2.2.c Demonstrate the ability to use and promote technology

and information systems to enrich curriculum and

instruction, to monitor instructional practices and provide staff the assistance needed for improvement.

3.1.b Develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.

3.1.c Demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement.

3.2.a Demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.

3.2.c Demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities.

3.3.a Use problem-solving skills and knowledge of strategic, long-

range, and operational planning (including applications of

technology) in the effective, legal, and equitable use of fiscal,

human, and material resource allocation and alignment that

focuses on teaching and learning.

3.3.b Creatively seeks new resources to facilitate learning.

3.3.c Apply and assess current technologies for school management, business procedures, and scheduling.

4.1.f Demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.

4.3.c Demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

5.3.a Make and explain decisions based upon ethical and legal

principles.

6.1.d Demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities.

B. Diversity Related ELCC Standards

3.1.a Demonstrate the ability to optimize the learning environment

for all students by applying appropriate models and principals of

organizational development and management, including research and data driven decision-making with attention

to indicators of equity, effectiveness, and efficiency.

4.2a Demonstrate involvement within the community, including

interactions with individuals and groups with conflicting perspectives.

4.2c Provide leadership to programs serving students with special

and exceptional needs.

6.1.e Demonstrate the ability to describe the economic factors

shaping a local community and the effects economic factors have on local schools.

6.2.b Apply understanding of the larger political, social, economic,

legal, and cultural context to develop activities and policies that

benefit students and their families.

C. Arkansas Standards by Code Number (For the complete wording of each code, go to http://education.astate.edu/ease/framework.htm

Arkansas Building Administrator Standards (ABAS) 1.K1, 1.K5, 1.K7, 1.K11, 1.D1, 1.D3, 1.P1, 1.P7, 1.P.14, 1.P.15, 2.K.1, 2.K.4, 2.K.7, 2.K.8, 2.K.10, 2.K.11, 2.K.13, 2.K.14, 2.K.17, 2.D.1, 2.D.3, 2.P.3, 2.P.4, 2.P.5, 2.P.6, 2.P.7, 2.P.10, 2.P.11, 3.D.10, 3.D.5, 3.P6, 5.K.4, 5.P.8, 5.P.9, 6.K.1,

D. Technology Standards for School Administrators

I.D. Uses data to drive leadership decisions.

III.A Models the routine, intentional, and effective use of technology.

III.B Employs technology for communication and collaboration among peers, staff, parents, and the larger community.

III.D Engages in sustained, job-related professional learning using

technology resources.

IV.B Implement and use integrated technology-based management and

operations systems.

IV.C Allocates financial and human resources to ensure full implementation of the technology plan.

IV.D Integrates strategic plans, technology plans, other improvement plans, and policies to align efforts and leverage resources.

V.D Uses technology to assess and evaluate managerial and operational systems.

VI.A Ensures equity and access to technology resources that enable and empower all learners.

V. COURSE ASSESSMENT AND PERFORMANCE MEASURES

a. Online Class Discussion -Each session questions or discussion topics will be posted related to the textbook and/or assigned readings. The student will log on the course on-line discussion forum and engage in an interactive exchange. The goal is to respond to the questions/discussion topics and to engage other students in a reflection practice and allow each student to be actively involved in the class. (35 points possible-highest 7 out of 8 scores)

b. Case Study Analysis -The student will respond to questions related to the scenarios where the student will apply the information learned to a real-life situation faced by a school leader. No discussion is required. (21 points possible-highest 7 out of 8 scores)

c. Field-Based Activities- The student will complete at least 30 clock hours of internship activities and maintain a log accounting for the time actually spent to perform the field based activities listed

below. These field based activities are to be included in the professional portfolio.

Community Survey on School Funding & Allocation of Resources

Interview (face-to-face) six taxpayers in your school community regarding their attitudes and understanding of school funding and how schools spend money. A pool of questions for the community survey will be developed by participants in the course (see attachment A). Select persons (living in the same district) who might have conflicting opinions and represent diversity in age groups, race, socioeconomic, occupations, etc.; for example, a businessperson, a parent of younger children, a retired person living on a limited income, etc. Describe each participate (do not use their names) and tell why you included them in the survey. Complete and submit Attachment B to show diversity of the interviewees.

Submit a summarized written report of your findings (try to limit to no more than 8 double spaced pages). Include a reflection on the findings and recommendations to the school board for improving collaboratiion with the community and way to inform the community in regards to how the school obtains funds and allocates resources.

ELCC Standards: 1.5.b, 4.1.f, 6.1.e. (25 points-see Attachment C for rubric)

D. District & School Building Budgeting and Expenditures Report

Obtain a copy of your school district budget and identify the relative contribution of federal, state, and local units of government.

Interview the district’s superintendent and/or chief fiscal officer to learn his/her opinions regarding the following areas:

state aid formula how the district obtains its money the general strengths and weaknesses of

district funding budgetary changes that have taken place in

the last few years administrative responsibility

guidelines for budgeting and spending for principals

training required or provided for principals other major needs or concerns that the

finance office requires of the principal the accounting system required by the

state the effect the use of computers has on

school district accounting and budgeting practices

the overall process of estimating revenues and expenditures

the involvement of employees and the school board in the budget process

Obtain a copy of the school building budget and interview the school principal and the individual responsible for financial management to determine the following:

how the principal is involved in the budgeting process

the extent of the principal’s involvement frustrations regarding the budget ways to improve the budget planning

process how the principal involves the building staff

and/or parents how requests from faculty are prioritized

when expenditures exceed budget allocations

building responsibilities for the Arkansas Public School Computer Networking System

principal’s responsibilities for the financial management and the student management aspects of ASPCN

Submit a summarized written report of your findings (try to limit to no more than 10 double spaced pages). Include your assessment of the level of collaboration and involvement at the district and building level. Make recommendations for the building principal for involving faculty and parents in the establishing the building budget.

ELCC Standards 3.2.a, 3.3.c. (25 points-see attachment D for rubric.)

E. Budgetary Proposal for New ClassroomAs the principal or program director in your school, develop a formal proposal and budget to add a new class in your school. This proposal will be presented to the superintendent and the school board for their approval. The class will be housed in an existing empty classroom in your school.

1. Background information: Name of proposed class Purpose for the new class Justification for why it is needed in your school Relationship of the new class to the mission of

your school Students to be served by the class—number of

students and age/grade levels

2. Information about the teacher and other personnel to staff the classroom

Licensure and other requirements Salary (according to your district salary

scale) based on years experience and educational level

Cost of fixed charges, including benefits

A copy of the salary scale for your district should be attached.

3. Itemized listing of furnishings & equipment (non-consumable):

Desks & Chairs (teacher & Students) Computers File Cabinets Other non-consumable items

4. Itemized listing of textbooks and other instructional materials

Textbooks Consumable materials & supplies Other instructional materials

5. Other startup costs

6. Total budget by category (include shipping charges and taxes)

Personnel

Furnishings & Equipment Textbooks and Instructional Materials Other (be specific)

Purchase orders to specific vendors should be prepared for the furniture, equipment, textbooks, instructional supplies and any other products purchased for the new classroom.

(25 points-see attachment E for rubric.)

VI. COURSE OUTLINE

Session 1 Schools, Values, and Money-The Context of Public Education; What Public Schools are Becoming; Where Public Schools may be Headed; the Scope of Education Finance in America; Relationship of Education and Economics Related; the Structure of School Governance

Session 2 Federal, State, and Local Support for Schools; Adequate and Equitable Funding for Schools; Serving Economics, Equality Productivity, & Liberty

Session 3 Basic Funding Structures; Revenue for Schools; Federal, State, & Local Tax Systems; State Aid Formulas & State FundingPart Two: Operationalizing School Money

Session 4 Accountability & Professionalism; Fiduciary Responsibilities; Accounting Processes; School Budget Allocation; Tracking School Money

Session 5 Budget Planning-Conceptualizing Budtgets; Organizating for Budgeting; Constructing Budgets; Role of Stakeholders

Session 6 Budgeting for Personnel-The Personnel Function; Personnel Compensation Policies & Procedures; Issues of Personnel Budgeting

Session 7 Budgeting for Instruction-Instructional Planning; Organizational Options; Site Based Management; Sources of Revenue for Instructional Budgets

Budgeting for Student Activities-Role of Student Activities, Activity Funds; Controls on Activity Funds; Activity Fund Reports

Session 8 Site-Based Leadership-The Site Concept; Framework for Implementation; Role of the Principal; Budget Issues

VII. SPECIAL CONSIDERATIONS AND/OR FEATURES OF THE COURSE

a. Instructional methods-Web based instruction with class discussions/debates, cooperative learning, case studies, papers, and field-based activities are employed to increase learning and accommodate a variety of learning styles.

b. Students are required to access Blackboard to check for announcements, retrieve course documents, and participate in on-line discussions and assignments (TASS standard III.B).

c. Students are required to complete 30 clock hours of internship activities that are concomitant to course assignments.

d. Students are required to use word processing and APA Publication Manual, 5th Edition to prepare the course papers. (See all rubrics in course documents.)

e. Students are required to utilize LiveText for portfolio construction.

f. Flexibility Clause: Circumstances may arise which will prevent us from fulfilling each and every component of this syllabus. Therefore, the syllabus is subject to change. However, you will be notified of any changes that occur prior to any due date for assignments.

g. Academic Conduct: All acts of dishonesty in any work constitute academic misconduct. The academic disciplinary policy will be followed, as indicated in the ASU Student Participant Handbook, in the event of academic misconduct. Students should familiarize themselves with the handbook and especially the policy pertaining to plagiarism.

In face-to-face and/or compressed video network classes:

h. Cell phones and pages must be turned off unless arrangements have been made with the professor.

i. Food and drinks are not allowed in class.

VIII. PROCEDURES TO ACCOMMODATE STUDENTS WITH DISABILITIES

If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements, please notify the professor ASAP.

ATTACHMENT AQuestions for Community Survey

Select from these questions to ask the interviewees. You do not have to ask all of the questions and you can modify or add questions. All of the interviewees should live in the same district. (Remember, most of the people in your community do not know specific details unless they are closely involved with the school district. Don’t expect them to deal in specifics.)

1. Students are often given the grades A, B, C, D, or FAIL to denote the quality of their work. Suppose the public schools themselves, in your community, were graded in the same way. What grade would you give your community’s public schools —A, B, C, D, or FAIL? Why?

2. How about the public schools in the nation as a whole? What grade would you give the public schools nationally—A, B, C, D, or FAIL? Why

3. Is the grade you give to the public schools in the nation as a whole based mainly on your own experience, on what you've learned from friends and family, or on what you've seen and heard on television or radio, in newspapers, or other things you have read?

4. In your opinion, how much does the amount of money spent on a public school student's education affect the quality of his or her education—a great deal, quite a lot, not too much, or not at all?

5. Do you know how much money your school spends to educate the children in your district? Do you know the current millage rate?

6. Here is a short list of possible changes that could cost more money and require additional tax dollars. Please tell me if you would favor or oppose making each of the following changes in your community to improve your public schools. Do you (favor/oppose) strongly or not strongly?

(a) Paying teachers more(b) Placing more computers in classroom(c) Reducing class sizes(d) Fixing run-down schools(e) Adding more security at schools(f) Adding or upgrading gyms or

other athletic facilities(g) Adding or upgrading space for band, choir, drama, and visual arts

7. To pay for this/these change(s), would you be willing to raise your taxes each year by... $500? $200? $100?

not willing to raise taxes8. Do you think all extra curricular activities should be funded by the

school? 9. Do you think that the amount of money that goes to education in your

state should or should not be the same for all students, even if it means taking funding from some wealthy school districts and giving it to poor districts?

10. Should wealthy school districts be allowed to spend as much as they want on their schools, or should their spending be capped so that poor districts are not left behind?

11. How do you think schools in poor communities should be funded?12. Do you favor or oppose the government offering parents money

or "vouchers" to send their children to private or religious schools, or public schools outside their district?

13. (Answer only if the interviewee favors vouchers) Would you still favor this if it meant there would be less money for public schools in your area?

14. Do you believe our school operates with a budget that properly funds each student’s schooling?

15. What is your understanding of how schools receive money for operations & payment of debts?

16. What can you do as a taxpayer to ensure that public funds are used to benefit children?

17. Does your school communicate with the public about how they are spending the money that is available to them? How?

18. Do you believe that faculty, parents, and the community should have input on how the school budgets and spends the monies provided by taxpayers?

19. What suggestions do you have for the school district that you believe could be a better use of the funds available to the school?

20. What changes would you make in your district and how your district spends money?

21. Should the school publish a listing of all checks written monthly on the school website along with all monies received during the month?

22. In light of recent fuel price increases which have caused almost everything to increase in price, how should the school adjust its budget

to account for these increases? Ask for a local tax increase? Cut extracurricular activities? Go to a 4-day, 8-hour school week? Others?

ATTACHMENT B

Name of District:

Diversity of Interview Subjects:

Interviewee #1

Interviewee #2

Interviewee #3

Interviewee #4

Interviewee #5

Interviewee #6

Gender Male/Female

Race/Ethnicity*

Age range**

Children in schoolYes/NoAges/Grades

Occupation

Educational Level ***Attended a school function in the last 12 months?Yes/NoSpecifyVoted in school election in the last 2 years?Yes/No

Note: All interview subjects must reside within a single school district.

Indicate other distinguishing characteristics of the interview subjects (i.e., parent of children with disabilities, English is not the primary language spoken in the home, parent of children identified as gifted, etc.).

*Race/ethnicity- Caucasian/white Black/African-American/ Negro Hispanic/Latino/Spanish Origin American Indian/Alaska native Asian Chinese Filipino Japanese Other Asian Korean Vietnamese Native Hawaiian Asian Indian Other (Specify)

**Age range- Under 30 years of age 30-40 years 40-55 years more than 55 years of age

***Educational Level- Less than High school Diploma or GED High School Diploma or GED Some college credit Associate’s degree Bachelor’s degree Master’s degree Professional degree beyond Master’s degree

ATTACHMENT CRubric for Community Survey

School Funding & ExpendituresName Semester/Year

ELCC Standards:2.1a-Assesses school culture using multiple methods4.2a-Demonstates active involvement within the community, including interactions with individual with conflicting perspectives.6.2a-Demonstrates the ability to communicate with members of a school community concerning trends, issues, and potential change sin the environment in which the school operates, including maintenance of an ongoing dialogues with representatives of diverse community groups.

Element Exemplary Acceptable Unacceptable23-25 points 18-22 points 0-17 points

Utilizes face-to face-interviews to assess

school culture related to school

finance issues(ELCC 2.1a)

Student assesses school culture using face-to-face interviews with 6 subjects living in the same school

district.

Student assesses school culture using face-to-face interviews with 6 subjects living in the same school

district.

Student does not assess school culture using face-to-face interviews with 6

subjects living in the same school district.

Diversity of interview subjects

The interview subjects represent substantial

diversity in gender, age, racial, socioeconomic,

educational level and/or occupational groups.

The interview subjects represent some degree of diversity in gender, age, racial, socioeconomic,

educational level and/or occupational groups.

The diversity of the interview subjects is very

limited.

Interview summary(ELCC 6.2a)

Student provides a clear and focused summary of the

interviews.

Student provides a summary of the interviews, but the

summary lacks clarity and focus.

Student does not summarize responses of the interviews and/or the

summary lacks clarity and focus.

Identification of conflicting attitudes, issues and concerns

(ELCC 4.2a)

Student clearly identifies conflicting attitudes, issues

and opinions

Student vaguely identifies attitudes, issues and

concerns.

Student does not identify attitudes, issues and

concerns.

Analysis

Student provides a reflective analysis that is clear and specifically related to the information obtained in the

interviews.

Student provides a reflective analysis to the information obtained in the interviews, but it lacks clarity and/or

specificity.

Student does not provide a reflective analysis to the

information obtained in the interviews.

Style & Language

All aspects of the assignment are addressed. Content is coherent, organized, well-written, and is free of grammatical and spelling errors

All aspects of the assignment are addressed. Content is coherent, organized, well-written, and contains a fewer than 5 grammatical and spelling errors.

Some aspects of the assignment are not addressed. Content is not balanced and organized or contains more than 5 grammatical and/or spelling errors.

Score & Comments:

ELCC Standard 2.1a ____Exemplary ____Acceptable ____UnacceptableELCC Standard 4.2a ____Exemplary ____Acceptable ____UnacceptableELCC Standard 6.2a ____Exemplary ____Acceptable ____Unacceptable

ATTACHMENT DInterviews with Chief Fiscal Officer and Building Principal

District and Building Budgets

Name Semester/Year

ELCC Standards:Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way the promotes a safe, efficient, and effective learning environment.

3.2a Involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.

3.3c Apply and assess current technologies for school management, business procedures, and scheduling.

Element Exemplary Acceptable Unacceptable23-25 points 18-22 points 0-17 points

Interview with chief fiscal officer

or designee

Student interviews chief fiscal officer (or designee) according to the specifics in the syllabus and provides a clear and focused summary of the interview.

Student interviews chief fiscal officer (or designee) according to the specifics in the syllabus and provides a summary of the interview.

Student does not interview district level fiscal officer and/or summary is vague and does not contain essential information.

Interview with building principal

Student interviews the building principal according to the specifics in the syllabus and provides a clear and focused summary of the interview.

Student interviews the building principal according to the specifics in the syllabus and provides a summary of the interview.

Student does not interview building principal and/or summary is vague and does not contain essential information.

Technology Assessment

Student assesses the current technologies for

school management, business procedures, and scheduling and discusses

clearly and in detail

Student assesses the current technologies for school management, business

procedures, and scheduling and discusses with some

degree of detail.

Student does not assess current technology for school

management, business procedures, and scheduling or information is

vague.

Analysis & Involvement of Stakeholders

Student provides a relevant analysis of the

findings from the interview and information about the involvement of school and community

stakeholders at the district and building level is

reported.

Student provides an analysis of the findings from the

interview and information about the involvement of school and community

stakeholders at the district and building level is

reported. The analysis lacks clarity and/or specificity.

Student does not provide an analysis or report on involvement

of community stakeholders.

Recommendations Student provides appropriate and

effective recommendations to

involve staff in conducting operations and setting priorities (ELCC

Student provides recommendations to involve

staff in conducting operations and setting priorities (ELCC 3.2a).

Student does not provide recommendations to involve staff

in conducting operations and setting priorities.

3.2a)

Style & Language

All aspects of the assignment are addressed.

Content is coherent, organized, well-written,

and is free of grammatical and spelling errors

All aspects of the assignment are addressed.

Content is coherent, organized, well-written, and

contains fewer than 5 grammatical and spelling

errors.

Some aspects of the assignment are not addressed. Content is not

balanced and organized or contains more than 5 grammatical and/or

spelling errors.

Score & Comments:

Exemplary=exceptionally well doneAcceptable=Well doneUnacceptable=Low quality