UNIVERSITY OF WISCONSIN-WHITEWATER AUDIT AND REVIEW SELF-STUDY

SCHOOL BUSINESS MANAGEMENT GRADUATE PROGRAM 2003-2004

OUTLINE:

I. Program Highlights/Initiatives

A. Overview the current curriculum B. List any special recognition that the program has received during the review period. C. Highlight any new academic assessment initiatives

II. Academic Assessment

A. Centrality B. Program Goals and Assessment C. Assessment of Student Learning/Outcomes D. Program Improvement Resulting from Assessment Efforts E. Information Shared with Constituencies

III. Enrollment

A. Trend Data: Respond to the following trend data for the program: B. Demand for Graduates C. Accreditation D. Location Advantage E. Comparative Advantage F. Community Impact

IV. Resource Availability and Development

A. Faculty and Staff Characteristics B. Teaching and Learning Enhancement C. Research and Other Scholarly/Creative Activities D. External Funding E. Professional and Public Service F. Resources for Students in the Program

APPENDICES Appendix A: Audit and Review Evaluation Report from Last Review Appendix B: Accreditation Report (None enclosed: Program Coordinator does not have a copy of the

most recent NCATE review/report – being done this year along with DPI review) Appendix C: Outline of Program Requirements Appendix D: List Linking Courses to Learning Objectives - Grid Appendix E: Trend Data included from the University’s Fact Book Appendix F: Program Coordinator Curriculum Vita and contributions in teaching, research, and service Appendix G: 2000 Program Assessment - Alumni Survey Appendix H: 2003 Program Assessment - Employer Survey Appendix I: 2000 – 2002 SBM Advisory Committee Meeting Minutes Appendix J: Placement of SBM Graduates since 1997

1

UNIVERSITY OF WISCONSIN-WHITEWATER FORMAT FOR AUDIT AND REVIEW SELF-STUDIES

GRADUATE PROGRAMS

Program Title: School Business Management Review Date: 2003-2004 I. Program Highlights/Initiatives A. Overview the current curriculum, including options available within the program (e.g., discussion of

the different emphases). The School Business Management Licensure Program at the University of Wisconsin – Whitewater has revised its graduate program to meet the State of Wisconsin Licensure requirements and the revised professional standards of the profession. The plan is built around a conceptual model that contains several developmental steps as well as a plan for assessing student progress along the way. At the heart of the plan are the specific competencies needed for practitioners in this field to be successful. The determination of those competencies was based on the knowledge, skills and dispositions identified in two valuable sources that include:

1. State of Wisconsin Administrative Code for Educational Licensure – PI 34.32 Administrative Categories

2. The Association of School Business Officials International (ASBO) Professional Standards

State of Wisconsin Administrative Code for Educational Licensure – Administrative

While an earlier DPI interpretation of PI 34.32 of the State of Wisconsin Administrative Code for Educational Licensure exempted applicants for the school business administrator license from the requirement to meet Administrator Standards outlined in PI34.03, a recent determination by Peter Burke indicated that they do apply. These require that the candidate demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards: (1) The administrator had an understanding of and demonstrates competence in the teacher standards under s.

PI 34.02. (2) The administrator leads by facilitating the development, articulation, implementation, and stewardship of a

vision of learning that is shared by the school community. (3) The administrator manages by advocating, nurturing and sustaining a school culture and instructional

program conducive to pupil learning and staff professional development growth. (4) The administrator ensures management of the organization, operations, finances, and resources for a safe,

efficient, and effective learning environment. (5) The administrator models collaborating with families and community members, responding to diverse

community interests and needs, and mobilizing community resources. (6) The administrator acts with integrity, fairness, and in an ethical manner. (7) The administrator understands, responds to, and interacts with the larger political, social, economic, legal,

and cultural context that affects schooling.

In the case of the first requirement related to the teacher standards, Peter Burke suggested that those completing the School Business Management program “have a knowledge of what the teacher standards are, but not be required to provide evidence of meeting the standards in any performance measures, so that, while all of the standards would ‘apply’ the teacher standards could be covered in a very cursory way.”

2

In addition to meeting the standards under PI34.03 (1) – (7) (above), the content guidelines for the School Business Administrator enumerate the following areas in which these candidates must demonstrate knowledge and skill: 1. Diversity as identified in PI 34.15(4)(c). 2. The organization, history, and operation of the public schools. 3. The governance of education at the national, state and local levels. 4. Evaluation of personnel. 5. School finance and taxation. 6. School business administration. 7. School law including those related to pupils, special education and employee contracts. 8. School and community relations. 9. The politics of education. 10. Educational leadership including participatory management, long-range strategic planning and change

agent processes. 11. Oral and written communication. 12. Accounting. 13. Data management and processing. 14. Risk management. 15. School facilities 16. Collective bargaining, contract administration or support services. 17. The role, function, and responsibility of a school business administrator through a supervised practicum or

internship in a school setting.

The diversity requirements included in #1 above as identified in PI 34.15(4)(c) refer to minority group relations including:

1. The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin. 2. The history, culture and contributions of women and various racial, cultural, language and economic

groups in the United States. 3. The philosophical and psychological bases of attitude and development and change. 4. The psychological and social implications of discrimination, especially racism and sexism in American

society. 5. Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students,

curriculum, instruction, and assessment in the school program. 6. Minority group relations through direct involvement with various racial, cultural, language and economic

groups in the United States.

Meeting the Wisconsin standards for the 08 School Business Administrator license overlaps with the professional standards set by the Association of School Business Officials International (ASBO). Hence, the University of Wisconsin – Whitewater School Business Management graduate licensure program is guided by a combination of the state licensure requirements and the standards set by its specialty organization, ASBO, in the design of its program competencies and assessment strategies.

The Association of School Business Officials International (ASBO) Professional Standards

An excerpt from the ASBO Professional Standards document, adopted in July 2001, explains the intent of the standards:

The professional standards are intended to a) assist those currently working in the profession of school business management to perform their duties as expertly as possible, b) better delineate the content of both the pre-service and staff development experiences of those entering or seeking growth in the profession, c) provide a framework for establishing accreditation standards for

3

higher education institutions involved in training school business officials, d) present a model from which to build certification standards for the profession, and e) aid local decision-makers in seeking and securing the best person for the job of school business official. They evolved from a combination of current writing and research in the field and the input of highly trained and well-recognized school business officials. The standards represent not only the best thinking of the profession, but the decades of study and research ASBO International has conducted regarding the role of school business officials and their importance to the overall educational management team.

The standards developed by ASBO are “intended to provide school business officials, as well as those who prepare, certify, and hire them, a framework to understand the complex job of a school business official.” The conceptual framework for the knowledge, skills and dispositions needed by practicing school business managers, as identified by ASBO, fall within both an ethical and human context that need to be fostered in professional preparation programs. These are summarized in the following excerpts from the ASBO Professional Standards document:

Ethical Context Though this document focuses on professional job standards, ASBO considers it vitally important that anyone seeking the position, or any entity preparing or certifying individuals to serve as school business administrators recognize and demonstrate the importance of ethical conduct. The school business official is expected to model moral, legal, and ethical behavior, and always make decisions and provide input to policy makers with the best interests of the students in mind. The ASBO Code of Ethics & Standards of Conduct includes the following standards:

The educational administrator: 1. Makes the well-being of students the fundamental value in all decision making and actions. 2. Fulfills professional responsibilities with honesty and integrity. 3. Supports the principle of due process and protects the civil and human rights of all individuals. 4. Obeys local, state and national laws and does not knowingly join or support organizations that

advocate, directly or indirectly, the overthrow of the government. 5. Implements the governing board of education’s policies and administrative rules and

regulations. 6. Pursues appropriate measures to correct those laws, policies and regulations that are not

consistent with sound educational goals. 7. Avoids using positions for personal gain through political, social, religious, economic or other

influence. 8. Accepts academic degrees or professional certification only from duly accredited institutions. 9. Maintains the standards and seeks to improve the effectiveness of the profession through

research and continuing professional development. 10. Honors all contracts until fulfillment or release.

Human Context As a result of the increasing complexity of delivering public education, a new philosophy has emerged. It is now evident that educational decision-making without consideration of the availability of resources and awareness of legal and technical constraints related to the educational program will be ineffective. Similarly, it has become obvious that no one person can handle the myriad of tasks required to operate the district effectively and to satisfy the growing array of federal, state, provincial, and local laws, policies, rules, and regulations in which education functions. Thus, the concept of “team” has become crucial to successful operation of school districts. School districts recognize coordination and involvement of all district-level organizational components are critical elements in the success of educational initiatives. As a result, school business officials have become an integral and indispensable part of the district’s cabinet-level decision-making team.

4

Most school business officials now have professional and technical staffs with their own departments or divisions responsible for carrying out specific management functions. Today’s school business official must, in addition to serving effectively as a member of the district-wide management team, be able to institute a team concept within his or her own sector of the school district. District teams must promote effective communication and coordination among the variety of professionals and staff personnel who directly carry out the school system’s specific business and support functions. School business officials must not only be technically knowledgeable and proficient, as well as effectively use interpersonal skills. The standards presented in this document are vital to assuring the success of a school business official, but must be viewed in the context of the human dimension in which the job takes place.

ASBO Professional Standards The standards adopted by ASBO in July 2001 are summarized in this document. The competencies contained in each of the categories listed below will be used as the conceptual framework for program’s assessment plan. A more extensive version that contains the competencies within each category is available in Appendix D. The grid contained in Appendix D merges the ASBO standards with the Wisconsin School Business Administrator Licensure Standards and identifies the course(s) addressing the specific knowledge/skill and examples of the evidence that may be used in assessing competencies.

I. The Educational Enterprise A. Organization and Administration B. Public Policy and Intergovernmental relations C. Legal Aspects

II. Financial Resource Management A. Principles of School Finance B. Budgeting and Financial Planning C. Accounting, Auditing and Financial Reporting D. Cash Management, Investments, and Debt Management E. Technology for School Financial Operations

III. Human Resource Management A. Personnel and Benefits Administration B. Professional Development C. Labor Relations and Employment Agreements D. Human Relations

IV. Facility Management A. Planning and Construction B. Maintenance and Operations

V. Property Management A. Purchasing B. Supply and Fixed Asset Management C. Real Estate Management

V1. Information Management A. Strategic Planning B. Instructional Support Program Evaluation C. Instructional Program Evaluation D. Communications E. Management Information Systems

VII. Ancillary Services A. Risk Management B. Transportation C. Food Service

5

B. List any special recognition that the program has received during the review period. Awards: 2002 WASBO Scholarship

Awarded to: UW-W SBM Grad student: Julie Lankey-Smallwood

2003 Nominees 4 of 5 are UW-W SBM Graduate students

2002 WASBO Beginning SBM Award Awarded to UW-W SBM Graduate: Jeff Mahoney, SBM River Valley SD and member of the UW-W SBM Advisory Committee

C. Highlight any new academic assessment initiatives you anticipate for the upcoming review period.

The School Business Management Assessment has recently been revised to subscribe to the ASBO standards and the PI34 requirements. A complete description of the conceptual model including the developmental steps in the SBM program, the assessment thresholds, the rating scale, the decision tolerance levels, and the manner in which the results are to be used for both individual student assessment as well as program evaluation is provided in Part II C. Assessment of Student Learning. The first stage of the plan was implemented beginning in fall 2002.

II. Academic Assessment

Appendix C provides an outline of the School Business Management Program Degree and Licensure requirements.

A. Centrality

1. Describe the centrality of the program to the mission and strategic plan of the University of

Wisconsin-Whitewater.

Included in the mission of the University of Wisconsin-Whitewater is “To offer graduate education built clearly upon its undergraduate emphases and strengths with particular emphasis in the fields of business and education.” The School Business Management program is an excellent example of a graduate program with emphasis in both the business and education fields. In fact, the program enjoys the support of both colleges (Business and Economics and Education) with its being housed in one and granting a degree from the other. Courses from within both colleges are vital to the preparation of school business managers and Whitewater graduates are well-respected for having the accounting and business backgrounds sought by employers along with the understanding of the educational enterprise necessary to fulfill their roles in the field. Another component of the UW-W mission “To engage in scholarly activity, including research, scholarship and creative endeavor, that supports its programs at the associate and baccalaureate degree level, its selected graduate programs, and its special mission.” The SBM Program Coordinator has been active in publishing articles, making presentations, and consulting in the field of school business management. Many of these activities are identified on the Statz Curriculum Vita attached to this report (see Appendix F). The School Business Management Program has welcomed students from diverse backgrounds into the program and has served international students interested in public fiscal administration; which addresses the UW-W goal “To create a positive and inviting environment for multicultural students and students with disabilities, provide support services and programs for them, and provide support

6

services for nontraditional students.” Recognizing that there is an absence of minorities in administrative positions in the schools throughout Wisconsin, students of Native American and African American students have been encouraged to enroll in the SBM program. In addition, international students have been welcomed into the program where their career goals were consistent with the program’s focus. A customized internship for a Taiwanese graduate of the program allowed the student to pursue a career in politics/government in his home country where he could focus on public policy and management issues covered in the UW-W curriculum. His internship took place in Madison where he was introduced to individuals in several state agencies and at the State Capitol where he could gain experience in governmental operations. The vast majority of students in the SBM Program are nontraditional. They are almost all working full time and going to school part-time. In addition, due to its unique specialization, this program attracts students from all over Wisconsin. Since many of the students (ranging from half to two-thirds in a given semester) are not able to commute to Whitewater to take classes, the program contains a strong and consistent distance component. All core classes are transmitted to multiple 2-4 remote locations using the state two-way video network. Clusters of students meet at other sites; like UW-Green Bay, UW-Stevens Points, UW- Eau Claire, Barron County, or in various school districts to participate in courses. For the remote student who is not located near one of these clusters, arrangements are made for two-way audio transmissions of classes. In all cases, students are able to participate in class right along with those attending in Whitewater. These students travel to video sites at critical points during a semester as well. To further address students’ needs, courses are offered on evenings and weekends with some having Internet components as well. All core courses have been using Blackboard and are now converting to Desire to Learn (D2L). This provides continuity across courses so that distance students and those attending in Whitewater can access course information, receive announcements, share files, post discussions, conduct group work, and receive instructor feedback. The extensive use of technology in this program goes beyond the system of delivery. Hands-on applications are required of students throughout the program that demand their successful application of computer applications indicative of practitioners in the field. Excel software is used from the first course through the internship experience with several opportunities provided for training outside of class for those less experienced in its use. In addition, classes are often scheduled (especially those held on weekends) in computer labs so that students have the chance to apply and receive feedback on various computer applications used in the field. Outside experts representing software companies, the WI Department of Public Instruction, public accounting firms, financial management firms, and school districts are also often on hand to assist students in applying technology to realistic situations. While it is believed that the SBM Program addresses the full spectrum of goals and priorities in the UW-W Strategic Plan, these activities focus very directly on one goal: the use of “the current technological and physical infrastructure” in the learning environment (Goal 2.3). The use of technology also facilitates meeting the needs of ongoing practitioners. The Program Coordinator works through school districts, CESAs and the state professional organization (WASBO) to sponsor continuing education opportunities for school administrators across the state. In addition to sponsoring a 3-credit course every other year via the distance video network for practitioners, workshops have been held in La Crosse, Ashland, and Kelly Lake in topics requested by clusters of school district administrators.

7

2. Explain the relationship of the program to other programs at the University. Students in the SBM Program are required to take courses in both Business and Education. Therefore, collaboration occurs between this program and several of the courses in the MBA Program. In fact, instructors in the Accounting and Management Department in the College of Business and Economics have been very flexible in allowing students to focus course activities around public school issues. In addition to customizing course content, they have modified the delivery of courses for SBM students based on distance needs with components of the courses being Internet-based. SBM students are also encouraged to take courses from the Educational Foundations Department. In addition to Education in a Pluralistic Society, SBM majors are encouraged to take the seminar course Issues and Perspectives in American Education. They may also select one of the statistics or research courses offered in Educational Foundations as an elective.

B. Program Goals and Assessment

1. Describe the current program goals and objectives, plus any stated mission for the program itself. The SBM Program has been working on the following goals in the transition to the newly revised professional standards and licensure requirements as well as in providing ongoing services to students and practitioners:

• To realign the SBM curriculum around the revised professional standards adopted by the International Association of School Business Officials (ASBO) in July 2001.

• To identify and document the assessment components in the SBM program that coincide with the

competencies outlined in the professional standards (ASBO) and which are compatible with the state standards in the new licensing requirements in Wisconsin Administrative Codes. 34.00.

• To meet with the SBM Advisory Committee to review the revised professional standards and the

new WI licensing standards to be sure that the SBM curriculum at UW-Whitewater is in compliance with both.

• To inform the SBM degree and licensure candidates of the program and licensing changes and any

impact there may be on their individual program plans. • To continue to meet the needs of administrative practitioners through their involvement in ongoing

classes or by sponsoring workshops designed to enhance their knowledge and skills.

2. Summarize the ways by which the curriculum contributes to fulfilling the stated goals and objectives for the program. Explain gaps between specific goal/ objectives and the curriculum.

As mentioned in Part I A, the 2001 ASBO standards along with DPI license requirements have

been used to identify the goals and specific competencies used as the conceptual framework for the SBM Program. Appendix D contains these competencies by which both individual student progress and the curriculum will be evaluated in the future. This format provides a comprehensive examination of how well the curriculum addresses the specific competencies (knowledge, skills and dispositions) needed by individuals SBM practitioners in the field today.

3. Summarize the assessment data gathered during the review period. If it is helpful, include data from previous years for comparison purposes. (Use tables where necessary.)

8

A summary follows of the results of both alumni and employer surveys conducted since the most recent Program Audit and Review. Most Recent Alumni Survey (Appendix G) A survey of graduates of the School Business Management Graduate Program was last conducted in 2000. Questionnaires were sent to all twenty students that completed the degree or licensure requirements since 1996 program changes were instituted and the coordination of the program changed hands. This included all graduates between September 1996 and spring 2000. All but three surveys were returned at that time for a response rate of 85%. The feedback gained from alumni at that time was presented to the School Business Management Advisory Committee and resulted in modifications being made to the program requirements. The required diversity course was deemed by alumni to have been of little value in their preparation to serve as business managers in the field. It was; therefore, replaced with a new course which was added to the curriculum. This replacement course is School Community Relations in a Diverse Society (781) and it is designed for aspiring business managers and other school administrators who desire to more effectively apply the concepts of leadership, interpersonal relations, conflict management, ethical decision-making, politics, diversity, and public relations in public education. The identification of varying student and community needs based on demographic differences is an integral part of this course. Specifically, racial, ethnic and gender differences are examined. Political factions at the school, local community and state levels are discussed with conclusions drawn about effective communication patterns. Ethical decision-making and conflict resolution in practical management situations is emphasized. This course is designed to assist future leaders of diverse learning organizations to enhance their abilities to foster positive relationships between schools and communities of all types. Employer Satisfaction Survey (Appendix H) During the summer of 2003, a survey of employers of UW-Whitewater School Business Management graduates was conducted. This survey was sent to the immediate supervisors of program graduates currently holding business management (or related) positions in the field. The individual receiving and completing the survey was most often the district administrator. Fifty-seven surveys were distributed of which 40 were returned, representing a 70% return rate. The alumni represented by these returns graduated from the program from spring 1998 through spring 2003. Employers were asked to rate the degree of preparedness the UW-W graduate had on entering the field. The survey instrument was designed around the ASBO standards and asked for employer feedback related to all of the specific areas of knowledge, skills and dispositions named in those professional standards. These included the following areas:

Administration, public policy and legal issues Principles of school finance Budgeting, accounting, auditing, and financial planning Cash management, investments and debt management Personnel and benefits administration and professional development Labor relations and collective bargaining Human relations

9

Facility planning, maintenance and operations Purchasing, supply and fixed asset management Strategic planning and communications Management information systems Ancillary services (risk management, transportation and food service)

Within each of the categories named above, the supervisor was asked to rate the level of proficiency of the SBM graduate in a number of very specific areas. Employers were required to use the ratings that ranged on a scale from (1) minimal to (4) advanced. The following table, Table 1, includes the definitions that were provided to guide their classifications (these are consistent with the scale used to assess student progress throughout the program):

Table 1

Definitions of Level of Proficiency Ratings 4 - Advanced Complete and outstanding knowledge, skills, and dispositional characteristics expected of a

licensed and highly experienced school business manager. This level really indicates professional experience in the objective/skill area.

3 - Proficient Consistent, completely developed knowledge and skills and/or important dispositional characteristics to the level expected of a licensed school business manager. This level indicates skill and confidence at a level ready to do the job of a SBM in the particular objective/skill area.

2 - Basic Somewhat limited - emerging knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates solid comprehension of the particular objective/skill area while actual experience in the area and, therefore, confidence may be lacking.

1 - Minimal Limited ability to apply expected knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates less than solid understanding of the particular objective/skill area with no actual experience.

In addition to the questions aimed at specific competencies of practitioners, supervisors were asked several questions related to the overall preparation of the UW-W graduate. The first was whether or not the supervisor believed that the employee “was or was not well-prepared to assume the role of a school business manager as a result of completing this UW-Whitewater program.” Comments were also solicited from employers related to their responses to this question.

Questions relating to whether the employer would seek a UW-Whitewater SBM graduate to fill a future vacancy as well as a measure of their degree of satisfaction with the preparation on a 1 – 10 scale were used as an additional gauges of employer satisfaction. Lastly, employers were invited to offer suggestions for strengthening the UW-W SBM program in the future. A complete copy of the survey instrument is provided in Appendix H.

4. Describe how the program contributes to meeting specific state and societal needs. Describe how the program addresses diversity and global awareness issues. This program prepares individual to function as licensed school business managers in public school districts across Wisconsin. As well-trained professionals who are knowledgeable about federal, state and local funding sources and who are prepared to estimate public expenditures appropriately, bargain with public employee groups, maintain public facilities, purchase services and materials wisely, and communicate complicated fiscal issues to constituents, graduates of this program are prepared to protect the public interests. Applying these skills is essential along with

10

having the compassion for public education accompanied by an understanding that an educated citizenry benefits all of society and thereof, all taxpayers have a responsibility to share in the cost. Conveying these skills and high-level of understanding of the critical role that public education plays in a democracy is a tremendous service to our society. Not only will this combination of assets generate better school business managers for our state (and others), but strong, publicly-minded citizens will also be a result. Diversity issues are addressed in Part II 1. A. multicultural as it relates to the UW-W Strategic Plan.

5. Explain any changes in goals, objectives, and/or curriculum that have occurred since the previous audit and review, indicating how the program has responded to the recommendations listed in the previous audit and review report. As summarized in Part I, the curriculum has just been revised with learning objectives tied to new professional and DPI standards and the assessment plan has just been re-designed and an assessment strategy employed (see Part II, C). A summary follows of how the program has responded to the recommendations listed in the previous audit and review report. The recommendations included: 1. The "subject matter", "cognitive development", and "skills" headings are used on page

2, but the objectives do not appear too organized in this manner. This is not necessarily a criticism, but given the comprehensive nature of the ASBO guidelines (See #1 above), would it be useful to group (and perhaps condense) the objectives of the program under these headings in order to facilitate assessment efforts? The professional standards, objectives and assessment strategies, as recently revised, follow a consistent format across all venues. Condensed versions, or subsets, of the specific learning objectives are used for assessment purposes as the standards are considered too voluminous to assess at multiple thresholds for each student. Likewise, the complete set of standards was considered too lengthy to ask employers to provide feedback on each one.

2. Implement the plan for consistent application of the assessment techniques.

The assessment plan, as described earlier, has been implemented consistently at the pre-professional level with students entering the program after 2002. The post-Coursework/Pre-Internship level will be assessed beginning with students entering the Internship beginning the summer of 2003 who are not planning to graduate and complete license requirements before August 2004.

3. When reporting a curricular change, cite the specific assessment information that supported the change. There are opportunities to do this on pp. 7-8. The impetus for the curricular changes that have taken place since the previous Audit and Review were the direct result of the SBM Advisory Committee’s review of the feedback received in the Program Assessment based on an alumni survey conducted in 2000.

4. When describing an "excellent return of these survey instruments" (p.7), include the factual figure. Point well-taken; number and percentage reflected in most recent assessment summaries.

11

5. The results (or a sample of them), as they come available, should be included in future assessment reports. - overall appears to be a strong, viable program It is hoped that the results of the most recent two program assessments are provided in sufficient data. A tally of the results has been included for that purpose.

6. Re: dissemination of information - need to specify how the information will be shared

rather than just that it will be done. Dissemination of information within classes may be appropriate. So, too, may be dissemination of information through the advisory committee and the professional association. Program revisions and assessments as well as changes to and ongoing program offerings are reviewed with the SBM Advisory Committee (who influences their change). As a member of the WASBO Professionalism Committee, the Program Coordinator also reviews them with the state professional organization. Presentations have also been made during state professional conferences concerning the program requirements, assessment plan, and results of assessments. Likewise, an article was co-authored by the Program Coordinator and the SBM Advisory Committee Chair, Roger Price, and published in the professional journal of the national organization. The article, entitled, “Knowledge, Skills and Dispositions: University of Wisconsin-Whitewater School Business Management Licensure Program” appeared in School Business Affairs, the Monthly Journal of the Association of School Business Officials International (ASBO), Volume 69, Number 10, November 2003. The article highlights the UW-Whitewater program and the assessment strategies recently put into place; a program which serves as a lighthouse program across the country. Students enrolled in the program have also been kept informed about program changes and assessment results in both group and individual meetings.

7. The College of Education and the College of Business and Economics should examine

ways of restructuring programs for school administrators that would more closely link programs in School Business Management and Educational Administration. The SBM Program Coordinator is not able to speak either of these colleges. It is increasingly the case; however, that students enrolled in or graduated from other educational administration programs who are seeking a more solid background in school district budgeting and financial administration frequently enroll in the Whitewater SBM core courses to gain greater depth of knowledge and skills in these areas. In addition, groups of principals and superintendents around the state have requested access to UW-Whitewater courses or workshops on critical topics for their ongoing professional growth.

6. Discuss potential revisions to the curriculum (e.g., the development of new academic emphases,

new courses, etc.) that you foresee over the next review period in view of projected trends in employment and the development of new technologies, etc.

Since the curriculum has just been revised with learning objectives tied to new professional and DPI standards and the assessment plan has just been re-designed, it is anticipated that additional experience and data are needed before further program changes can be anticipated.

C. Assessment of Student Learning/Outcomes

The UW-Whitewater School Business Management licensure program will assist students in acquiring the knowledge, skills and dispositions necessary to become successful practitioners in the

12

field. During their educational experience students will progress through the first three levels of the five steps in the conceptual model of professional development reflected in the diagram below:

Knowledge, Skills, & Dispositions

Professional Developm ent (first 5 years ofem ploym ent)

Post-Internship

Post-Coursew ork/Pre-Internship

Pre-Professional

Continuing Education, Current Issues,Personal Growth

Each of the steps reflected in the model represents a point at which students will meet with and be assessed by the SBM Program Coordinator. Progression through the program is also designed to help students identify areas of strengths and needed growth around which future professional development plans can be formed. The Pre-Professional stage consists of the initial semester in the program and includes a self-assessment and individual reflection to identify the level of knowledge, skills and dispositions in specific content areas included in the program and required of successful School Business Managers. As students participate in coursework within the program they are required to collect examples of their educational products and experiences that demonstrate the strengthening of the specified knowledge, skills and dispositions in each of the content areas. This collection of materials will be assembled into a portfolio to be reviewed prior to beginning the Internship experience. Artifacts that demonstrate growth in the specified content areas are collected in a second portfolio required to be assembled during the internship experience.

The steps in the developmental process for both pre- and professional are described further as follows:

A. Pre-Professional: During their first semester in the SBM program, students will be asked to conduct a self-assessment to rate their level of knowledge and skills compared with those contained in the professional standards for practicing school business managers by ASBO. Upon completion of the self-assessment, they will write a reflective narrative describing their background and experience to date as well as the areas of strength portrayed in the assessment and those areas needing the most improvement. Individual students will then meet with the Program Coordinator to review results. This information is not intended to evaluate students, but rather, to form a baseline from which to measure individual growth and program effectiveness. It will also aid in the advising of students throughout the program. These materials will be included in the student’s Pre-Professional Portfolio. A copy of the Pre-Professional Self-Assessment is provided in Appendix C.

B. Coursework and Pre-Professional Portfolio – to be developed during coursework preceding the

Internship experience to show evidence of acquisition of the knowledge, skills and dispositions needed to practice as a school business administrator in Wisconsin. This will include materials developed in specific courses required for licensure and will be evaluated by the SBM Program Coordinator according to the standard established in the Assessment Plan for Advanced Programs at the UW-W. In addition to completing the required and elective courses included in the SBM masters and/or licensure program, students will be required to compile a portfolio of materials that

13

demonstrate that they have gained the desired knowledge and skills and possess the dispositions necessary pursue the internship experience.

C. Internship Portfolio – to be developed during the Internship to reflect evidence of the application

of the knowledge and skills needed for practitioners in the field of SBM. This will include specific materials developed during the internship experience and will be evaluated by the mentor and the SBM Program Coordinator according to the standard established in the Assessment Plan for Advanced Programs at the UW-W.

D. Professional Development – The graduate/certification program is designed to prepare individuals

to assume professional positions as school business managers. Since there will be areas of lesser developed knowledge, skills and dispositions, however, continued success in the field depends upon ongoing training and growth. The information gathered in the Pre-Professional and Internship Portfolios should provide the basis for identifying areas requiring additional growth once an individual has entered the field of school business management.

Artifacts are being identified to be included in each of the portfolios that demonstrate awareness, observation, practice, and acquisition of the knowledge, skills and dispositions needed for successful program completion and functioning in the field of SBM. In addition, students will be asked to reflect on growth and preparedness across the categories identified in the professional standards.

Rating Scale Portfolios will be assessed using the following rating scale:

1. Minimal: limited and/or inconsistent demonstrations indicating inability to apply expected knowledge and skills and/or to project important dispositional characteristics;

2. Basic: somewhat limited performance indicating emerging knowledge and skills and/or important dispositional characteristics;

3. Proficient: consistent, complete demonstrations indicating developed knowledge and skills and/or important dispositional characteristics to the level expected for advancement;

4. Advanced: complete and outstanding demonstrations indicating exceptional, well-developed knowledge, skills, and dispositional characteristics that exceed the level expected for advancement.

Decision Tolerance Levels The rating scale was reviewed with the University of Wisconsin – Whitewater School Business Management Advisory Committee on July 10, 2002. The advisory committee endorsed the rating system and adopted the following decision tolerances for student advancement:

1. The level of knowledge, skills and dispositions reflected in the Pre-Professional Portfolios must earn an average rating of Basic (2) or above for a student to progress to the SBM Internship experience.

2. Assessment of the Professional Portfolios resulting from the internship experience must of an average score of Proficient (3) or above to be endorsed for a WI 08 Administrative License in School Business Management.

It is understood that students at either of the thresholds in the SBM program may exert greater strengths in some areas than in others. Hence, individual scores may be below the Basic (3) level with the average still meeting the decision tolerance level. It is anticipated that these areas would receive emphasis as the individual progresses to the next stage of development.

14

Students not meeting the required benchmarks at either of these thresholds (pre- or post- internship) may seek to improve their knowledge, skills or dispositions in any areas of deficit through additional coursework or extended internship experiences. It is further anticipated that any individual areas of knowledge, skills or dispositions not earning a score of three or better will be identified for potential inclusion in the individual’s Professional Development Plan to be implemented during their first five years of licensure (employment). SBM Program Assessment The data collected on individual student assessments at the Pre-Professional, Post-Coursework/Pre-Internship and Post-internship levels will be aggregated for use in program assessment and used in several ways. First, the level of knowledge, skills and dispositions that students feel that they have on entrance to the program will be used to gauge the content and methods applied in course offerings. In addition, comparisons will be made between the Pre-Professional assessment and the Post-Coursework/Pre-Internship assessment to see where growth has or has not taken place. Changes between each of the assessment periods will be examined for student growth in the desired knowledge, skills and dispositions. Any consistent areas of weakness found across students will be assumed to represent weaknesses in the program and will result in modifications in curriculum content and/or pedagogy will be modified to strengthen those areas. In addition, the strengths and weaknesses identified across students in the Post-Coursework/Pre-Internship and Post-internship assessments will be used to modify the curriculum. Ongoing Professional Development On an individual student basis, the portfolios will be used to determine any areas of weakness at the completion of the program that should become part of the individual’s professional development plan. Continuation of specific questions asked to be addressed in Part II. C: 1. State performance objectives, specifying what subject matter, cognitive development, and skills the

students will demonstrate upon completion of the program. This is covered in the narrative in Part I as well as in the grid contained in Appendix D.

2. Describe the data collection techniques used to determine how the program has been successful in

achieving the desired performance objectives. Covered in introductory narrative to Part C. 3. Summarize the assessment data gathered during the review period. If it is helpful, include data from previous years for comparison purposes. (Use tables where necessary.) Provided in II. B. 3. 4. Explain how individual courses are related to the student performance objectives.

(See Appendix D) 5. Discuss potential revisions to the curriculum (e.g., the development of new academic emphases, new

courses, etc.) that you foresee over the next review period based on results of assessment of performance objectives. Referenced in Part II B, C and D. Other than the changes noted since the last review, it is too early to predict what specific revisions might be in order in the future. The new assessment process is expected to identify areas of the curriculum where individual as well as groups of students are in need of greater emphasis. Using the standardized proficiency ratings across all of the

15

developmental stages of the program and in the assessment of student portfolios, it will be possible to identify objectives that generate “minimal” or even “basic” rankings across students and time. These learner outcomes will be examined to identify where the curriculum can be modified to strengthen these specific areas of knowledge, skills and dispositions.

C. List any dual-level courses and indicate how course content, pedagogical processes, assignments, etc.,

that create different educational experiences for graduate and undergraduate students.

(Not Applicable.)

D. Program Improvement Resulting from Assessment Efforts 1. Highlight some of the important changes to the curriculum, the assessment objectives, and/or the

data collection techniques/processes that have occurred during the review period. Make sure to link the changes to the data collected during the review period. SBM Advisory Committee meeting minutes are contained in Appendix I demonstrating that the committee reviewed the results of the alumni survey conducted in 2000. This review resulted in curricular changes in terms of both program requirements and courses offered.

2. Indicate how the program has responded to recommendations relevant to assessment of students’ learning from the most recent Audit and Review Evaluation Report.

E. Information Shared with Constituencies: Discuss how the assessment information has been shared

with important constituencies, including students, staff, advisory boards, etc. In particular, indicate systematic efforts—e.g., regularly scheduled orientation meetings, departmental newsletters, etc.

III. Enrollment

A. Trend Data: Respond to the following trend data for the program:

1. Number of students enrolled each fall for each of the past five years. (Data provided from the University’s fact book.) Appendix E contains a table that shows the 5-year enrollment history of the SBM Program by semester from 1999 through 2003. The graph on the following page summarizes the growth in enrollments that has occurred over those five years when fall enrollments went from 22 to 67.

5-Year Trend in SBM Fall Enrollments1999 - 2003

30

22

55

55

67

0

20

40

60

80

1 2 3 4 5

Year

No.

of S

tude

nts

16

The table below shows SBM enrollments by semester since 1989.

SBM Enrollments by Semester Since 1989

Year Summer Total

Spring Total

Fall Total

89-90 19 27 21 90-91 9 27 24 91-92 22 25 22 92-93 15 21 24 93-94 3 27 26 94-95 2 12 17 95-96 8 9 7 96-97 6 17 5 97-98 5 26 31 98-99 6 36 22 99-00 12 42 30 00-01 38 46 55 01-02 36 55 55 02-03 33 65 67

Source: http://acadaff.uww.edu/ir/factbook/GS.htm

2. Number of degrees granted each year for the past five years. (Data provided from the University’s fact book.)

Appendix E contains a table with the five-year history of degrees granted. This shows that the numbers of degrees went from 6 in 1998-99 to 20 in 2002-03. These numbers do not reflect the number of students who attended UW-W as Non-Candidates for Degree (NCFD) who already had a Master’s Degree and were seeking to obtain the WI 08 SBM license only. The following chart attempts to show the combination of degrees and licenses granted since 1991-92.

Number of SBM Degrees/Licenses Granted 1991 to Present

Year No. of Degrees 2002-03 23 2001-02 14 2000-01 12* 1999-00 9* 1998-99 8* 1997-98 4 1996-97 2 1995-96 1 1994-95 15 1993-94 8 1992-93 18 1991-92 10 Source: Graduate Studies Office & University Fact Book on-line

http://acadaff.uww.edu/factbook/GREnrl&Deg.htm

*This table includes those students with previous Master’s obtaining licenses

17

3. Average number of total credits completed by those earning degrees for each year for each of the past five years if the program is an undergraduate major. (Data provided from the University’s fact book.) NA – Data not available for Graduate Program

4. Student placement information.

See Appendix J for a table showing the program graduates since 1997 and their placements. Sixty-six of the 84 individuals listed (omitted one from count who is deceased) are currently placed in school business management or related positions in public education. That represents a 79% placement rate. Of those not placed, it is largely due to their lack of interest in jobs that have become available or in leaving their current situations.

Employers look for candidates for SBM positions who hold the WI 08 SBM license. That can only be gained through completion of a license-granting institution that is approved by the DPI. The UW-Whitewater SBM Program has been approved by DPI in the past and is up for review again this year. In addition, the program has been accredited by NCATE. While employers do not necessarily look for this, it goes hand in hand with the DPI review process and is an important part of the program evaluation process.

D. Location Advantage: Explain any advantages or disadvantages the program has due to the location

of the University of Wisconsin-Whitewater and its access to opportunities and resources in the region. This is a statewide program – NA (See E – below)

E. Comparative Advantage

Identify any unique features that set the program apart from other competing programs in the UW System or other colleges or universities in Wisconsin, and/or elements that contribute to the program having a competitive edge. The UW-W SBM program is unique in its specialization in one specific area of educational administration. There are no other programs in the state that specialize in this field and contain the number of courses or degree of rigor that Whitewater offers. Other public and private universities and colleges in Wisconsin have educational administration programs that focus on the positions of principal, director of special education or curriculum (instruction) and the superintendent. Several of these (Madison, Milwaukee, Superior, Edgewood, Marion, and Silver Lake) strive to also deliver programs designed to meet the needs of aspiring school business managers. The fact is that they graduate very few individuals in this area of specialty. The reputation of the UW-Whitewater program for its specialization and rigor in the area of school business management, along with its distance components making it available to candidates statewide; have established it as the premier program in this field in Wisconsin. In addition, a close working relationship between the Program Coordinator, the SBM Advisory Committee and the state professional association, Wisconsin Association of School Business Officials (WASBO), has further heightened the reputation and visibility of the program. In recent years, there have been frequent situations where students in the process of pursuing SBM degrees/licenses through educational administration programs at other state or private institutions have transferred to UW-Whitewater to obtain the more specialized training available through this program. In a few other instances graduates of other state programs (educational administration),

18

holding WI 08 SBM licenses, have subsequently enrolled in the Whitewater program to obtain better training in this field as they felt ill-prepared to assume the role of a SBM in the field given the level of training received to that point. These students have taken several of the UW-Whitewater core SBM courses in spite of the fact that they were licensed or licensable through the original degree-granting institution. UW-Whitewater’s SBM Program continues to retain the reputation for having a very practically-based, applied curriculum. Course activities that include case studies, hands-on individual and group projects, clinical experiences, exams, and an in-depth culminating internship experience all require students to apply complex concepts to actual or simulated to real life situations. This is accomplished largely due to the expertise of the permanent and adjunct faculty. The faculty in the UW-W SBM Program is made up of one permanent faculty member and several adjunct instructors. This combination of permanent and part-time faculty is by design. In the early 1990s the SBM program suffered a setback when the program coordinator and sole instructor of courses in the SBM core retired. As a result, it was determined that it would be better to avoid becoming too dependent upon one individual for the sustenance of the program. In addition, hiring adjunct faculty provided the opportunity to tap the expertise of numerous individuals as well as the ideas of existing practitioners. The one full-time faculty member, Bambi Statz, has completed a terminal degree in Educational Administration from the UW-Madison. Having served as a SBM in four different local school districts in Wisconsin as well as in the capacity of Assistant State Superintendent for Finance, Dr. Statz is a well-known school finance expert in Wisconsin. As a result, she teaches the core finance-related courses in the SBM curriculum: 770, 774, and 771. In addition, she teaches School Community Relations in a Diverse Society, a natural off-shoot from the communication courses she teaches at both the undergraduate and graduate levels in the College of business. All of the adjunct faculty members are well-respected practitioners in the field. In addition, they teach courses from their areas of specialty and in topics for which they have become very well known across the state. Roger Price is the Assistant Superintendent for Finance for the Madison Metropolitan School District as well ad the Chair of the UW-W SBM Advisory Committee. He is pursuing his doctorate through the UW-Madison Educational Administration program and is currently ABD. Roger teaches the Auxiliary Services class (777) as well as Current Issues in SBM for practitioners. Dick Peterson, who recently retired as Assistant Superintendent for Business in the Beloit School District, teaches the Collective Negotiation class 782). Legal Aspects (772) of Education and Administration and Organization of Public Schools (775) are both taught by John Hedstrom, a recent retiree of the Greenfield School District where he served as Assistant Superintendent. The SBM Program does require a supervised internship that requires 1-2 semesters to complete. Licensed business managers (or superintendents) in the field sponsor UW-W interns who must complete a designated set of activities in a school district business office setting. Due to a shortage in the field, many students are obtaining jobs in the field and provisional licenses prior to completing the program. Therefore, they actually fulfill this requirement on the job. In other situations, districts hire UW-W interns to assist them temporarily due to staff shortages or special projects occurring at the time for which they need special assistance.

19

F. Community Impact

Since students in this program come from all over the state and very few live in the immediate Whitewater area, the program has little impact on the local community or region. At times when questions related to school funding or management issues are posed by the media or by legislators the Program Coordinator provides assistance. In addition, she provides assistance to school districts statewide in their selection of candidates to fill vacancies in the SBM field. She also answers questions pertaining to school finance issues from former students or from other school district administrators and she provides more involved consulting services to school districts, CESAs and professional associations state-wide.

IV. Resource Availability and Development A. Faculty and Staff Characteristics, C. Research and Other Scholarly/Creative Activities and E.

Professional and Public Service

See section III. E for a description of the program faculty and their characteristics. Appendix F provides information on faculty contributions in teaching, research, and public service as well as the curriculum vita of the Program Coordinator. Other faculty and staff characteristics, courses taught, research and other scholarly/creative activities, and service provided were discussed in Part III. There are no staffing changes anticipated at the present time for the delivery of instruction in this program. There is concern; however, that given the growth in the program, the SBM Program Coordinator may find it difficult to maintain the level of quality desired for instruction along with the other responsibilities of the position that include:

(1) advising prospective and existing students; (2) administering multiple measures of student performance for all students; (3) holding multiple conferences with students to review the results and significance of

assessment findings; (4) conducting on-site internship reviews; (5) evaluating the program based on the findings of the individual student assessments; (6) coordinating the activities of the SBM Advisory Committee; (7) remaining active in the state professional organization; and (8) meeting the ongoing requirements of PI34, including the review of the Professional

Development Plans of program graduates.

B. Teaching and Learning Environment, F. Resources and G. Facilities (D. External Funding – NA)

All faculty and staff teaching in the SBM Program have been trained in Blackboard and have been using it to enhance the delivery of instruction and to provide a standard on-line tool across all courses in the curriculum. During 2003-04, all members of this faculty are being trained in and are converting to the Desire to Learn technology. In addition, the distance technology (two-way video and two-way audio) is used effectively by all instructors in the program. Computer labs in Carlson are used in multiple courses in the SBM Program to provide students with hands-on experience in computer applications indicative of business office operations. These facilities have been available on select evenings and weekends as needed for these courses. Increased demand may make these more difficult to access during the times needed; however.

20

AUDIT AND REVIEW EVALUATION FORM

Appendix A

Program: School Business Management Master of Science in Education Program Strengths: 1. The program is interested in assessment and continuous improvement.

a. It appears as though assessment information (via surveys) was instrumental in some major curricular revisions in the program.

b. The portfolio appears to be an excellent means of documenting the impact of the program. 2. The program appears to be growth focused. 3. The advisory committee has been effective.

a. Changes have been made in program curriculum as a result of student and advisory committee input.

b. The advisory committee appears to serve an important role in the evolution of the program, and is instrumental in helping disseminate assessment information.

4. Advisory committee members have been effective additions to the adjunct faculty. The program takes advantage of the practical experiences of the adjunct faculty members.

5. It is clear how the courses in the program address the objectives of the curriculum. a. Courses/objectives are well connected to certification requirements and clearly articulated.

6. The program has effectively used its professional organization to improve the program. a. Using the objectives articulated by professional organizations coincides with the National

Council for Accreditation of Teacher Education (NCATE) expectations. The Association of School Business Officials International (ASBO) guidelines appear to be comprehensive.

b. It is apparent that much time was spent analyzing the curriculum relative to the ASBO guidelines.

c. The program coordinator has been invited by the Wisconsin Association of School Business Officials (WASBO) to develop a mentorship program for use in Wisconsin.

7. The program has an impressive placement record. 8. The program makes good use of technology and distance learning. 9. The program coordinator is providing excellent leadership for the program. Program Weaknesses: 1. The program is likely to have difficulty assessing all its objectives as they are currently stated. 2. There is a need for the application of consistent assessment procedures. (It appears that a plan for

doing so is in place.) 3. The program has one faculty member. This is likely to become an increasing concern if the program

continues to grow. a. Appears likely that need/enrollment will grow (although systematic assessment of this would be

desirable). Given the almost totally adjunct faculty there will need to be consideration of need for additional faculty or other ways to manage an enrollment increase. The director appears to have a large load of administrative and teaching responsibilities.

b. The program has only one full-time faculty member. Though she has valuable experience, she has not completed a terminal degree. (With the anticipated completion of this degree, this weakness will be removed.)

21

4. The program is heavily dependent upon a cadre of practitioners. Although this brings a strong practical emphasis to the program, the relative lack of terminally qualified instructors raises questions.

Recommended/Required Actions: 1. "Subject matter", "cognitive development", and "skills" headings are used on page 2, but the

objectives do not appear too organized in this manner. This is not necessarily a criticism, but given the comprehensive nature of the ASBO guidelines (See #1 above), would it be useful to group (and perhaps condense) the objectives of the program under these headings in order to facilitate assessment efforts?

2. Implement the plan for consistent application of the assessment techniques. 3. When reporting a curricular change, cite the specific assessment information that supported the

change. There are opportunities to do this on pp. 7-8. 4. When describing an "excellent return of these survey instruments" (p.7), include the factual figure. 5. The results (or a sample of them), as they come available, should be included in future assessment

reports. - overall appears to be a strong, viable program 6. Re: dissemination of information - need to specify how the information will be shared rather than just

that it will be done. Dissemination of information within classes may be appropriate. So, too, may be dissemination of information through the advisory committee and the professional association.

7. The College of Education and the College of Business and Economics should examine ways of restructuring programs for school administrators that would more closely link programs in School Business Management and Educational Administration.

Recommended Result: Continuation without qualification.

22

Appendix B

Attach a list of any accreditation that the program has attained The SBM Program is approved by DPI and accredited by NCATE The documentation for this is not held by the Program Coordinator and is not included with this document. This year, both DPI and NCATE are again reviewing the UW-W SBM Program.

23

Wisconsin - Whitewater School Business Management Degree and Licensure Requirements Checklist

The graduate of this program will receive a Master of Science in Education degree and will be considered for endorsement for the Department of Public Instruction 08 license. Program Requirements include: 1. Upon acceptance into the SBM program (or within the first semester of courses) all students in this program are required

to complete the Pre-Professional Self Assessment and meet with their advisor. See reverse side. 2. A minimum of 36 graduate credits includes an internship of up to 6 credits which involves the completion of a portfolio of

experiences under the guidance of a practicing School Business Manager and the Program Coordinator 3. At least half of the graduate level courses in the degree program must be at the 700 level. 4. All course work applied to this degree must be completed within seven (7) years. 5. Accounting Foundations is considered a pre-requisite for students with no accounting background and may be taken (or an

equivalent) at either the graduate or undergraduate level. Graduate course(s) in accounting only may be applied to this degree.

6. A maximum of 9 graduate credits may be transferred in from another institution. Prior approval of transfer credits should be obtained. A maximum of 12 credits taken as a non-candidate-for-degree student may be transferred into the degree program.

7. License eligibility requires a Masters Degree in a related field if not in School Business Management. Program Coordinator: Dr. Bambi L. Statz (262) 472-1350 or (608) 849-5602

e-mail: statzb@mail.uww.edu

Course No. Description

No. of Credits

Required for Certification

(if hold a Master’s

Degree) (Y/N)

Date Completed

SCHOOL BUSINESS MANAGEMENT SCHBUSMG770 School Finance & Accounting (1) 3 Y SCHBUSMG771 School Business Management Techniques (3) 3 Y SCHBUSMG774 School Budgeting & Financial Planning (2) 3 Y SCHBUSMG777 School Auxiliary Services 3 Y SCHBUSMG778 Internship in School Business Mgmt 3-6 Y SCHBUSMG782 Collective Negotiation in Education (b) 3 Y

Sub Total - SCHOOL BUSINESS MGMT 18-21 EDUCATION

SCHBUSMG772 Legal Aspects of Education (a) 3 Y SCHBUSMG775 Admin & Organization of Public Schools 3

SCHBUSMG781 School Community Relations in a Diverse Society Repl 420-710 Educ in a Plural Society 3 Y

Sub Total - EDUCATION 9 BUSINESS

ACCOUNT751 Financial Accounting (Govt. Acctg) Accounting Foundations (210-710) or equivalent is required of students with no acctg bkgrd prior to school finance courses – no credit towards degree).

3

MANGEMNT751 Management of Human Resource I, or other approved HR course

3

Sub Total - BUSINESS 3-6 ELECTIVES Sub Total - ELECTIVES 3-6 Minimum Total Credits 36

Appendix C

24

Following are examples of electives that may be chosen by SBM majors. These or other alternatives should be discussed with the Program Coordinator.

Common Alternatives for ELECTIVES: BSEDCNA740 Communication in Business and the Professions 2 BSEDCNA772 Business Technologies 3 BSEDCNA775 Business Telecommunications 3 BSEDCNA778 Network Administration for the End User 3 MANGEMNT745 Building Effective Organizations 3 MANGEMNT752 Current Issues in Compensation and Benefits 3 MANGEMNT753 Training and Development 3 MARKETNG733 Seminar in Methodology of Business Research 3 EDFOUND780 Techniques of Assessment and Research 3 EDFOUND740 Techniques of Research (MARKETNG733 or EDFOUND740) 3 EDFOUND703 The Modern High School 3 EDFOUND710 Education in a Pluralistic Society 3 EDFOUND723 Seminar: Issues and Perspectives in American Education 3 EDFOUND682 Educational Statistics 3 GIGENRL677 Telecommunications for Educators 3 SFTYGN686 Safe Handling of Materials 3 SFTYGN-753 Legal Aspects in Occupational Safety 3

Sub Total - ELECTIVES 3-6 Knowledge, Skills, & Dispositions

Professional Development (first 5 years of employment)

Post-Internship

Post-Coursework/Pre-Internship

Pre-Professional

Continuing Education, Current Issues, Personal Growth

School Business Management Graduate Program Developmental Model

A. Pre-Professional: During their first semester in the SBM program, students are required to conduct a self-assessment to rate their level of knowledge and skills compared with those contained in the ASBO professional standards for practicing school business managers. This includes writing a reflective narrative describing the student’s background and experience as well as the areas of strength portrayed in the assessment and those areas needing the most improvement. Students must then meet with the Program Coordinator to review results. These materials will be included in the student’s Pre-Professional Portfolio.

B. Coursework and Pre-Professional Portfolio: In addition to completing the required and elective courses included in the SBM masters and/or licensure program, students are required to compile a portfolio of materials that demonstrate that they have gained the desired knowledge and skills and possess the dispositions necessary to pursue the internship experience. This portfolio is to be developed during coursework preceding the Internship experience to show evidence of acquisition of the knowledge, skills and dispositions needed to practice as a school business administrator in Wisconsin. These materials will be evaluated by the SBM Program Coordinator during the Post-Coursework/Pre- Internship Review held prior to beginning an internship experience.

C. Internship Portfolio: This portfolio is developed as part of the internship and includes specific materials that reflect evidence of the application of the knowledge and skills in each of the designated program areas needed for practitioners in the field of SBM. The internship experience will be evaluated by the mentor/sponsor and the SBM Program Coordinator as part of the Post-Internship Review.

D. Professional Development: The graduate/certification program is designed to prepare individuals to assume professional positions as school business managers. Since there will be areas of lesser developed knowledge, skills and dispositions, however, continued success in the field depends upon ongoing training and growth. The information gathered in the Pre-Professional and Internship Portfolios should provide the basis for identifying areas requiring additional growth once an individual has entered the field of school business management.

25

Appendix E Degree History of Graduate Students by Program/Emphases

(5-Year Trend) (2002-2003 data from Registrar's Statistics)

(Updated by cjs on 9/16/2003) Program Emphases 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

School Bus Mgmt (MSE) 6 7 7 14 23Source: http://acadaff.uww.edu/ir/factbook/GS.htm

26

January 2004

Appendix F

RESUME PERSONAL INFORMATION Name: Bambi L. Statz, Ph.D. S.S# 391-56-7447 Birth Place: Madison, WI Date: 6/30/50 Address: 7050 Lavina Road Dane, WI 53529 (608) 849-5602 EDUCATIONAL BACKGROUND

University of Wisconsin – Madison, Madison, WI, Ph.D. in Educational Administration received August 1999. Department of Educational Administration. University of Wisconsin – Whitewater, Whitewater, WI, M.S.Ed. and School Business Manager Certification received May 1978. Department of School Business Management. University of Wisconsin – Whitewater, Whitewater, WI, B.A. received 1973; Major: English; Minor: Music.

PROFESSIONAL EXPERIENCE

Associate Professor and Coordinator of the School Business Management Graduate Program, College of Business and Economics, University of Wisconsin – Whitewater, Whitewater, WI, Present.

Activities include coordinating the graduate program for certifying school business managers, teaching graduate level courses in school business management and business communication and undergraduate business communication classes, conducting research, and providing service to the field.

President, Waunakee Community School District Board of Education, Waunakee, WI, June 1998 – Present. Independent Education Consultant, August 1995 to Present.

Activities include providing professional advice to school district and CESA administrators and professional associations throughout Wisconsin. Clients have included the largest school district in the state as well as small and medium school districts. Consultative services include financial analysis, budget preparation, revenue limits and school aid projections, statutory interpretations, and management consulting in a variety of areas. A unique project in which I have been involved has been the establishment of a uniform school district accounting and reporting system for the country of Barbados in the South Caribbean. In addition, I have served as statistical consultant and expert witness for the Association for Equity in Funding and have been invited to provide numerous presentations and write a number of papers in the areas of school finance, tax policy, and Wisconsin’s educational climate.

27

Assistant State Superintendent, Wisconsin Department of Public Instruction, Division for School Financial Resources and Management Services, Madison, WI, August 1990 to August 1995. Supervisor: Dr. Bert Grover, followed by John Benson, State Superintendents.

Responsibilities included: 1) Direction of the payment of all state and federal aids and grants to 427 Wisconsin school districts, 12 Cooperative Educational Service Agencies (CESAs), 6 County Handicapped Education Boards (CHCEBs) and several hund4red food service authorities and private schools, and both public and private postsecondary institutions, totaling several billion dollars; 2) Coordination of consultative services in the areas of pupil transportation, facilities, nutrition programs, school district boundaries, pupil residency, budgeting, accounting, borrowing, investing, auditing, open meetings, requirements, school board elections, pending legislation, school aid eligibility, tax levy certification, state reporting requirements, private schools, and home based private education; 3) Supervision of the Wisconsin Educational Opportunities Programs for disadvantaged and minority youth and the Office of Urban Education in Milwaukee, WI; 4) Direction of the analysis, reporting and communication concerning the impact of pending legislation; 5) Provision of testimony before legislative committees; and 6) Advocate for equal educational opportunities for all Wisconsin school children.

Director of Finance, Sun Prairie Area School District, Sun Prairie, WI, November 1988 to August 1990. Supervisor: Allen Rosenthal, District Administrator, Sun Prairie Area School District.

Responsibilities included: 1) Direction of transportation, food service, purchasing, payroll, accounting, auditing, reporting, maintenance and operations, and data processing; 2) Budget preparation and administration; 3) Personnel administration and contract negotiations; 4) Risk management; 5) Investing and borrowing of district funds; and 6) Other administrative duties such as public relations and acting superintendent in the absence of the district administrator.

Section Chief, Wisconsin Department of Public Instruction State Aids and Audit Section, Bureau for State School aids Administration and Consultation, Division for School Financial Resources and Management Services, Madison, WI, October 1987 to November 1988. Supervisor: Roger Sunby, Director, Bureau for State School aids Administration and Consultation, Wisconsin Department of Public Instruction.

Responsibilities included: 1) Coordination of school finance consultant and audit staff to provide ongoing assistance to school districts in areas of school finance; 2) Provision of workshops for school district personnel on issues related to school finance; and 3) Personnel management including the implementation of Department policy.

School Administration Consultant, Wisconsin Department of Public Instruction, State Aids and Audit Section, Bureau for State School aids Administration and Consultation, Division for School Financial Resources and Management Services, Madison, WI, October 1983 to October 1987. Supervisor: Roger Sunby, Chief, State Aids and Audit Section, Wisconsin Department of Public Instruction.

Responsibilities included: 1) Provision of financial consultation to school districts; 2) Consultation to school districts in the use of microcomputer technologies in administrative applications; and 3) Provision for the updating and continuing support of the Wisconsin Elementary and Secondary School Accounting System (WESSAS) for local school districts and public processing sites.

28

Assistant Business Manager, Middleton-Cross Plains Area School District, Middleton, WI, July 1983 to October 1983. Supervisor: Marvin Wagner, Business Manager, and Gene Thieleke, Superintendent, Middleton-Cross Plains Area School District.

Responsibilities included: 1) budget preparation and management, accounting, data processing, reporting, and accounts payable.

Business Manager, School District of Lodi, Lodi, WI, September 1978 to June 1983. Supervisor: John Sauerberg, Superintendent, School District of Lodi.

Responsibilities included: 1) budget preparation and administration; 2) Payroll; 3) Accounts payable; 4) Risk management; 5) Maintenance; 6) Negotiations, 7) Purchasing; 8) Food service; 9) Federal and state reporting; 10) Energy conservation; and 11) Other administrative duties including personnel management, public speaking, policy interpretation, and procedure development.

Financial/Program Manager, Trace Research and Development Center for the Communicatively Handicapped, University of Wisconsin – Madison, Madison, WI, June 1977 to September 1978. Supervisor: Gregg C. Vanderheiden, Director, Trace Research and Development Center.

Responsibilities included the development and implementation of financial management systems, grant management, personnel management, and new program development.

Administrative Assistant/Business Coordinator, Madison Alternative for Zero Exclusion (MAZE), Madison Metropolitan School District, Madison, WI, July 1974 to June 1977. Supervisor: T. Timothy Crowner, Ph.D., Coordinator, Specialized Educational Services, Madison Metropolitan School District.

Responsibilities included grant management and the application and reporting of federal and state funds for providing public school services to handicapped students.

Department Manager, Forbes-Meagher Music Company, Madison, WI, April 1973 to July 1974. Supervisor: Haro1d Frye, President.

Responsibilities included sales, purchasing, inventory, and personnel management.

PROFESSIONAL ORGANIZATIONS

Association at School Business Officials (ASBO) Wisconsin Association of School Business Officials (WASBO), Former Board Member Government Finance Officers Association (GFOA) Wisconsin Rural Development Partnership Wisconsin Parent Teachers Association (WIPTA) American Education Finance Association (AEFA)

PRESENTATIONS

“Private Foundations: An Increasing Revenue Source for American Schools,” Oxford Round Table,

Administrators K-12, St. Anthony’s College, Oxford, England, July 19, 2002. “A Model for Strategic Budgeting Designed to Guide Annual Decision Making,” ASBO International’s

88th Annual Meeting (Association of School Business Officials of the U.S. and Canada), Phoenix, AZ, October 17, 2002.

29

“School Community Relations for Practicing Administrators,” Practicing School Administrators Workshop, sponsored by CESA #12 and UW-Whitewater, a two-day workshop for one continuing education/UWW credit, held in Ashland, WI on May 24-25, 2002. “Philosophy Matters: Educational Philosophies as Expresses in Online Teaching,” panel presentation at Virtual Pedagogy: A Conference on Web-based Teaching and Learning, Park Plaza Hotel & Conference Center, Oshkosh, WI, July 18, 2001. “Wisconsin School Finance Workshop” a workshop for School District Administrators and School Board Members in CESA #8, Kelly Lake, WI, May 23, 2001. “Tips for Managing On-line Classrooms: How to Assess and Maintain Records on Student Participation,” paper presented at the Allied Academies International Conference, Nashville, TN, April 5, 2001. “Issues Affecting Local Education” Community Leadership Alliance of Southwest Wisconsin sponsored by UW-Platteville in Fennimore, WI, March 28, 2001. A Presentation was provided as part of a two-day workshop designed to develop leaders for local communities. Analysis of school finance issues/data and their impact of the specific communities represented was provided.

“The Business Affairs of Schools: Perspectives and Challenges for Educational Leaders” Educational Leadership in the New Millennium: A Symposium hosted by the Department of Educational Administration, University of Wisconsin – Madison in honor of Dr. B. Dean Bowles, Dr. Lloyd E. Frohreich, and Dr. George Kliminski, Fluno Center, Madison, WI, April 19, 2000. “Creating Resources with Innovative Management and Avoiding the Pitfalls that Accompany New Revenue Sources,” ASBO International 85th Annual Meeting and Exhibit, Orlando, FL, October 17, 1999. “Examining Your Policies and Philosophies: Why are your students generating income? How is it being spent?” Keynote address at the AWSA/WASBO School Activity Account Conference, Mead Inn, Wisconsin Rapids, WI, October 6, 1999. “Funding Alternatives and Revenue Enhancement for Rural Small Schools,” presentation to the AASA Rural/Small Schools Conference, Hilton Head, South Carolina, July 14-17, 1996. “Money Matters . . . and So Do Our Children” presentation at the WASDA Winter Finance Seminar, Concourse Hotel, Madison, WI, December 12, 1995 “Wisconsin School Financial Aid Formula, How it works and Current Issues,” Annual presentation before 200 people at the Joint State Convention co-sponsored by WASB, WASDA, and WASBO in January of each year from 1990 through 1996, Milwaukee, WI. Numerous presentations on school finance, pending legislation, school choice, equal educational opportunities, tax policies, and school law before such groups as Wisconsin Parent Teachers Association, the Wisconsin School Public Relations Association, the Wisconsin Education Association Council, the Phi Delta Kappa, the Institute for Wisconsin’s Future, Wisconsin Association for Equity in Funding, the Wisconsin Taxpayers Alliance, the Wisconsin Federation of Taxpayer Associations, the Wisconsin Federation of Teachers, the Wisconsin Association of University Women, the WASB, the WASDA, the WASBO, the Association of Wisconsin School Administrators (AWSA), the Urban Superintendents Association, and many other state, regional and local groups. In addition, several appearances on television and radio news broadcasts on the subjects mentioned above. Frequent testimony before the Joint Committee on Finance, the Senate Education Committee, the Assembly

30

Education Committee, and various other legislative committees and Legislative Council Studies on a wide range of school management and educational fiscal issues. Featured speaker for numerous building dedications throughout Wisconsin as well as for student and professional groups during banquets and awards ceremonies.

“Wisconsin Model for Microcomputer Usage: Selection, implementation, and Maintenance.” A presentation at the 71st Annual Meeting of the Association of School Business Officials (ASBO), Las Vegas, Nevada, October 1, 1985.

PUBLICATIONS

Statz, B. and Price, Roger, “Knowledge, Skills and Dispositions: University of Wisconsin-Whitewater School Business Management Licensure Program School Business Affairs, the Monthly Journal of the Association of School Business Officials International (ASBO), Volume 69, Number 10, November 2003. Statz, B., “Tips for Managing On-line Classrooms: How to Assess and Maintain Records on Student Participation,” Academy for Educational Leadership Journal, Allied Academies, Volume 5, Number 2, 2001, ISSN 1095-6328. Statz, B. and Lamote, Shannon, “Overcoming User Fees to ensure Student Access to Extracurricular Activities” Business Education Forum, the Monthly Journal of the National Business Education Association (NBEA), October 2001.

Statz, B., “Tips for Managing On-line Classrooms: How to Assess and Maintain Records on Student Participation,” Allied Academies, Abstract published in Allied Academies International Conference Proceedings, April 4-7, 2001.

Statz, B., “Escalating Student Fees: Do They Treat Students and Taxpayers Equitably?” School Business Affairs, the Monthly Journal of the Association of School Business Officials International (ASBO), Volume 66, Number 8, August 2000. Statz, B., Gray, Todd and Sampson, Dr. Howard, “Handbook for Evaluation and Improvement of Business Office/Support Services Functions” Wisconsin Association of School Business Officials and the Wisconsin Department of Public Instruction completed July 2000. This publication contains 26 chapters each containing a literatures review and a narrative with background and suggestions about each subject as well as checklists to use in local evaluation. The handbook serves as a textbook in SBM programs as well as being valuable to practitioners in the field. Statz, B., “The Relationship Between Revenue Limits on Wisconsin Schools and Student Fees,” Doctoral Dissertation, University of Wisconsin – Madison, July 1999. Statz, B., Expert Witness Supplementary Affidavit filed on behalf of the Plaintiffs in William J. Vincent, et al v. Jack Voight (the State of Wisconsin), in the Wisconsin School Funding Equity Lawsuit, April 7, 1997. Statz, B., Expert Witness Affidavit filed on behalf of the Plaintiffs in William J. Vincent, et al v. Jack Voight (the State of Wisconsin), in the Wisconsin School Funding Equity Lawsuit, February 23, 1997. This 125-page affidavit describes the findings resulting from a year’s worth of research on the impact of school funding over two decades in Wisconsin and was cited in oral arguments made before the Wisconsin Supreme Court. Statz, B., Public School Finance in Wisconsin. “Economic Indicators.” Economic Report, 4th Quarter 1995 published by the Central Wisconsin Economic Research Bureau (CWERB) at the Division of Business and

31

Economics, UW-Stevens Point, January 1996. This publication was reviewed by Randy F. Cray, Ph.D., Chair and Director of CWERB and Jin Wang, Ph.D., Research Associate. Statz, B., “Windfall for the Wealthy: The Impact of the 1995 Property Tax Relief Legislation on Wisconsin Households,” The Institute for Wisconsin’s Future (IWF), December 1996. This publication summarizes the findings of a statistical analysis of the impact of Wis. Act 27 on all WI school districts and demonstrates that those communities with greater wealth (tax base) benefited more from the tax shifts that took place as a result of this 1995 major change in school finance policy in Wisconsin. The IWF was established in 1994 by a coalition of concerned academics, community and religious leaders, labor organizations, and business professionals to produce and disseminate analysis of key public policy issues to help citizens statewide make informed choices in policy debates. Statz, B., Public School Finance in Wisconsin. “The Wisconsin State Aid Formula: How it Works and the Disequalizers that Exist,” Wisconsin Department of Public Instruction. Once each year from 1990 through 1995.

AWARDS

2003 nominated for the Roseman Teaching Award in the College of Business and Economics 2002 Nominated for the Hermsen Teaching Award in the College of Business and Economics. Community Involved Woman, The Waunakee Area Lioness Club, for local service on the Waunakee Community School District Board of Education, April 28, 2002, Waunakee, WI. 2001 Nominated for the Teaching and Research Awards in the College of Business and Economics. Research Award from Allied Academies for article entitled, Managing On-Line Classrooms: Suggestions for Assessing Student Participation and Providing Timely and Meaningful Feedback, published in the Academy for Educational Leadership Journal, International Internet Conference, July 16 – 30, 2001. 2000 WMEA Distinguished School Board Member Award, presented by the Wisconsin School Music Education Association at the 2000 State Music Conference, October 27, 2000 at the Monona Terrace in Madison, WI. 1999 Nominated for the Alumni Faculty/Staff Recognition Award by College of Business alumni. 1996 WASDA Award for Special Recognition for Service to Wisconsin, nominated to receive by the membership (local school district administrators). 1992 Department of Public Instruction Employee of the Year Award, nominated to receive by the field.

REFERENCES Dr. Chris Clements, Dean Dr. William Loasching, Superintendent College of Business & Economics 10 Circle Drive University of Wisconsin – Whitewater Seymour Community School District 800 West Main Street Seymour, WI 54165-1678 Whitewater, WI 53190-1790 (920) 833-2304 (262) 472-1343

32

Elizabeth Burmaster, State Superintendent Dr. Roberta Felker, Superintendent WI Department of Public Instruction Wisconsin Heights School District 125 South Webster Street 10173 Hwy 14 Madison, WI 53707 Mazomanie, WI 53560 (608) 266-1771 (608) 767-2595 Dr. Kristine Martin, Superintendent Senator Chuck Chvala Suring School District State Capitol P.O. Box 158 P.O. Box 7882 Suring, WI 54174-0158 Madison, WI 537O7-7882 (920) 842-2178 (608) 266-9170 Dr. Lloyd Frohreich, Prof. Emeritus Dr. Dean B. Bowles, Prof. Emeritus Department of Educational Administration Department of Educational Administration University of Wisconsin – Madison University of Wisconsin – Madison 1261 Educational Sciences Bldg. 1261 Educational Sciences Bldg. 1025 West Johnson Street 1025 West Johnson Street Madison, WI 53706-1796 Madison, WI 53706-1796 608-262-3106 608-263-7880 Jeff Mahoney, Business Manager Governor Lee Sherman Dreyfus River Valley School District Waukesha, WI 660 W. Daley Street (414) 544-5666 Spring Green, WI 53588 (608) 588-2551 resumejanuary04

33

Teaching Evaluation for Bambi L. Statz

2001 - 2003 Teaching: I continue to enjoy opportunities to teach in a variety of modes. While I teach the undergraduate Business Communication course in a traditional setting, the incorporation of Blackboard has allowed me to provide student access to the course syllabus, handouts, copies of PowerPoint slides and announcements on an ongoing basis. Two-way compressed video technology is used for the delivery of all School Business Management classes with the number and locations of remote sites customized to the needs of students in each class. The use of Blackboard in the SBM classes has greatly facilitated communication across the class and provided access to numerous Internet links and data and spreadsheet files relevant to course topics and exercises, as well as aided in the provision of prompt feedback to students. Students located all across the state have benefited from having access to both synchronous and asynchronous discussions in their pursuit of group projects. Learning Space and Lotus Notes are used to deliver the on-line Business and Professional Communication course as part of the On-line MBA program. Growing numbers of students in the on-line program has meant teaching as many as 70 students in a section or 90 students broken into two sections. I have been flexible and have adapted the course to serving in these large numbers in either one or two sections, depending on the preference of the administration. In all of my classes, students are graded using a predetermined rubric designed to identify the level of understanding of the information being studied and its application in a practical setting. Feedback is provided in a format that identifies where students have adhered to the expectations and where there are shortfalls. It is hoped that by providing this documentation as well as discussing trends with the class and offering comments to individual students, their understanding and performance will improve. Grades are based on a rigorous point structure that is clearly tied to the expectations as laid out. Students are provided with prompt feedback on all course activities. On-line students receive grades for individual or group effort within 1-3 days of submission. Student in classes that meet on a weekly basis have grades returned at the next class and those participating in courses that meet twice weekly most often have materials retuned at the next class meeting with the longest duration being a week. The syllabi for my classes are updated regularly, taking into consideration changes in course content as well as university requirements. They are consistently posted on the University Website. Having professionals in the field reinforce concepts being taught in class is extremely important in education. On several occasions I have invited local school district employees including business managers and superintendents and officials from DPI to address my classes in an effort to bring in the most recent information from the field. This also gives majors in this field the opportunity to see professionals in the field, get to know them, and experience the enthusiasm they have for their jobs. For that reason, I have invited local school district employees and business people to address my SBM classes. As an example, last year Michael Clark, First Vice President of Robert W Baird attended my SBM Budget and Planning course to discuss long term budgeting and planning in local school districts and returns this fall to demonstrate the application of a specific model that students will execute in the SBM Techniques class during one of our weekend classes this fall. In addition, Jerry Landmark, Finance Consultant and David Carlson, Director of School Finance at DPI addressed the group on the topic of state financial reporting requirements and made an excellent Internet-based presentation.

34

Other evidence of teaching effectiveness includes the following: 1. Comments included in the student surveys about strengths and weaknesses of the web-based delivery of 220 740

in fall 2001 and fall 2002 (enclosed) 2. Unsolicited student feedback received directly from MBA students from 220 740 (copies enclosed)

3. Feedback received directly from undergraduate students from 220 353 (copies enclosed)

4. Feedback received directly from graduate school business management students, some related to individual

classes last year, some at the culmination of their degrees. (copies enclosed) 5. Having been nominated for the Hermsen and Roseman Teaching Awards in both 2002 and 2003.

Curriculum Development: Program modifications: During 2002-03 the Coordinator of the School Business Management program worked with the coordinators of all advanced education programs in the School of Education to develop a common set of goals and an assessment strategy to provide continuity across all graduate education programs at UW-W (copies of products attached). In addition, the Coordinator has participated in a workgroup consisting of representatives of graduate level educational administration programs across the state to develop a common understanding of how the implementation of the new state licensure (PI 34) requirements will be applied by the DPI. The new state licensing requirements and the updated ASBO professional standards have necessitated the realignment of the SBM curriculum. This effort has involved (1) the realignment of specific state and professional standards with course content, (2) the design and implementation of an assessment model that contains multiple measures and multi-level benchmarking of student progress, (3) the expansion of the portfolio model to include a pre-internship portfolio of student work, and (4) additional advising with students to review the new program/licensure requirements as well as to assess student learning at two additional intervals in their educational program. A copy of the Assessment Plan for Advanced Programs at the University of Wisconsin – Whitewater is enclosed. In addition, a paper outlining the Conceptual Model and Assessment Plan for the UW-W School Business Management Program is contained in this portfolio. Major Course Modifications:

BSEDCNA-740 Business & Professional CommunicationThis course was redesigned in the June 2003 to respond to student feedback and to apply more recent technology to the presentation of information in the course. E-Teach technology was used to develop a number of lectures containing information designed to supplement the materials contained in student reading assignments. In addition, objectives for each module of the course were more specifically stated with activities and assessments aligned.

35

Statz Teaching Evaluations 2001-2003 Course number 220 740 Business and Professional Communication was offered as a web-based course. Therefore, the student evaluation system used consisted of a separate student survey, for which the results have been translated to an equivalent Purdue value (detailed results enclosed). Purdue Results for fall 2001 classes:

Course Section No. of Credit Mean Student Term Number Number Students Hours Evaluation Score Fall 01 220-740 01 (On-Line) 44 2 4.401 Fall 01 290-771 02 (Distance) 27 3 4.753 – 4.52 Fall 01 220-353 08 (UWW) 30 3 4.287 – 3.54 Mean of Median scores for the last five questions for all three classes/sections = 4.15 Purdue Results for spring 2002 classes: Sprg 02 220-353 03 30 3 4.12 – 3.52 Sprg 02 220-353 04 29 3 4.186 – 3.78 Sprg 02 290-770 01 13 3 4.74 – 4.5 Sprg 02 290-770 02 14 3 4.573 – 4.38 Mean of Median scores for the last five questions for all three classes/sections = 4.045 Course number 220 740 Business and Professional Communication was offered as a web-based course. Therefore, the student evaluation system used consisted of a separate student survey, for which the results have been translated to an equivalent Purdue value (detailed results enclosed). Purdue Results for fall 2002 classes:

Course Section No. of Credit Mean Student Term Number Number Students Hours Evaluation Score Fall 02 220-740 02 (UWW) 37 2 4.526 – 4.1 Fall 02 290-774 01 (Distance) 14 3 4.62 – 4.32 Fall 02 220-740 01 (On-Line) 54 2 4.256 Mean of Median scores for the last five questions for all three classes/sections = 4.225 Purdue Results for spring 2003: Sprg 03 220-740 01 (Waukesha) 18 2 4.752 – 4.63 Sprg 03 290-771 00 18 3 4.425 – 4.046 Sprg 03 290-771 01 14 3 4.362 – 4.216 Mean of Median scores for the last five questions for all three classes/sections = 4.297 Purdue Results for summer 2003 (740 taught at American Family in June and at UW-W in July 2003): Sum 03 220-740 01 (AmFam) 32 2 4.33125 Sum 03 220-740 02 (UWW) 32 2 4.0935 Mean of Median scores for the last five questions for all three classes/sections = 4.2125

36

College of Business and Economics Merit Evaluation for Dr. Bambi L. Statz

Evaluation Period: July 1, 2001 to June 30, 2003

1. Publication of a Book NA 2. Refereed Journal Article NA 3. Professional Journal Article

a. An article entitled, Tips for Managing On-line Classrooms: How to Assess and Maintain Records on Student Participation, was submitted to the Allied Academies, Academy for Educational Leadership Journal in July 2001. This article has been double blind refereed. The Abstract for this article was presented and published in the proceedings of the Allied Academies International Conference in Nashville, Tennessee, April 4-7, 2001. This publication received the Research Award from Allied Academies for article entitled, Managing On-Line Classrooms: Suggestions for Assessing Student Participation and Providing Timely and Meaningful Feedback, published in the Academy for Educational Leadership Journal, International Internet Conference, July 16 – 30, 2001.

b. Shannon Lamote, UW-W graduate student and I wrote an article entitled, With User Fees on the Rise in Our Schools, Students and Their Families Need the Support and Advocacy of Teachers,” for submission to the Business Education Forum, the monthly publication of the National Business Education Association (NBEA). October 2001.

4. Chapter in a Book NA 5. Study Guide or Instructor’s Manual NA 6. Presentation of a Paper to a Professional Society in the Faculty Member’s Discipline

a. Oxford Round Table, Administrators K-12, St. Anthony’s College, Private Foundations: An Increasing Revenue Source for American Schools, July 19, 2002, Oxford, England.

b. ASBO International’s 88th Annual Meeting (Association of School Business Officials of the U.S. and Canada), A Model for Strategic Budgeting Designed to Guide Annual Decision Making, October 17, 2002, Phoenix, AZ. ASBO Publication entitled: Managing School Business published presentation as paper entitled, Strategic Budgets: Get a firmer grip on district finances with a strategic budget.

c. “State-Imposed Revenue Limits and their Impact on the Milton School District” presentation at a public forum sponsored by the school district, Milton, WI, August 20, 2001.

d. “Philosophy Matters: Educational Philosophies as Expressed in Online Teaching,” Panel presentation by Simone Conceiclio-Runlee (UW-Milwaukee), Robert Morden (UW-Superior), and Bambi Statz(UW-Whitewater) at the Conference on Web-based Teaching and Learning sponsored by the UW-Oshkosh, July 17-18, 2001.

7. Member of a Discussant Panel at Society Meeting NA 8. Editor of a Professional Publication NA 9. Editorial Board Member of a Refereed or Professional Publication NA

10. Successful completion and Receipt of a Grant of $1000 or More NA 11. Presentation of a Program in Continuing Education, Executive Development, or

Certification

37

a. Practicing School Administrators Workshop, School Community Relations for Practicing Administrators, sponsored by CESA #12 and UW-Whitewater, a two-day workshop for one continuing education/UWW credit, held in Ashland, WI on May 24-25, 2002 for a total of 16 hours.

12. Faculty Advisor to a Student Organization in the College of Business & Economics NA 13. Officer, Leader, or Active Committee Member In a Professional Organization in the Faculty

Member’s Discipline a. Member, Professionalism Committee, May 1998 – present, Wisconsin Association of School Business

Officials (WASBO) regional. (15 - 20 hours) b. Co-developer of the WASBO Mentorship Program

14. Holding Office or Making Significant Contribution to an Active University or College Committee a. College of Business and Economics Graduate Studies Committee, July 1999 to present, 10 – 12

meetings per year. b. University of Wisconsin – Whitewater Graduate Council, July 1999 to present, 10 – 12 meetings per

year. c. University of Wisconsin - Whitewater Committee on Exemptions, July 2000 to present, 5-6 meetings

per year. d. COBE Distance Education Committee, July 2001 to present, 10 – 12 meetings per year. e. On-line Instructors Discussion Group, July 1998 to present, 6-10 meetings per year.

15. Officer of a Community Organization or Active Member of a Public Advisory Committee a. Member, State Superintendent’s Transition Team, May 2001 to present (ongoing), This advisory

group to Elizabeth Burmaster, the State Superintendent of Public Instruction, was organized in to assist her in the transition from her campaign into the position of State Superintendent as well as to provide her with input as one of eighteen educational leaders across the state, She indicated that my expertise and leadership in the area of school finance is her reason for selecting me for this role. This involves approximately 4- 6 meetings per year along with one-to-one and smaller constituency group meetings with the State Superintendent on key issues.

16. Professional Consulting considered Significant of the Faculty Member’s Department a. Wisconsin Association for Equity in Funding, 1996 to present, school finance expertise contributed to

expert testimony provided on behalf of the plaintiff’s (140 WI school districts) in William J. Vincent, et al v. Jack Voight (the State of Wisconsin) which was heard by the State Supreme Court. Ongoing consultation involves continued financial and statistical analysis to the organization for the development of its legislative proposals and the development of information for the ongoing education of its members and other constituents including legislators and state level policy-makers. (100 – 150 hours per year)

b. Rice Lake Area School District, Rice Lake, WI, January 2003 - present. Facilitating the development of a long range strategic budget plan for the School District of Oconomowoc. (50 hours).

c. St. Francis School District, St. Francis, WI provided consultation on school finance issues related to the fiscal position of the district, February 2003 (5 hours).

17. Attendance at Professional Meetings a. WASBO 2001, Wisconsin Association of School Business Officials, Green Bay, WI, May 7 – 10.

2002. b. ASBO International’s 88th Annual Meeting, sponsored by ASBO (Association of School Business

Officials of the U.S. and Canada), Phoenix, AZ, October 25 - 29, 2002. c. Joint State Convention in Milwaukee, sponsored by the Wisconsin Association of School Boards

(WASB), the Wisconsin Association of School District Administrators (WASDA), and the Wisconsin Association of School Business Officials (WASBO, Milwaukee, WI, January 22 – 25, 2002 and January 21 – 24, 2003.

d. Oxford Round Table, Administrators K-12, St. Anthony’s College, Oxford, England, July 14 – 19, 2002.

38

18. Department Merit Committee Selection NA

19. Other Research, Publication or Service Activity Considered Significant by Faculty Member’s Department a. Director-now President, Waunakee Community School District Board of Education, June 1998 to

present and Chair of School Board Budget Committee, 3-5 meetings per month (approx. 200 hours per year).

b. Recipient of the Community Involved Woman Award, presented by the Waunakee Area Service Clubs at the 2002 Waunakee Community Awards Banquet, April 28, 2002, Waunakee, WI.

c. Nominated for the Hermsen Teaching Award, 2002 and 2003, nominated for the Roseman Award, 2003.

d. Cooperative Educational Service Agency #8, workshop presented to its members (school superintendents and school board members) entitled “School Finance Workshop for School Administrators,” Holiday Inn, Kelly Lake, WI, April 25, 2001. This involved the analysis of the school finance condition of member school districts and the preparation of customized materials to enhance their understanding of the WI system of financing schools. (20 hours)

e. Community Leadership Alliance of Southwest Wisconsin sponsored by UW-Platteville in Fennimore, WI, March 28, 2001. A Presentation entitled “Issues Affecting Local Education” was provided as part of a two-day workshop designed to develop leaders for local communities. Analysis of school finance issues/data and their impact of the specific communities represented was provided. (15 hours)

f. Cuba City School District, Cuba City, WI, March 25, 2001. A presentation to a public forum entitled, “State-Imposed Revenue Limits and their Impact on the Cuba City School District” involved the preparation of customized information based on data analysis of specific state-wide and Cuba City school finance information. (12 hours)

g. Pulaski School District, Pulaski, WI, February 2001. Provided assistance in the development of the school business manager job posting and hiring process for the district when it replaced its business manager. ( 5 hours)

h. Institute for Wisconsin’s Future (IWF), September 30, 1999. Participation in the analysis and discussion of an adequacy model cost-out method of designing a school finance system. (5 hours)

39

Summary of May 2000 School Business Management Program Evaluation

Appendix G

Background A survey of graduates of the School Business Management Graduate Program was last conducted in 1994-95. The feedback gained from alumni at that time was presented to the School Business Management Advisory Committee and resulted in modifications being made to the program requirements and system of delivery. The new program requirements went into effect in the fall of 1996. A survey was conducted of all students who competed the requirements for the School Business Management Degree (MS.Ed.) and/or the State of Wisconsin 08 School Business Manager license (NCFD students) in the Spring of 2000. Questionnaires were sent to all twenty students that completed the degree or licensure requirements since the program changes were made (between September 1996 and Spring 2000). All but three surveys were returned, for a response rate of 85%. A list of the alumni who responded along with their graduation dates and current employment status is attached (see Appendix A). Findings Respondents were asked to identify the degree to which they believed each of the required courses in the program prepared them to practice as a School Business Manager. A Likkert scale was used ranging from 1 to 5 points with 1 designating “Not at all,” 3 meant “Average” and 5 signified “Very well.” Table 1 lists each of the required courses in the order of the students’ mean scores from high to low. It also shows the most frequent responses given and the median scores. Table 1 School Business Management Course Professional Preparedness Assessment

Course

No. Course Title Mode Median

Score Mean Score

290-771 School Business Mgmt Techniques 5 5 4.75 290-774 School Budgeting & Financial Planning 5 5 4..67 290-770 School Finance & Accounting 5 5 4.60 290-777 School Auxiliary Services 5 4 4.35 290-778 School Business Management Internship 5 5 4.18 290-772 Legal Aspects of Education 5 4 3.93 290-782 Collective Negotiations in Education 4 4 3.91 250-751* Management of Human Resources 4 4 3.70 290-775 Admin & Organization of Public Schools 3 3 3.38 420-710 Education in a Pluralistic Society** 1 2 2.50

*Based on 10 responses (not required of NCFD students) **Based on 12 responses (not required of those with a teaching license)

Students were also asked to provide feedback about their overall preparation for the field of school business management as a result of this program. Their responses to three questions are provided below:

40

1. Students were asked if they felt that they were or were not well-prepared to assume the role of a school business manager as a result of completing this UW-Whitewater program. Thirteen respondents indicated that they were, while two said that they were not. Two did not respond to this question.

2. When asked if they had it to do all over again, would they attend the UW-Whitewater SBM

Program, there were sixteen “yes” responses and one “no.”

3. A final question asked program alumni to express their degree of satisfaction with this program on a scale of 1 – 10 with one meaning Not Satisfied and ten meaning Very Satisfied. The mean score was 8.88 with responses ranging from 7 to 10.

Distance Education is a significant component of delivery of courses to students in this program residing throughout the state. In order to assess the various methods used to deliver courses, students were asked to indicate which modes of delivery they had experienced from among traditional classroom, two-way video, two-way audio, weekend classes, and the Internet. Analysis of the feedback obtained has yet to be done. Future Actions These results will be analyzed further for a closer examination of the courses required in the program, the methods of delivery and overall preparedness of pupils for the field. A more complete analysis will be presented to the School Business Management Advisory Committee later this summer. Advisory Committee input, together with the alumni feedback will guide the development of modifications to the program. In addition, the complete evaluation results will be available for the NCATE program review being conducted during the fall of 2000.

SumSBMEvalMay2000n.doc

41

APPENDIX A – Survey Respondents

Name Grad Date Title Years Employer

Bob Thom Dec-97 Business Manager 3 Stratford

Jeff Mahoney May-98 Director of Business 2 River Valley School District

Tom Ward Aug-98 Supervisor of Info and Tech 2 LaCrosse School District

Cathy Mark Aug-98 Business Manager 4 Boscobel School District

Mary DeYoung Dec-98 District Administrator 8 Linn J4 School District

Gary Mennen Dec-98 Finance Director 1 Blackhawk Technical College

Kent Ellickson May-99 Bus. Educ Teacher, 10 Lodi School District

Warren Flitcroft May-99 Asst. Supt-Dir of Support Servs 1 Lake Geneva SD

Jim McManus May-99 Business Manager 6 St Francis SD

Gina Newell May-99 Mgr of Mathline & Scienceline 0.33 State of WI- ECB-Ed Comm

Board

Andrew Sarnow May-99 Asst. Director of Business Svs. 1 CESA #1

Hugh Williams May-99 Customer Service Rep 1 Midwest Express

Karen Kucharz May-99 Business Manager 1.5 Parkview School District

Diana Beal Aug-99 Secretary 12 UW-Whitewater

Sheryl Kubera Aug-99 Substitute Teacher 2 Burlington

Andrew Licata Aug-99 Business Manager 1 Spooner School District

Debra Towns Dec-99 Business Mgr/Consultant 2 Brodhead/DPI

42

Appendix G

UNIVERSITY OF WISCONSIN – WHITEWATER SCHOOL BUSINESS MANAGEMENT PROGRAM ASSESSMENT

Spring 2000

Name: _________________________________ Graduation Date: ________________

Current Position (Title): _____________________________________

Years employed in this role: __________

Employer (school district or other agency): ________________________________________

e-mail address _____________________________________________

School Business Management Curriculum

1. Please identify the degree to which you believe that each of these courses prepared you to be a practicing

school business manager:

Not at All Average Very Well

290-770 School Finance & Accounting 1 2 3 4 5 Comments:

290-771 School Business Management Techniques 1 2 3 4 5 Comments:

290-772 Legal Aspects of Education 1 2 3 4 5 Comments:

290-774 School Budgeting & Financial Planning 1 2 3 4 5 Comments:

290-775 Admin & Org of Public Schools 1 2 3 4 5 Comments:

290-777 School Auxiliary Services 1 2 3 4 5 Comments:

290-778 Internship in School Business Mgt 1 2 3 4 5

Comments:

290-782 Collective Negotiation in Education 1 2 3 4 5 Comments:

290-770 School Finance & Accounting 1 2 3 4 5 Comments:

43

Not at All Average Very Well420-710 Education in a Pluralistic Society 1 2 3 4 5 NA

Comments:

250-751 Management of Human Resources 1 2 3 4 5 NA (any HR course taken towards requirement) (NCFD) Comments:

210-710 Accounting Foundations (If Required) 1 2 3 4 5 NA Comments: 2. Please identify any course(s) from among these courses that you would suggest dropping from the

requirements or altering substantially. __________________________________________. Why? _________________________________________________________________________________________

_______________________________________________________________________________________ 3. Please identify any required or elective courses that you found particularly helpful:

__________________________________________________________________________________________________________________________________________________________________

4. Please identify any subjects or topics that you believe were missing in this curriculum and that should

be added to one of the existing courses.

_________________________________________________________________________________________ School Business Management Course Delivery System To help us assess the various methods used to deliver these courses, please indicate those with which you have had experience and whether or not you believe you benefited from the format used. 1. I accessed most of my core school business management courses:

_____ at Whitewater in a traditional classroom setting

_____ at Whitewater in the Distance Ed. Lab (Andersen 1230A)

_____ from a remote site via two-way video. Site(s)___________________/___________________

_____ using two-way audio (speaker telephone) from _________________________ (location)

2. I would have participated in this program whether or not these alternative delivery modes had been

offered. Y / N Please explain: __________________________________________________________________________________________________________________________________________________________

3. I participated in SBM course with concentrated weekend times. Y / N 4. I liked this format. Y / N

Please explain: __________________________________________________________________________________________________________________________________________________________________

44

5. I participated in a SBM course with some Internet components. Y / N 6. I liked this format. Y / N

Please explain: __________________________________________________________________________________________________________________________________________________________

7. I participated in a two-way video course from either Whitewater or a remote site. Y / N 8. I liked this format. Y / N

Please explain: ________________________________________________________________________________________________________________________________________________________________________________

9. My preferred course setting was ______________________________________________. Comments:

Overall Preparation 1. I completed the following requirements at UW-Whitewater:

_________ Earned an MSEd from UW-Whitewater in School Business Management and obtained an 08 license.

_________ Had a previous graduate degree and earned the credits necessary to obtain the 08 License as a NCFD (Non-Candidate for Degree) student.

2. I believe that I was or was not (circle one) well-prepared to assume the role of a school business

manager as a result of completing this UW-Whitewater program. Explain:

_________________________________________________________________________________________

_______________________________________________________________________________________

3. I would like to make the following suggestions for strengthening the program in the future:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. Other final observations or suggestions that I would like to make include: __________________________________________________________________________________________________

__________________________________________________________________________________________________

5. If I had it to do all over again, I would attend the UW-Whitewater School Business Management Program to pursue the field of school business management. Y / N

6. I would express my degree of satisfaction with this program on this 1 – 10 scale as follows:

Not Satisfied Moderately Satisfied Very Satisfied 1 2 3 4 5 6 7 8 9 10

Thank you for taking the time to help us evaluate and improve the UW-Whitewater School Business Management Program.

Bambi L. Statz, Ph.D.

SBMAssessSpr00.doc

45

UW – Whitewater School Business Management Graduate Program

Appendix H

Summary of 2003 Program Assessment Prepared by Dr. Bambi Statz, Program Coordinator

Background The School Business Management Program is scheduled for a DPI/NCATE review during the 2003-04 school year as well as a Program Audit (internal review). In preparation for those reviews, and as a regular component of ongoing program assessment, an external program evaluation has been conducted. Most Recent Alumni Survey A survey of graduates of the School Business Management Graduate Program was last conducted in 2000. Questionnaires were sent to all twenty students that completed the degree or licensure requirements since 1996 program changes were instituted and the coordination of the program changed hands. This included all graduates between September 1996 and spring 2000. All but three surveys were returned at that time for a response rate of 85%. The feedback gained from alumni at that time was presented to the School Business Management Advisory Committee and resulted in modifications being made to the program requirements. The required diversity course was deemed by alumni to have been of little value in their preparation to serve as business managers in the field. It was; therefore, replaced with a new course which was added to the curriculum. This replacement course is School Community Relations in a Diverse Society (781) and it is designed for aspiring business managers and other school administrators who desire to more effectively apply the concepts of leadership, interpersonal relations, conflict management, ethical decision-making, politics, diversity, and public relations in public education. The identification of varying student and community needs based on demographic differences is an integral part of this course. Specifically, racial, ethnic and gender differences are examined. Political factions at the school, local community and state levels are discussed with conclusions drawn about effective communication patterns. Ethical decision-making and conflict resolution in practical management situations is emphasized. This course is designed to assist future leaders of diverse learning organizations to enhance their abilities to foster positive relationships between schools and communities of all types. Employer Satisfaction Survey During the summer of 2003, a survey of employers of UW-Whitewater School Business Management graduates was conducted. This survey was sent to the immediate supervisors of program graduates currently holding business management (or related) positions in the field. The individual receiving and completing the survey was most often the district administrator. Fifty-seven surveys were distributed of which 40 were returned, representing a 70% return rate. The alumni represented by these returns graduated from the program from spring 1998 through spring 2003. Employers were asked to rate the degree of preparedness the UW-W graduate had on entering the field. The survey instrument was designed around the ASBO standards and asked for employer feedback related to all of the specific areas of knowledge, skills and dispositions named in those professional standards. These included the following areas:

Administration, public policy and legal issues Principles of school finance

46

Budgeting, accounting, auditing, and financial planning Cash management, investments and debt management Personnel and benefits administration and professional development Labor relations and collective bargaining Human relations Facility planning, maintenance and operations Purchasing, supply and fixed asset management Strategic planning and communications Management information systems Ancillary services (risk management, transportation and food service)

Within each of the categories named above, the supervisor was asked to rate the level of proficiency of the SBM graduate in a number of very specific areas. Employers were required to use the ratings that ranged on a scale from (1) minimal to (4) advanced. The following table, Table 1, includes the definitions that were provided to guide their classifications (these are consistent with the scale used to assess student progress throughout the program):

Table 1

Definitions of Level of Proficiency Ratings 4 - Advanced Complete and outstanding knowledge, skills, and dispositional characteristics expected of a

licensed and highly experienced school business manager. This level really indicates professional experience in the objective/skill area.

3 - Proficient Consistent, completely developed knowledge and skills and/or important dispositional characteristics to the level expected of a licensed school business manager. This level indicates skill and confidence at a level ready to do the job of a SBM in the particular objective/skill area.

2 - Basic Somewhat limited - emerging knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates solid comprehension of the particular objective/skill area while actual experience in the area and, therefore, confidence may be lacking.

1 - Minimal Limited ability to apply expected knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates less than solid understanding of the particular objective/skill area with no actual experience.

In addition to the questions aimed at specific competencies of practitioners, supervisors were asked several questions related to the overall preparation of the UW-W graduate. The first was whether or not the supervisor believed that the employee “was or was not well-prepared to assume the role of a school business manager as a result of completing this UW-Whitewater program.” Comments were also solicited from employers related to their responses to this question. Questions relating to whether the employer would seek a UW-Whitewater SBM graduate to fill a future vacancy as well as a measure of their degree of satisfaction with the preparation on a 1 – 10 scale were used as an additional gauges of employer satisfaction. Lastly, employers were invited to offer suggestions for strengthening the UW-W SBM program in the future. A complete copy of the survey instrument is provided in Appendix A. Findings Findings are reported for average employer responses to the individual questions within each of the categories contained in the ASBO standards. The specific areas of knowledge, skills and dispositions

47

assessed and the resultant scores can be found in Appendix B, Tally of Findings. In addition, the mean scores for each of the competency categories are calculated. Table 2, below, reflects the mean ratings of the employers for each of the individual survey questions within each category as well as the category itself.

Table 2 Employer Ratings of Preparedness in Specific Areas of Knowledge, Skills and Dispositions

In Order of Appearance on Survey Instrument

Category of Knowledge, Skill, Disposition Mean Scores of Individual Questions within Category

Category Mean Scores

Administration, public policy and legal issues 3.55, 3.48 3.51 Principles of school finance 3.65, 3.77, 3.60 3.67 Budgeting, accounting, auditing, and financial planning 3.70, 3.40, 3.48, 3.59, 3.75, 3.85,

3.60, 3.70, 3.74 3.65

Cash management, investments and debt management 3.68, 3.70, 3.60, 3.53, 3.58 3.62 Personnel, benefits administration, professional development

3.45, 3.48, 3.18, 3.60, 3.01 3.34

Labor relations and collective bargaining 3.24, 3.59 3.42 Human relations 3.55 3.55 Facility planning, maintenance and operations 3.21, 3.22 3.215 Purchasing, supply and fixed asset management 3.62, 3.55, 3.45 3.54 Strategic planning and communications 3.21, 3.38 3.29 Management information systems 3.72, 3.74 3.73 Ancillary services (risk mgnt, transportation, food service) 3.26, 3.20, 3.06, 3.18, 3.32, 3.34 3.23 Overall 3.49 A review of these findings shows that the average scores of all individual questions fell within the “Proficient” level. The employer ratings ranged from 3.07 to 3.89, but all fell at the “proficient” level. Once again, a rating of between 3.0 and 3.99 indicates that performance is “consistent” and includes “completely developed knowledge and skills and/or important dispositional characteristics to the level expected of a licensed school business manager.” This level indicates “skill and confidence at a level ready to do the job of a SBM in the particular objective/skill area.” The lowest mean score for an individual question fell in the category of personnel and professional development. The statement, “Knowledge of effective staff development, supervision, and evaluation systems and their impact on improved staff performance and success in meeting educational objectives,” earned a mean score of 3.01. Another area receiving lower mean scores, although still within the “proficient” level, related to ancillary services, specifically, pupil transportation. A mean score of 3.06 was earned by the statement: “Able to identify components if an efficient bus routing system.” Ironically, few districts in Wisconsin actually do their own bus routing since fewer and fewer own a fleet of buses and they tend to depend on private contractors for both transporting students and planning the routes. Also, while still in the proficient range, another statement related to pupil transportation, “Aware of issues related to communicating transportation needs to the public, administration, and the state legislature,” earned a mean score of 3.18. Other individual scores in the lower proficiency range (defined as 3.30 or below) included the following:

- Understands the value and the process for developing and communicating the vision of the school district = 3.21

48

- Understand the issues involved in administering employment agreements including interpreting contract language, considering the concept of “past practice,” “just cause,” provisions, and grievance procedures = 3.18

- Knowledge of the legal requirements of the pupil transportation program = 3.20 - Knowledge of the components, data needs and process needed to develop an effective long-range

facility plan = 3.21 - Knowledge of procedures for keeping schools clean, safe, and secure through effective custodial

services and preventative maintenance = 3.22 The highest mean score of 3.85 fell in the Budgeting, Accounting, Auditing, and Financial Planning Category. The statement, “Able to prepare, understand, analyze, and report financial statements and supporting documents,” earned this distinction. The second highest mean score came from the category Principles of School Finance where the statement “Comprehensive understanding of the state funding model.” earned 3.77 points. Returning to the first category, Budgeting, etc., the statements “Understands the use and the role of the auditor” and “Able to complete state reports,” scored 3.75 and 3.74 points, respectively. The statement “Able to apply current technology to the day to day operation of the business office” also earned 3.74 points. Additional responses that ranked in the very high proficient range (defined as 3.70 or above) included the following:

- Knowledge of the technology available for school and business office use = 3.72 - Able to complete a cash flow analysis, including a fund balance report = 3.70 - Able to understand and apply concepts and standards of accounting, per GASB/GAAP = 3.70 - Able to prepare a budget calendar for the timely completion of the budget = 3.70

An examination of the competency categories of knowledge, skills and dispositions reflected in the ASBO standards shows that every one falls within the Proficient range. The actual mean scores for each grouping ranges from 3.215 to 3.73. Table 3 shows the mean scores for each grouping arranged from high to low.

Table 3 Rank of Mean Scores of Knowledge, Skills and Dispositions by Category

(High to Low Ranking)

Rank Category Mean Category Description

1 3.73 Management Information Systems 2 3.67 Principles of School Finance 3 3.65 Budgeting, Accounting, Auditing, & Financial Planning 4 3.62 Cash Management, Investments, Debt Management 5 3.61 Human Relations 6 3.54 Purchasing, Supply & Fixed Asset Management 7 3.51 Administration, Public Policy & Legal Issues 8 3.42 Labor Relations/Collective Bargaining 9 3.34 Personnel & Benefits Administration & Professional Development 10 3.29 Strategic Planning & Communications 11 3.23 Ancillary Services (Risk Management, Transportation & Food Service) 12 3.215 Facility Planning, Maintenance & Operations

49

An examination of the categories with the highest mean scores reflects Management Information Systems first with a mean score of 3.73. Second highest is Principles of School Finance with 3.67 points with the category of Budgeting, Accounting, Auditing and Financial Planning falling third (3.65) and Cash Management, Investments, and Debt Management fourth (3.62). These results are consistent with a sequential curriculum that contains three core courses in school finance, taught by the same individual, affording numerous opportunities to assess student achievement as well as the overlap and repetition of key concepts. Not surprisingly, knowledge and skill areas that are taught and assessed in more isolated courses earned lower mean scores, while still at the proficient level. Facility Planning Maintenance and Operations had the lowest average score of 3.215. Second lowest was the category of Ancillary Services (Risk Management, Transportation, and Food Service) with an average of 3.23 points across the category. The category of Strategic Planning and Communications ranked third lowest with a mean score of 3.29. Fourth lowest was Personnel & Benefits Administration & Professional Development at 3.34, again, a skill set that is largely representative of one-time exposure for students due to isolated subject area course offerings in the curriculum. It is important to recognize that the overall mean score of all responses to individual statements was 3.49. This represents the averaging of all responses to all questions by all respondents. This result indicates that employers felt that UW-W SBM graduates were prepared to perform their roles at a solid proficient level. Supervisors were also asked the following question: “I believe that our employee (SBM graduates) was or was not well prepared to assume the role of a school business manager as a result of completing this UW-Whitewater program.” Thirty-seven of the 38 respondents completed this question with one hundred percent (100%) of them responding with “was.” When asked if they would seek a UW-Whitewater SBM graduate to fill a future vacancy of this type, thirty-six of the respondents answered, “yes,” while two failed to respond at all. In both cases, 100% of those who responded were positive in their assessment of the UW-W program. An additional question asked supervisors to rate their degree of satisfaction with the preparation of UW-W SBM graduates on a 1 – 10 scale. Thirty-eight of the employers responded to this question. The mean score of those responses was 9.30. The mode or most frequent response given was 10 as selected by 18 of 38 employers. Thirteen respondents selected 9 and one wrote in 9.5. Eight was selected five times by employers along with one seven. Graph 1 depicts the distribution of these satisfaction indicators reflecting 84% at 9.0 or above or very satisfied.

Graph 1 Degree of Employer Satisfaction Rating

Based on No. of Responses

3% 13%

34%3%

47% 109

87

9.5

50

There were numerous comments offered by employers in conjunction with their indications that their employee “was” well-prepared to assume the role of the school business manager as a result of completing the UW-W program. These comments are listed below although the specific district and the name and gender of the graduate have been disguised:

Sound understanding of the intricacies of Wisconsin public school finance. [Former student] received a good sound base which combines with his/her years of experience as a

support person. He/She is ready to take the next step into a leadership position. [Former student] possesses a good basic background and knowledge. He/she also has a natural

ability to listen, communicate effectively, and support other administrators. [Former student] is a competent business manager and performs well as a member of our

administrative team. [Former student] is a good student/learner and between your program and his/her experience as our

comptroller is very well-prepared in his/her new role. In most areas [former student] was able to ‘hit the ground running’. In other areas the general

knowledge and skills acquired in the program were sufficient to provide a base from which to expand from as specific new circumstances, unique to our district, developed.

[Former student] had 10 years of experience as a school bookkeeper which provided a sound foundation for learning.

As a new superintendent, [former student]’s knowledge and expertise are significant as I learn the job in a small school.

Doing a good job. [Former student] does possess the basic knowledge of business manager function within the school.

He/She does need to accumulate the experience and knowledge that goes with that. [Former student] can handle all aspects of the position. This question “assumes” credit for our person’s abilities. [Former student] had a great deal of

experience, wisdom and understanding before he/she enrolled. We didn’t look at your program when we hired [former student]. We looked at [former student]! Based on my perspective of the character, integrity and quality of work [former student] embodies, we would have hired him/her if his/her degree was from anywhere.

[Former student] has been working district business offices for 10+ years which was an advantage. [Former student] was well-prepared. We have thoroughly enjoyed [former student] as a member of our team. Technically he/she is

advanced in all areas. We have also been impressed with his/her excellent work ethic. I have great confidence in [former student]’s skill and wisdom to make correct decisions in his/her

role as business manager. [Former student] has worked in the department and in the field as a school business manager. In my

discussions with him/her I believe [former student] either has completed the above or could complete them in a most professional manner.

With additional experience, our employee will perform at the advanced level in the majority of these identified competencies.

Excellent skills. Some experience (beyond/outside) in addition to the UW-Whitewater. [Former student] is excellent in all that he/she does! [Former student] had ten years of experience as a school bookkeeper which provided a sound

foundation for learning I do not know that this was “a result” of the UW-W program – He/She has 30 years experience,

also. The UW-W program complemented [former student]’s skills and provided the foundation for

his/her business skills.

51

Has done an excellent job. [Former student] was an employee of the district while completing his/her business management

degree. He/she has great knowledge to assist in the big picture and the detail of our operation some due to experience and most big picture due to classes and other district experiences.

[Former student] had a lot of experience from outside of education that became much more valuable as he/she was able to apply it with his/her education.

[Former student] is doing a very good job. He/she has numerous responsibilities and handles them very well. Communication skills are very good.

When invited to offer suggestions for strengthening the program in the future, employers offered the following comments:

Please continue to emphasize the importance of strong, positive, and supportive communication skills, and the need to possess an optimistic and positive approach to fiscal management issues.

Further elaboration on contract (collective bargaining) strategies and administration. A district our size needs someone to know ALL the areas of business. This is difficult for someone

to learn to a proficient level in all areas. Perhaps you could get them really trained, proficient, confident in one or two areas so they can claim some fame in a specialty. Then, we can finish bringing the expertise up in the other areas. For example, someone could be an “expert” in accounting, but working in the other areas.

[Former student] indicated the performance assessments used to evaluate his/her coursework were linked to real application useful to our district.

No suggestions. None More time could be spent on priority management as well as time management. Some folks without

classroom experience do not “feel” the time pressure or priority pressure during the appropriate times.

If all your graduates are as good as [former student] you have a great program. Emphasize teamwork and consensus building. Better understanding of federal grants, the audit from the role of the auditor, investments, personnel

(retirement, unemployment, insurance), facilities planning and maintenance. Additional focus on the importance of “team” approach and board/community relationships. Perhaps having more interaction with WASDA. Districts are so different. Some business managers have no input in collective bargaining other than

costings and cost projections, others are mini-human resource personnel. I believe you’ve done as well as you can given the differences in districts.

I am uncertain of the degree to which the program covers professional ethics. I believe it to be important that graduates demonstrate ethical behavior of the highest degree.

The program did an outstanding job of preparing [former student] for the business manager position. He/she only needs more experience in local politics and supervision. These are both on-the-job learning experiences.

Business officials hold a lot of power due to their advanced knowledge of complicated systems. Some need to manage their power more effectively.

Personnel, layoffs, contract language, nonrenewals, evaluation of staff performance, contract negotiations.

Awesome! Improved opportunity to make public presentations.

One additional comment offered by an employer was, “Thank you for asking for this feedback!”

52

The comments offered by these employers provide valuable insights into the preparation of individuals for the role of school business manager. It is obvious that many of the graduates have benefited from a combination of course work and field experience. The combination clearly provides the optimal training environment. Suggestions from employers for strengthening the program provided both reinforcement for existing areas of the curriculum as well as ideas for areas that could use further emphasis. Comments can be sorted into concerns for both content and dispositional needs of practitioners. The suggestions related to content were concentrated in the areas of personnel and facilities. While there was some attention to collective bargaining, the most prevalent concern in the area of personnel management focused on supervision, staff development and performance evaluation. The other content area mentioned revolved around facilities issues. As with the survey ratings of specific competencies, it is apparent that while graduates are still performing at proficient levels, the curricular areas that could be strengthened are those that are addressed through individual courses where students tend to encounter the material one time. The dispositional areas that received emphasis from employers included communication skills, ethical behavior, teaming, time management, and politics. With the exception of time management, these are areas that are emphasized in the newly created course, School Community Relations in a Diverse Society that graduates prior to spring 2001 would not have taken. This employer feedback does help to reinforce the importance of these topics being covered in this course and throughout the curriculum. In addition, employer feedback points out that time management may need to be addressed more directly in the curriculum. It should be pointed out that in the process of completing this program, students, especially those working full time which is all but a few, are required to operationalize good time management skills. The high degree of rigor contained in the program itself requires students to become good jugglers. Beginning with the first course in the finance sequence, for instance, students are assigned a very in-depth budget project that requires the entire semester to complete. In addition to the content-related goals of the exercise, this intense experience is designed to force students to allocate their time wisely as well as to expose them to a strong dose of what the “life” of a school business manager is really like. Demanding projects, both individual and team oriented along with the amount of reading, analysis, clinical experiences, and the culminating internship field experience in the program are all intended to groom individuals capable of multi-tasking. Conclusions This study represents an attempt to discover the satisfaction level of those who have employed, supervise and work on a daily basis daily with graduates from the UW-Whitewater School Business Management Program. Among the conclusions drawn from this survey of employers of are the following:

(1) Employers felt that graduates of the UW-W SBM program were well-prepared to assume the role of a school business manager at a proficient level as a result of completing this UW-Whitewater Program.

(2) All competency areas, both individually and by category, were ranked by supervisors in the proficient range.

(3) On a scale of 1 – 10, employers expressed a high level of satisfaction (9.30 or very satisfied) with the preparation provided by this program.

(4) While all individual and composite areas of knowledge, skills and dispositions scored in the “proficient” range, those receiving the highest ratings tended to be those contained in the core,

53

sequential curricular components where more opportunity for assessment, overlap, and repetition exist.

(5) While all individual and composite areas of knowledge, skills and dispositions scored in the “proficient” range, those receiving the lowest ratings tended to be those contained in isolated subject-area courses, most particularly in the personnel, pupil transportation and facilities management areas.

(6) The feedback received from employers’ comments supported greater program emphasis in the following content areas: personnel management including collective bargaining, contract administration, staff development, supervision, and evaluation, layoffs, and unemployment; and facilities management.

(7) The feedback received from employers’ comments supported program emphasis in the following skill or disposition areas: communication, diversity, ethics, teaming, time management, and politics.

Recommendations While all competency areas received mean scores in the proficient range, it is apparent that the curricular areas that could be strengthened are those that are addressed in the curriculum through individual courses where students tend to encounter the material one time. Therefore, it is suggested that efforts be made to integrate these content areas into other courses wherever possible. For example, the case studies examined in School Community Relations in a Diverse Society, while intended to examine concepts related to politics, ethics and community relations could be selected to also reinforce major concepts from the areas of personnel and facilities management. The results of this program assessment will be shared during the DPI and NCATE review to take place this year as well as with the Internal Audit and Review of the School Business Management Program. In addition, the School Business Management Advisory Committee will receive the full report. It is anticipated that this employer feedback along with the outcome of the Internal Audit and Review and the DPI/NCATE reviews will be examined by the School Business Management Advisory Committee and will guide the development of any necessary modifications to the program.

54

Appendix H

UNIVERSITY OF WISCONSIN – WHITEWATER SCHOOL BUSINESS MANAGEMENT PROGRAM ASSESSMENT

Summer 2003

Graduate’s Name: _________________________________

Place of Employment: ____________________________________________________

Current Position (Title): _____________________________________

Years employed in this role: __________

Supervisor (person completing the survey): ________________________________________

School Business Manager Preparation Assessment

3. Please identify the degree to which you believe the UW-Whitewater SBM Program graduate under your

supervision was prepared for each of the knowledge/skill areas using the following scale: 4 - Advanced Complete and outstanding knowledge, skills, and dispositional characteristics expected of a licensed and

highly experienced school business manager. This level really indicates professional experience in the objective/skill area.

3 - Proficient Consistent, completely developed knowledge and skills and/or important dispositional characteristics to the level expected of a licensed school business manager. This level indicates skill and confidence at a level ready to do the job of a SBM in the particular objective/skill area.

2 - Basic Somewhat limited - emerging knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates solid comprehension of the particular objective/skill area while actual experience in the area and, therefore, confidence may be lacking.

1 - Minimal Limited ability to apply expected knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates less than solid understanding of the particular objective/skill area with no actual experience.

Knowledge, Skills and Dispositions 1 Minimal

2 Basic

3 Proficient

4 Advanced

Administration, Public Policy & Legal Issues

Able to apply questioning techniques, fact finding, categorizing information, and retention of relevant data in the problem solving process.

Able to develop and apply policies and rules of local boards of education, state educational authorities, state legislatures, and the federal government.

Principles of School Finance Able to recognize and forecast the major sources of revenue available to public schools from local, state, and federal levels of government

Comprehensive understanding of the state funding model Able to analyze the impact of shifts in local, state, and federal funding and the effect on local spending plans

Budgeting, Accounting, Auditing and Financial Planning Able to prepare a budget calendar for the timely completion of the budget Able to apply techniques for projecting enrollments and personnel needs Able to communicate the relationship between programs, revenues, and appropriations of the school district to the stakeholders

55

Knowledge, Skills and Dispositions 1 Minimal

2 Basic

3 Proficient

4 Advanced

Knowledge of the legal requirement for budget adoption Understands the use and role of the auditor Able to prepare, understand, analyze and report financial statements and supporting documents

Able to communicate the relationship between budgeted and actual values Able to understand and apply concepts and standards of accounting, per GASB and GAAP.

Able to complete state reports Cash Management, Investments, Debt Management Understands procedures for appropriate cash collection and disbursement Able to perform a cash flow analysis, including a fund balance report Able to develop specifications for selecting banking and other financial services

Able to calculate the yields and understand the risks of various investment options

Able to apply appropriate types of short-term debt financing instruments Personnel & Benefits Administration & Professional Development Understand the components of and management issues inherent in the maintenance of a personnel information management database that provides seamless integration with payroll and other school district functions

Knowledge of the payroll process and ability to evaluate the effectiveness of the payroll operations

Understand the issues involved in administering employment agreements including interpreting contract language; considering the concept of "past practice," "just cause" provisions, and grievance procedures

Able to research and explain various compensation arrangements including salaries and wages, employee benefits, and retirement options

Knowledge of effective staff development, supervision, and evaluation systems and their impact on improved staff performance and success in meeting educational objectives

Labor Relations/Collective Bargaining Able to identify and monitor compliance with the grievance procedures as set out in collective bargaining agreements and state law

Able to develop and analyze models for assessing the cost of current salary and employee benefit packages and proposals

Human Relations Able to recognize and promote compliance with standards of ethical behavior and professional conduct applicable to all school district staff

Facility Planning, Maintenance & Operations Knowledge of the components, data needs and process needed to develop an effective long-range facility plan

Knowledge of procedures for keeping schools clean, safe, and secure through effective custodial services and preventative maintenance

Purchasing, Supply & Fixed Asset Management Able to apply generally accepted practices and procedures in the purchasing process

Able to formulate bid specifications and conduct selection analysis Knowledge of systems used to manage and track inventories and distribution

Strategic Planning & Communications

56

Knowledge, Skills and Dispositions 1 Minimal

2 Basic

3 Proficient

4 Advanced

Understands the value and the process for developing and communicating the vision of the school district

Able to present financial data for consumption by school and community groups in written, oral and multi-media formats

Management Information Systems Knowledge of the technology available for school and business office use Able to apply current technology in the day to day operation of the business office

Ancillary Services (Risk Management, Transportation & Food Services Able to identify and evaluate alternative methods of managing risk Knowledge of the legal requirements of the pupil transportation program. Able to identify components of an efficient bus routing system Aware of issues related to communicating transportation needs to the public, administration, and the state legislature.

Knowledge of the legal requirements of the food service program. Familiar with procedures for operating the food service program.

Overall Preparation 7. I believe that our employee was or was not (circle one) well-prepared to assume the role of a school

business manager as a result of completing this UW-Whitewater program. Explain:

_________________________________________________________________________________

_________________________________________________________________________________

8. I would like to make the following suggestions for strengthening the program in the future:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

9. In the future if I were seeking to fill a school business manager vacancy, I would seek a graduate of

the UW-Whitewater School Business Management Program. Y / N 10. I would express my degree of satisfaction with the preparation provided by this program on this 1 –

10 scale as follows:

Not Satisfied Moderately Satisfied Very Satisfied 1 2 3 4 5 6 7 8 9 10

Thank you for taking the time to help us evaluate and improve the UW-Whitewater School Business

Management Program. sbmassesssurvey03.doc

57

Appendix H

UNIVERSITY OF WISCONSIN – WHITEWATER SCHOOL BUSINESS MANAGEMENT PROGRAM ASSESSMENT

Summer 2003 - Tally of Findings

Graduate’s Name: _____________Survey Tally____________________

Place of Employment: ____________________________________________________

Current Position (Title): _____________________________________

Years employed in this role: __________

Supervisor (person completing the survey): ________________________________________

School Business Manager Preparation Assessment

4. Please identify the degree to which you believe the UW-Whitewater SBM Program graduate under your

supervision was prepared for each of the knowledge/skill areas using the following scale: 4 - Advanced Complete and outstanding knowledge, skills, and dispositional characteristics expected of a licensed and

highly experienced school business manager. This level really indicates professional experience in the objective/skill area.

3 - Proficient Consistent, completely developed knowledge and skills and/or important dispositional characteristics to the level expected of a licensed school business manager. This level indicates skill and confidence at a level ready to do the job of a SBM in the particular objective/skill area.

2 - Basic Somewhat limited - emerging knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates solid comprehension of the particular objective/skill area while actual experience in the area and, therefore, confidence may be lacking.

1 - Minimal Limited ability to apply expected knowledge and skills and/or important dispositional characteristics expected of a licensed school business manager. This level indicates less than solid understanding of the particular objective/skill area with no actual experience.

Knowledge, Skills and Dispositions 1 Minimal

2 Basic

3 Proficient

4 Advanced

Administration, Public Policy & Legal Issues 3.51

Able to apply questioning techniques, fact finding, categorizing information, and retention of relevant data in the problem solving process.

3.55

Able to develop and apply policies and rules of local boards of education, state educational authorities, state legislatures, and the federal government.

3.48

Principles of School Finance 3.67 Able to recognize and forecast the major sources of revenue available to public schools from local, state, and federal levels of government

3.65

Comprehensive understanding of the state funding model 3.77 Able to analyze the impact of shifts in local, state, and federal funding and the effect on local spending plans

3.60

Budgeting, Accounting, Auditing and Financial Planning 3.65 Able to prepare a budget calendar for the timely completion of the budget 3.70 Able to apply techniques for projecting enrollments and personnel needs 3.40 Able to communicate the relationship between programs, revenues, and appropriations of the school district to the stakeholders

3.48

58

Knowledge, Skills and Dispositions 1 Minimal

2 Basic

3 Proficient

4 Advanced

Knowledge of the legal requirement for budget adoption 3.59 Understands the use and role of the auditor 3.75 Able to prepare, understand, analyze and report financial statements and supporting documents

3.85

Able to communicate the relationship between budgeted and actual values 3.60 Able to understand and apply concepts and standards of accounting, per GASB and GAAP.

3.70

Able to complete state reports 3.74 Cash Management, Investments, Debt Management 3.62 Understands procedures for appropriate cash collection and disbursement 3.68 Able to perform a cash flow analysis, including a fund balance report 3.70 Able to develop specifications for selecting banking and other financial services

3.60

Able to calculate the yields and understand the risks of various investment options

3.53

Able to apply appropriate types of short-term debt financing instruments 3.58 Personnel & Benefits Administration & Professional Development 3.34 Understand the components of and management issues inherent in the maintenance of a personnel information management database that provides seamless integration with payroll and other school district functions

3.45

Knowledge of the payroll process and ability to evaluate the effectiveness of the payroll operations

3.48

Understand the issues involved in administering employment agreements including interpreting contract language; considering the concept of "past practice," "just cause" provisions, and grievance procedures

3.18

Able to research and explain various compensation arrangements including salaries and wages, employee benefits, and retirement options

3.60

Knowledge of effective staff development, supervision, and evaluation systems and their impact on improved staff performance and success in meeting educational objectives

3.01

Labor Relations/Collective Bargaining 3.42 Able to identify and monitor compliance with the grievance procedures as set out in collective bargaining agreements and state law

3.24

Able to develop and analyze models for assessing the cost of current salary and employee benefit packages and proposals

3.59

Human Relations 3.55 Able to recognize and promote compliance with standards of ethical behavior and professional conduct applicable to all school district staff

3.55

Facility Planning, Maintenance & Operations 3.215 Knowledge of the components, data needs and process needed to develop an effective long-range facility plan

3.21

Knowledge of procedures for keeping schools clean, safe, and secure through effective custodial services and preventative maintenance

3.22

Purchasing, Supply & Fixed Asset Management 3.54 Able to apply generally accepted practices and procedures in the purchasing process

3.62

Able to formulate bid specifications and conduct selection analysis 3.55 Knowledge of systems used to manage and track inventories and distribution

3.45

Strategic Planning & Communications 3.29

59

Knowledge, Skills and Dispositions 1 Minimal

2 Basic

3 Proficient

4 Advanced

Understands the value and the process for developing and communicating the vision of the school district

3.21

Able to present financial data for consumption by school and community groups in written, oral and multi-media formats

3.38

Management Information Systems 3.73 Knowledge of the technology available for school and business office use 3.72 Able to apply current technology in the day to day operation of the business office

3.74

Ancillary Services (Risk Management, Transportation & Food Services 3.23 Able to identify and evaluate alternative methods of managing risk 3.26 Knowledge of the legal requirements of the pupil transportation program. 3.20 Able to identify components of an efficient bus routing system 3.06 Aware of issues related to communicating transportation needs to the public, administration, and the state legislature.

3.18

Knowledge of the legal requirements of the food service program. 3.32 Familiar with procedures for operating the food service program. 3.34

Overall 3.49 Overall Preparation

1. I believe that our employee was or was not (circle one) well-prepared to assume the role of a school

business manager as a result of completing this UW-Whitewater program.

2. I would like to make the following suggestions for strengthening the program in the future: 3. In the future if I were seeking to fill a school business manager vacancy, I would seek a graduate of the UW-Whitewater School Business Management Program. Y / N 100% Y 4. I would express my degree of satisfaction with the preparation provided by this program on this 1 – 10

scale as follows: Not Satisfied Moderately Satisfied Very Satisfied

1 2 3 4 5 6 7 8 9 10 9.30

60

Appendix I

MINUTES UNIVERSITY OF WISCONSIN - SCHOOL BUSINESS MANAGEMENT

ADVISORY COMMITTEE MEETING JULY 10, 2002

The School Business Management Advisory Committee met in the Dean’s Executive Conference Room in Carlson 4041. The meeting was called to order at 9:10 a.m.

Present were: Roger Price, Madison Metropolitan SD and Chair; Richard Peterson, Adjunct Instructor; Jeff Dellutri, Nicolet SD; John Hedstrom, Adjunct Instructor; Don Mrdjenovich, WASBO Executive Director; and Bambi Statz, Program Coordinator.

Not in attendance were: Deb Towns, DPI; Mary Reich, Whitewater SD; Jeff Mahoney, River Valley SD Program Review The Advisory Committee reviewed program participation levels. In addition, current program requirements, course offerings, and distance learning opportunities were discussed. Review of NCATE, Revised ASBO Standards, & New Wisconsin Preparation Requirements

The results of the 2001 NCATE visit were summarized. All UW-Whitewater advanced education programs were directed to develop a standardized assessment plan by this December. In addition to meeting the parameters set out by NCATE, program revisions will address Wisconsin’s updated licensure requirements and the revised standards set by ASBO in July 2001. UW-W Assessment Plan for Advanced Certification Programs The committee reviewed the overall plan for assessment agreed upon by the UW-W Advanced Program Coordinators. In addition, a draft of the SBM program assessment plan was reviewed. The committee agreed to its including a two step process as outlined below: All students in the School Business Management licensure program will compile two portfolios as part of their program for SBM licensure. They are:

A. Pre-Professional Portfolio – to be developed during coursework preceding the Internship experience to show evidence of acquisition of the knowledge, skills and dispositions needed to practice as a school business administrator in Wisconsin. This will include materials developed in specific courses required for licensure and will be evaluated by the SBM Program Coordinator according to the standard established in the Assessment Plan for Advanced Programs at the UW-W.

B. Professional Portfolio – to be developed during the Internship to reflect evidence of the application of the knowledge and skills needed for practitioners in the field of SBM. This will include specific materials developed during the internship experience and will be evaluated by the mentor and the SBM Program Coordinator according to the standard established in the Assessment Plan for Advanced Programs at the UW-W.

61

Artifacts are being identified to be included in each of the portfolios that demonstrate awareness, observation, practice, and acquisition of the knowledge, skills and dispositions needed for successful program completion and functioning in the field of SBM. In addition, students will be asked to reflect on growth and preparedness across the categories identified in the professional standards.

Portfolios will be assessed using the following scale: 1. Minimal: limited and/or inconsistent demonstrations indicating inability to apply expected

knowledge and skills and/or to project important dispositional characteristics; 2. Basic: somewhat limited performance indicating emerging knowledge and skills and/or

important dispositional characteristics; 3. Proficient: consistent, complete demonstrations indicating developed knowledge and skills

and/or important dispositional characteristics to the level expected for advancement; 4. Advanced: complete and outstanding demonstrations indicating exceptional, well-developed

knowledge, skills, and dispositional characteristics that exceed the level expected for advancement.

Work Session: Development of Knowledge, Skills & Dispositions Grid The committee then reviewed a grid designed to align the revised ASBO standards with the UW-W SBM curriculum. Courses where specific objectives are addressed were identified. It was recognized that there is duplication in some areas and that this is a positive situation for students. In addition, it was discovered that some of the ASBO objectives have a weak presence in the curriculum. The courses that should emphasize these subjects more strongly were identified and instructors indicted that they would revise course syllabi to include these topics more comprehensively. Course instructors were also asked to identify student work from their classes that would serve as evidence (artifacts) of the knowledge, skills and dispositions that students have acquired throughout the program to be included in their Pre-Professional Portfolios. Advisory Committee Actions/Recommendations Student Assessment: The committee endorsed the use of the 1-4 rating scale proposed by the UW-W Advanced Programs throughout the SBM program. It was determined that it should be applied to assessments of the Pre-Professional Portfolios with a decision tolerance of Basic (2) or above. This level of acquisition of knowledge, skills and dispositions should be required of students entering the internship experience. Assessment of the Professional Portfolios (exiting the Internship) should have a decision tolerance of Proficient (3) or above. It was pointed out that the information gained from these assessments can be used by graduates in shaping their Professional Development Plans for their first five years as practicing business officials in Wisconsin. Student Self-Evaluation: It was determined that students should conduct a self-evaluation of their knowledge, skills and dispositions related to the professional standards prior to entering the internship experience. In addition, student should be required to reflect on their own preparation at several stages of their development. The stages identified were:

1. Upon entering the program 2. At the time of the Pre-Professional Portfolio review prior to beginning the internship

62

3. Post Internship 4. Post graduation as practitioners in the filed.

Advisory Committee Recommendations 1. Committee members requested a copy of the tentative course offering in SBM for the next

several semesters (attached). 2. Committee members were asked to review the grid and identify specific class activities that

would provide evidence of the major knowledge, skills and dispositions outlined in the ASBO Standards. Input should be directed to the Program Coordinator so that the program assessment plan can be revised and finalized this fall.

Meeting adjourned at 1:00

Recorded by Bambi L. Statz

sbmadvcomminutes7-09-02

Tentative Schedule of SBM Offerings

Semester Course Instructor

Fall 02 290-774 School Budgeting & Planning Statz 290-775 Admin. & Org. of Public Schools Hedstrom 290-790 Current Issues in SBM Price Spring 03 290-771 School Business Mgmt Techniques Statz 290-781 School Community Relations Statz Summer 03 290-777 School Auxiliary Services Price Fall 03 290-770 School Finance & Acctg Statz 290-772 Legal Aspects of Education Hedstrom Spring 04 290-770 School Budgeting & Planning Statz 290-782 Collective Negotiation in Education Peterson Summer 04 290-775 Admin. & Org. of Public Schools Hedstrom

63

Appendix I

MINUTES SCHOOL BUSINESS MANAGEMENT ADVISORY COMMITTEE MEETING

OCTOBER 25, 2000

The School Business Management Advisory Committee met in Carlson 3016. The meeting was called to order at 9:15 a.m.

Present were: Roger Price, Madison Metropolitan SD and Chair; Jeff Dellutri, Nicolet SD; David Friedman, Adjunct Instructor; Mary Reich, Whitewater SD; Marcia James, BEOS Dept.; Jeff Mahoney, River Valley SD; Deb Towns, DPI; Don Mrdjenovich, WASBO Executive Director, Dick Peterson, Beloit SD and Adjunct Instructor, John Hedstrom, Greenfield SD and Adjunct Instructor, and Bambi Statz, Program Coordinator.

Not in attendance, but expressing regret were Todd Gray and Howard Sampson.

SBM CORE COURSE SYLLABI

The most recent course syllabi for the courses offered through School Business Management were distributed to committee members. Legal Aspects in Education will be provided. Committee members will be provided with updated copies at lest annually or as courses are offered.

Accounting concerns reflected in SBM Program Assessment The committee reviewed the accounting concerns expressed by respondents to the program evaluation in the Spring 2000. It was noted that the strongest concerns were voiced by individuals who have not appeared interested in pursuing careers in this field. Nonetheless, changes have been made to the School Finance & Accounting course (290-770) to strengthen the emphasis on accounting. These changes include:

1. Everett textbook is now required as are weekly readings. 2. Hartman textbook is now required as are weekly readings. 3. Expanded Course Supplement – weekly readings are required. 4. Course Supplement includes:

a. Mini-WESSAS b. Accounting summary information c. DPI memos on WESSAS changes – like Fund 27 d. Posted entire WESSAS manual on ROAD for downloading

5. First four weeks relate to Governmental Accounting – then go to WESSAS. 6. Start by making comparisons between public and private sector accounting. 7. Cover WESSAS in more depth. 8. Review local school district charts of accounts in class. 9. Do a WESSAS and accounting transaction exercise in class. 10. Final exam questions include the identification of common WESSAS codes as well as

accounting transactions. The committee, with the assistance of Robert Gruber from the Accounting Department, reviewed the array of accounting courses available and the recommended sequence at the graduate level at UW-Whitewater. The Introductory course is 210-701 – Accounting Foundations. The course that deals with (while not exclusively) with governmental accounting is 210-751 – Financial Accounting. While there are also

64

Intermediate Accounting I (210-541) and Intermediate Accounting II (210-543) courses available in the Accounting Department, the committee was told that these would not be necessary to be prepared to take 210-751. Managerial accounting, 210-7755, was highly recommended by both the Accounting Department and members of the Advisory Committee. Advisory Committee Actions: 1. Require that students entering the SBM program with no accounting (post high school) coursework

take 210-701, Accounting Foundations or an equivalent course as a prerequisite to taking any of the finance courses in the program. Credit will not be granted towards program completion for this course. Hence, it may be taken at the undergraduate or graduate level, or from a vocational college. While it is ideal to take this type of course prior to taking any of the SBM finance courses, the committee recognized that there might be times, due to scheduling conflicts that this could or would be taken concurrently with other SBM courses.

2. Within the SBM program require that all students, except those showing evidence of a comparable accounting course at either the undergraduate or graduate level, take 210-751 Financial Accounting with emphasis on governmental accounting.

3. Students without a strong accounting background should be strongly encouraged through advising, to take course 210-755 – Managerial Accounting as well. This would be considered an elective course.

This motion was made by Dick Peterson, seconded by Jeff Dellutri and passed unanimously.

Status of the School Community Relations Course ProposalThe status of the School Community Relations Course proposal was reviewed with the committee. In attendance were Jeffrey Barnett, Dean of Education and Tony Truog, Chair of Educational Foundations Department, (invited but unable to attend was Joe Domitrz, Dean of College of Business & Economics). Committee members took the opportunity to introduce themselves, their backgrounds, and their roles in the field of SBM. Tony Truog expressed his concern, in spite of the diversity reflected among committee members, for the amount of diversity training in the preparation of school business managers. He said that two courses would be ideal. Dean Barnett also recognized the diverse backgrounds and experiences of the committee members. He complimented the SBM Advisory Committee on its structure and effectiveness and indicated that it could, in fact, serve as a model for other programs. According to Dean Barnett, higher education programs are not always good at seeking input from the field for direction. Dean Barnett said that, “this type of body is exactly what NCATE and the DPI have in mind.” The new course proposal will again go before the Graduate Council in November.

SBM Program Entrance Requirements Based on a comment offered by one respondent to the program assessment survey as well as concerns expressed by the Program Coordinator, the committee discussed the existing entrance requirements. Requirements to gain entrance to the SBM program match those of the Graduate School. In addition, the Program coordinator interviews all candidates to determine that they understand the focus of the program and sincerely wish to pursue the role of a school business manager professionally. While there may be individuals who occasionally gain access to the program who may not be strong contenders for positions in the field upon completion, there will be those who might appear to be weak in the beginning and prove to be strong contenders as well. The committee felt that it would be a mistake to screen candidates so strictly at the outset that all of those individuals with an earnest interest in the field and who can succeed in the end are not given the opportunity.

65

HR REQUIREMENT The committee reviewed the HR requirement as a result of comments received in the program evaluation. Concern was expressed by a couple of alums about the requirement to take an HR course from the Management Department intended for the MBA program candidates in that it is not aimed at school business management specifically. The four different courses accepted for this purpose were reviewed along with the fact that two of them are being offered via the Internet in spring 2001. The committee concluded that it is important that SBM graduates gain knowledge in human resource theories as they apply to management overall. Projects within the HR courses as well as some of the SBM courses provide students with opportunities to apply these concepts specifically to this field. The conclusion was, therefore, to retain this requirement in the program.

Future Agenda It was determined that the committee should meet this spring to review the following:

1. Draft of revised Internship Portfolio 2. NCATE accreditation review process 3. Program Requirements 4. Program status 5. Marketing strategies 6. Review the HR requirement with consideration as to whether consideration should be

given to having a 290 HR course that is more directed to school administration 7. Review continuing education to provide a better understanding of the workshop format

for the delivery of learning opportunities

Tentative date for the next meeting: Thursday, May 3, 2000 from 9:00 a.m.until noon with lunch and golf to follow.

ADJOURNMENT Meeting adjourned at 12:55 p.m.

Recorded by Bambi L. Statz

Attachment: List of SBM Advisory Committee Members

SBMAdvComMinutes10-25-00

66

Appendix I

MINUTES SCHOOL BUSINESS MANAGEMENT ADVISORY COMMITTEE MEETING

AUGUST 16, 2000

The School Business Management Advisory Committee met in the Dean’s Executive Conference Room in Carlson 4041. The meeting was called to order at 9:12 a.m..

Present were: Roger Price, Madison Metropolitan SD and Chair; Jeff Dellutri, Nicolet SD; David Friedman, Adjunct Instructor; Mary Reich, Whitewater SD; Marcia James, BEOS Dept.; Jeff Mahoney, River Valley SD; Deb Towns, DPI; Howard Sampson, Sampson, Sullivan and Associates; and Bambi Statz, Program Coordinator.

Not in attendance, but expressing interest in serving on the advisory committee were: Todd Gray, Appleton SD; Don Mrdjenovich, WASBO Executive Director; John Hedstrom, Greenfield SD and Adjunct Instructor; Richard Peterson, Beloit SD and Adjunct Instructor. Program Review The Advisory Committee reviewed program participation levels. Graduates since 1995 were identified along with the trend in program enrollments since 1996. The growth in overall numbers as well as the increase in the number and distribution of distance students was pointed out. Discussion revolved around the needs of distance students and the various modes of delivering services to them.

The committee emphasized the importance of meeting the needs of distance students. Alternative methods of delivery including the Internet were discussed with the recognition that they could enhance instruction, but the committee concluded that the maintenance of two-way video is a critical component of the program. It was felt that this program would suffer greatly if converted exclusively to on-line delivery methods.

While it was acknowledged that there are pieces of courses that could be delivered using this medium, there

were concerns that the learning that occurs between and among students and the career-long networks that are developed in the program would suffer greatly. Unlike the MBA program, this degree is focused on the development of skills aimed at a very specific profession with the goal of practicing exclusively in Wisconsin. In addition to the technical material taught, communication skills are essential to successfully practicing in this field. The lack of face-to-face interactions would eliminate a valuable part of the experience currently being offered in this program.

The two-way video environment offers the added benefit of being able to tape and distribute classes to students

forced to miss evenings due to school board meetings and other unavoidable conflicts. Efforts should continue to be made to offer the distance services as efficiently as possible. Clustering students at sites, reducing the number of meeting times by holding longer sessions, and combining this mode of delivery with others like weekend and Internet delivery options can be pursued more heavily. The committee felt that, if necessary, students would be willing to pay a differential or higher fee for access to these courses and the overall program from remote areas of the state.

The results of the 1996 NCATE evaluation and the Internal Audit and Review were reviewed with the committee. The need to continue to align the degree requirements and content of courses with the ASBO objectives was echoed by the committee.

67

The committee reviewed existing program requirements. Core school business management courses were identified along with required business and education courses.

Review of Spring 2000 SBM Program Assessment Results The committee reviewed the evaluation of the Spring 2000 SBM program noting that the core courses rated very high with students in terms of their preparing graduates to assume the role of school business manager. In addition, the committee noted that the one course that graduates indicated had the least relevance to their jobs was course number 420-710 Education in a Pluralistic Society. Advisory Committee Actions The proposal for a new course entitled School Community Relations in a Diverse Society (290-781) was endorsed unanimously by the committee on a motion made by Sampson and seconded by Friedman. It was suggested that this course replace 420-710 Education in a Pluralistic Society for both degree and licensure requirements.

Advisory Committee Recommendations It was determined that the committee should meet again this fall to review the following:

1. More specific follow-up on the accounting concerns expressed by students in the evaluation.

2. Distance Education service delivery alternatives – review the status of two-way video specifically

3. Review an updated version of the Internship Portfolio 4. Review the HR requirement with consideration as to whether consideration should be

given to having a 290 HR course that is more directed to school administration 5. Provide guidance regarding the contents of the Current Issues Class 6. Review continuing education to provide a better understanding of the workshop format for

the delivery of learning opportunities 7. Provide course syllabi for core courses 8. Review program entrance requirements

Tentative date for the next meeting: Wednesday, October 25, 2000 from 9:00 a.m.until noon. Meeting adjourned at 11:30

Recorded by Bambi L. Statz

SBMAdvComMinutes8-16-00.doc

68

No. Grad.

1 Th2 Ma3 Mo4 Ru5 Ma6 Me7 Ca8 Fli9 Mc

10 Sa11 Wi12 Be13 Kle14 Lic15 To16 Br17 Km18 Ko19 Kir20 Be21 He22 Pa23 Bu24 Ha25 Ru26 Ka27 Sh28 Mi29 Sc30 Ha31 Ma32 Ste33 Wi34 Ba35 Bu36 Ca37 Co38 Da39 Le40 Lu41 Sc42 Wi43 Bu44 Co45 De

PLACEMENTS OF SBM GRADUATES since 1997 Appendix J

(Page 1 of 2)

SBM Graduates Placement Dateom, Robert SBM - Cambridge, Stratford Fall 97honey, Jeff SBM - River Valley Spr 98esch, Gail SBM - Shawano Spr 98ud, Brian Dir Bldgs & Grounds - West Allis Spr 98rk, Cathy SBM - Boscobel Sum 98nnen, Gary Accountant- DePere/Blackhawk Tech Coll Fall 98rlson, Janice Accountant - Somerset Spr 99tcroft, Warren Dir of Support Services - Lake Geneva UHS Spr 99Manus, James SBM - Fox Pt-Bayside, Saint Francis Spr 99rnow, Andrew Director of Fiscal Services, CESA #1 Spr 99lliams, Hugh David Spr 99al, Diana - Deceased: 1/4/03 UW-Whitewater Sum 99ven (Kubera), Sheryl BusEd Teacher - Stoughton SD Sum 99ata, Andrew SBM Hayward, previously Spooner Sum 99wns, Debra Legislator, Schl Fin Consult - DPI /Brodhead Fall 99adley, Carey SBM - Richland Ctr Spr 00iotek-Beecher, Mary SBM - Northland Pines (Eagle River) SD Spr 00

rdecki-Ralph, Shari Dir of Fiscal Services, Huntley Cons. SD 158, IL Spr 00kendoll, Maudwella Interim SBM - Marshall SD Fall 00aulieu, Arthur SBM - Platteville; Randolph Fall 00rbst, Debra Accountant - Parochial School - Monroe SD Fall 00pala, James SBM - Cudahy Fall 00swell, Terry SBM - Longmont, CO; Brown Deer Spr 01rris, Carol SBM - Bagley/River Ridge Spr 01nk, Judy State of WI-Acct Spr 01ne, Liz DPI Consultant, SBM - Plymouth/SB ClrkJanesville Spr 01emak, Connie Acct-Cesa #3 Aug-01chel, Debra SBM - Wis Dells, Poynette, Waterloo SD Aug-01huh, Richard Tchr Janesville Prkr Aug-01rtstern, Daniel SBM, Beloit, Kenosha Fall 01rty, Tammy Acct/Oregon Fall 01ffen, Candice Madison SD, Wis Hgts (Acct - Mad SD) Fall 01

emeri, Brian Eau Claire area - Co-op Tchr-DeForest Fall 01nda, Cheryl SBM - Little Chute Fall 01ros, Jennifer SBM - Sparta SD Fall 01rroll, Scott Spr 02llins, Jill SBM - BRF/Wis Rapids/Wilmot UHS/BRF Spr 02hl, Kathy Fiscal Manager, Altoona SD Spr 02e, Yu-Ming Taiwan - Public Service Spr 02cius, Keith SBM - Ashwaubenon Spr 02hneider, Jeanne SBM, Seeds of Health, Alt Educ Found in Milw Spr 02lliams, Donna Dir of Budget, Planning & Acctg - Madison/Asst-Oregon Spr 02chholz, Susan SBM DePere, Luxemburg-Casco, Asst-Beloit Sum 02ughlin, Mike SBM - Prairie du Chien Sum 02Meuse, Janice SBM - Luxemburg-Casco, Fin Ser Dir, Appleton SD Sum 02

69

No.

46 Doerr,47 Grass48 Hahn, 49 Pelegr50 Bowm51 Traxel52 Behlin53 Borge54 Germa55 Cauffm565758596061626364656667686970717273123456789

101112

DvornGerbeGrossHeimaLankeLenboRosseVanDeWagneWill, JDarnicForystShultzDe YoHayekSchenStechaZimdaWard, EllicksKuchaNewelDeYouEcker,Avery,SmileyRuschBetz, DFroemPease

Note: GraThose in y

PLACEMENTS OF SBM GRADUATES since 1997 Appendix J (Page 2 of 2)

SBM Graduates Placement Grad. Date

Rebecca SBM, New Holstein Sum 02el (Toftness), Katie BusEd Tchr, Seymour SD Sum 02Rhonda SBM, Randolph SD Sum 02in, Debra (Spees) SBM - Little Chute/Chilton/Oneida Indian Sum 02an, David Music Teacher, Janesville SD Sum 02, Joan Port Washington/Pyrll Fall 02g, Mary Acctg Superv, Plank Enterprizes, frmrly Eau Claire SD Fall 02n, Pauline SBM, Rhinelander; Butternut Fall 02in, Jim School Board - Greendale Fall 02an, Brad Asst Supt of Finance, Oshkosh SD Spr 03

ik, Karen SBM, Stoughton SD, Waukesha SD Spr 03r, Brett SBM, Medford SD Spr 03, Jeff SBM, Marshall; Biology Tchr, Arrowhead HS Spr 03n, Cheryl Acct, Manawa SD Spr 03y-Smallwood, Julie Bkpr - Wonewoc SD Spr 03m, Tammy Bkpr - Chetek SD Spr 03ter, Janet LaCrosse SD Spr 03rhyden, Veronica Admin Coor/Finance Dir, Marquette Cty/Westfield SD Spr 03r, Alan Assst. Supt - Business, Green Bay SD Spr 03

ohn SBM, Spooner SD, Mahtomedi SD in MN Spr 03k, Pat CESA #7 Sum 03ek, Jake lives in Milton Sum 03, Ted U.S. Post Office Sum 03ung, Scott SBM, Poynette; Tchr, Monona Grove Dec-03, Carl SBM, Johnson Creek; Ethan Allen Dec-03ning, Ruth SBM, Palmyra-Eagle; Comp, Salem Grade School Dec-03, Kathleen SBM, Clinton Dec-03

rs, Betty Accountant, Howard Suamico SD Dec-03Tom Tech. Dir. - LaCrosse Sum 98on, Kent SBM - Deerfield, Cambridge, Clinton/Lodi-Teacher Spr 99rz, Karen Budget Dir-MMSD; Schl Fin Consult - DPI/Parkview SD Spr 99l, Gina Admin - ECB/Prin Edgewood HS Spr 99ng, Mary Supt. - Linn J6 Spr 99 Scot SBM - Beaver Dam/ Brodhead SD Spr 00 Jeff SBM - Monona Grove Spr 00, Bob Tech Dir. - Stoughton Fall 00, Theresa Principal - Milton Fall 00avid SBM, Wilmot UHS Spr 03

ming, Jim SBM, Port Washington/MS Math Tchr, Whitefish Bay Spr 03, Andrea Teacher, Private School Dec-03 duates identified in blue area are those who obtained Master’s Degree and WI 08 license. ellow area attended as NCFD and obtained license only.

70

Appendix D: School Business Management Assessment Grid (Linking courses to assessment objectives) This grid contains the competencies identified by both the ASBO Professional Standards and the Wisconsin School Business Administrator Licensure Standards, the course(s) designed to address the knowledge, skill or dispositional area and examples of the evidence that may be used in assessing competencies.

1

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

I. The Educational Enterprise A. Organization and Administration

The school business official understands and demonstrates the ability to:

A.1 Identify and apply various organizational leadership models 290-781 Case Study A.2 Identify techniques for motivating others, delegate authority, decision-making, information

processing, planning, and allocating resources 290-775,781

210-751 Case Study

A.3 Examine methods of assigning personnel and resources to accomplish specific goals and objectives and to utilize scheduling techniques for the coordination of tasks to maximize personnel and resource utilization

210-751

A.4 Develop skills in identifying problems, securing relevant information, and recognizing possible causes of conflict 290-781 Case Study

A.5 Develop skills in questioning techniques, fact-finding, categorizing information, and retention of relevant data

290-771, 290-781,210-751 Lab Exercise

A.6 Apply concepts of change, group dynamics, interpersonal relationships, and effective problem solving 290-781 Case Study

A.7 Delegate and assign responsibilities to subordinates; collect, analyze, and evaluate information to generate contingency plans; and apply basic concepts of organizational development 290-778

A.8 Examine the organization, history and operation of the public schools (WI CG 2) 290-775,290-781 B. Public Policy and Intergovernmental Relations /The governance of education at the

national, state and local levels (WI CG 3) / The politics of education (WI CG 9) The school business official understands and demonstrates the ability to:

B.1 Develop and apply the policies and roles of local boards of education, state educational authorities, state legislatures, and the federal government. 290-775

B.2 Identify the role of special interest groups (public and private) within a school district and their ability to influence those who approve district policy. 290-781 Case Study

B.3 Analyze the political and legislative process as it relates to local board elections, municipal governments, state legislatures, and other local governmental jurisdictions. 290-775,290-781 Case Study

B.4 Use the skills necessary to interpret and evaluate local school board policies and administrative procedures to ensure consistent application in the daily operation of the school district.

290-775

C. Legal Issues/ School Law (WI CG 7) The school business official understands and demonstrates the ability to:

C.1 Identify the state and federal constitutional rights that apply to individuals within the public 290-772

2

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

education system/ including those related to pupils, special education and employee contracts (WI CG 7)

C.2 Review and analyze appropriate statutory and constitutional authority regarding the administration of public schools/ including those related to pupils, special education and employee contracts (WI CG 7)

290-772

C.3 Review and analyze significant statutory and case law relative to financial resource management, human resource management, facility management, property management acquisition, information management including freedom of information and protection of privacy, and management of ancillary services

290-772

C.4 Apply personal “values clarification” and “ethical performance” as it relates to the entire profession of school business administration 290-781

II. Financial Resource Management A. Principles of School Finance/ School Finance & Taxation (WI CG 5)

The school business official understands and demonstrates the ability to:

A.1 Apply economic and financial markets/theories 290-770,774,778 A.2 Recognize and forecast the major sources of revenue available to public schools from local,

state, and federal levels of government 290-770,771,778 FN Budget Project

A.3 Interpret the state funding model 290-770,771, 778 State Aid Worksheet Exercise

A.4 Analyze the impact of shifts in local, state, and federal funding and the effect on local spending plans 290-770,771,778 FN Revenues &

State Aid Worksht

A.5 Apply multiple techniques for identifying expenditures across cost centers and programs 290-770,774,778 FN Budget Project A.6 Explore alternative available revenue sources 290-770,778 A.7 Recognize and analyze significant social, demographic, and economic changes that may

impact the financial plan of the district 290-770,774,

771,781 Lab Exercise

B. Budgeting and Financial Planning/ School Budget Administration (WI CG 6) The school business official understands and demonstrates the ability to:

B.1 Prepare a budget calendar to meet the time constraints of budget preparation 290-774,778 Budget Calendar B.2 Use multiple approaches to determine reliable enrollment and personnel projections 290-771 Enroll Proj Exer B.3 Forecast anticipated expenditures by program 290-770,774,778 FN Budget Proj B.4 Identify various methods of budget analysis and management 290-770,774,

771,778 Class Exercise

B.5 Apply statistical process control techniques for budgetary analysis 290-770,774 Class Exercise B.6 Apply the legal requirements for budget adoption 290-770,774,778

3

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

B.7 Prepare revenue projections and estimates of expenditures for school sites and district-wide budgets 290-770,774,778 Class Exercise

B.8 Recognize and explain internal and external influences on the budget 290-770,774,778B.9 Maximize state/federal aids for the district 290-770,771,778

B.10 Communicate the relationship between programs, revenues, and appropriations of the school district to the stakeholders

290-770,774, 771,778

FN Budget Document for SB

B.11 Develop multi-year budgets that serve as a communication tool for the stakeholders 290-770,771, 774,778

B.12 Develop financial model to monitor a school district’s financial health 290-770,774 C. Accounting, Auditing and Financial Reporting/ Accounting (WI CG 12)

The school business official understands and demonstrates the ability to:

C.1 Use an internal and external auditor 290-774 C.2 Establish and verify compliance with finance-related legal and contractual provisions 290-772 C.3 Communicate the relationship between programs, revenues, and appropriations of the school

district to the stakeholders. 290-770 Test, Project

C.4 Prepare, analyze, and report financial statements and support documents to the board of education periodically 290-770 & 774 Test, Project

C.5 Use information conveyed in the annual audit report to improve financial tracking and reporting and internal controls 290-770 & 774 Test, Project

C.6 Apply concepts and standards of accounting, the Governmental Accounting Standards Board (GASB), and generally accepted accounting principals (GAAP), along with other standards applicable to a school entity

290-770, 774,778 Test, Project

C.7 Report the financial status of the district to the appropriate state agency 290-770 & 774 Test, Project D. Cash Management, Investments, Debt Management

The school business official understands and demonstrates the ability to:

D.1 Select professional advisors/contractors such as bond counsel, rating agencies, financial advisors, and underwriters 290-778

D.2 Use lease purchasing and partner with other jurisdictions such as: municipalities, counties, and other school districts 290-770,774,778

D.3 Develop specifications for the selection of banking and other financial services 290-777,778 D.4 Apply concept of compensating balances 290-770,778 D.5 Comprehend procedures and legal constraints for cash collection and disbursement 290-770,774,

777,778

4

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

D.6 Calculate the yields and understand the risks on various investment options available to a school district 290-770,777,778

D.7 Apply various methods of cash forecasting 290-770,778 D.8 Apply appropriate types of short-term debt financing instruments available to school districts 290-770,774,778 D.9 Analyze monthly internal transfers and loans 290-770,774,778 D.10 Analyze the legal constraints and methods of issuing long-term general obligation bonds

including the bond rating process and the role of the bonding attorney and rating services 290-774,777,778

D.11 Prepare a cash flow analysis, including a fund balance report, for the board of education 290-770,778 E. Technology for School Finance Operations

The school business official understands and demonstrates the ability to:

E.1 Keep current with technology applications and programs 290-771,778 E.2 Assess the district’s needs related to available budget dollars for technology 290-774,778 E.3 Ensure that the district technology plan is designed to meet the district’s goals 290-771,778 E.4 Develop an operational plan to meet the district’s financial goals and objectives 290-770,778 E.5 Apply economic and financial markets/theories. 290-770,774, 778 E.6 Recognize and forecast the major sources of revenue available to schools from local, state, and

federal levels of government. 290-770,774, 778

E.7 Interpret the state funding model 290-770,771, 774, 778

State Aid Worksheet Exercise

E.8 Analyze the impact of shifts in local, state, and federal funding and the effect on local spending plans. 290-770,774, 778

E.9 Apply multiple techniques for identifying expenditures across cost centers and programs. 290-774, 778 E.10 Explore alternative and innovative revenue sources 290-770, 778 E.11 Recognize and analyze significant social, demographic, and economic changes that may

impact the financial plan of the district. 290-770,771,774,

781,778

Class Exercise – Enrollment forecasting

III. Human Resource Management A. Personnel and Benefits Administration

The school business official understands and demonstrates the ability to:

A.1 Coordinate the development and management of an appropriate personnel information management database providing seamless integration with payroll and other school district functions

290-771,778

A.2 Manage and continually evaluate the effectiveness of the school district's payroll operations 290-771,778 Clinical Experience

5

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

A.3 Administer employment agreements including interpreting contract language; considering the concept of "past practice," "just cause" provisions, and grievance procedures 290-772,782

A.4 Research and explain various compensation arrangements including salaries and wages, employee health care benefit programs, and retirement options 290-770,782

A.5 Coordinate the procedures for termination of employment including the concept of "due process"; and an awareness of the procedures, usually governed by collective agreements, with respect to reduction in work force.

290-772,782

B. Professional Development The school business official understands and demonstrates the ability to:

B.1 Identify areas and needs for staff development 210-751 to755 B.2 Build a staff development, supervision, and evaluation system, based primarily on adult

motivation research, to improve the performance of staff members and to assist staff in meeting the educational objectives of the school district

210-751 to755

B.3 Identify appropriate procedures for the management and evaluation of staff development programs 210-751 to755

B.4 Involve school district staff in determining their professional development needs that can significantly enhance the effectiveness of employee training and development programs 210-751 to755

C. Labor Relations/Collective Bargaining/ Collective bargaining, contract administration or support services (WI CG 16)

The school business official understands and demonstrates the ability to:

C.1 Analyze jurisdictional, state, and federal laws and regulations with respect to employment agreements 290-782

C.2 Develop and analyze models for assessing the cost of current salary and employee benefit packages and proposals 290-782 Creating the

QEO Project

C.3 Analyze current employment agreements and develop comparative reports with local and state agreements 290-782

Researching a Contract Issue Assignment

C.4 Identify and monitor compliance with the grievance procedures as set out in collective bargaining agreements and state law 290-782

Conducting a Grievance

Assignment

C.5 Review local and state laws and regulations with respect to impasse procedures such as mediation, voluntary arbitration, and binding arbitration 290-772,782

D. Human Relations The school business official understands and demonstrates the ability to:

6

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

D.1 Diagnose, maintain, and when necessary, improve organizational health/morale including the increasing focus on employee wellness programs 290-781,210-751

D.2 Develop policies and procedures for the management of school district personnel 290-772,781,782 D.3 Assist with the processes related to the recruitment, selection, orientation, assignment,

evaluation, and termination of school district personnel/ Evaluation of Personnel (WI CG 4) 290-772,782

210-751

D.4 Develop employee assistance programs and evaluate their impact on the school district's staff morale 210-751

D.5 Identify and implement procedures for conflict resolution and team building to enhance morale and productivity

210-751,290-781,782 Case Study

D.6 Recognize and promote compliance with standards of ethical behavior and standards for professional conduct applicable to all school district staff All SBM Crses

D.7 Stay current with management theory and leadership styles including concepts of behavioral science, organizational structure theory, developing and maintaining organizational culture, and managing organizational change

210-751,290-781 Case Study

D.8 (WI CG 1) Familiarity with the diversity requirements identified in PI 34.15(4)(c) that refer to minority group relations including: a. The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin. b. The history, culture and contributions of women and various racial, cultural, language and economic

groups in the United States. c. The philosophical and psychological bases of attitude and development and change. d. The psychological and social implications of discrimination, especially racism and sexism in

American society. e. Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty,

students, curriculum, instruction, and assessment in the school program. f. Minority group relations through direct involvement with various racial, cultural, language and

economic groups in the United States.

290-781

Clinical Experience in

School District Educational

Setting

IV. Facility Property Management/ School Facilities (WI CG 15) A. Planning and Construction

The school business official understands and demonstrates the ability to:

A.1 Develop a long-range facility plan that includes demographic data and serve as an integral member of the planning team 290-777, 778

A.2 Develop a working knowledge of funding sources and issues related to school construction including bond ratings, the rating process, and bond election processes 290-777, 778

A.3 Develop appropriate procedures for selecting architects, engineers, construction managers and 290-777, 778

7

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

other professionals A.4 Apply the steps and procedures involved in developing and using educational specifications

for selecting school sites 290-777

A.5 Review the legal and administrative responsibilities for advertising, awarding and managing construction contracts 290-777

A.6 Recognize the impact of energy and environmental factors on the learning process 290-777, 778 A.7 Meet the requirements of federal and state agencies regarding construction and renovation of

school facilities 290-777

B. Maintenance and Operations The school business official understands and demonstrates the ability to:

B.1 Administer procedures required to keep schools clean, safe, and secure through effective custodial services and preventive maintenance 290-777, 778

B.2 Manage energy consumption and environmental aspects 290-777, 778 B.3 Determine resource allocation for maintenance and operations 290-774,777,778 B.4 Develop a crisis management plan 290-777, 778 B.5 Maintain a positive working relationship with staff, contractors, and suppliers 290-777, 778V. Property Acquisition and Management A. Purchasing

The school business official understands and demonstrates the ability to:

A.1 Apply generally accepted practices and procedures in the purchasing process 290-777, 778 A.2 Administer an integrated electronic management system to maintain the purchasing process 290-777, 778 A.3 Formulate bid requirements for specifications, advertisement, and selection 290-777, 778 A.4 Analyze e-procurement issues 290-777 B. Supply and Fixed Asset Management

The school business official understands and demonstrates the ability to:

B.1 Develop a system to manage and track inventories and distribution 290-777, 778 B.2 Develop a program for the acquisition, maintenance, repair, and disposal of equipment 290-777, 778 B.3 Develop a system for the financial analysis of life cycle costs and quality control 290-777, 778 B.4 Develop a system to track capital assets 290-777, 778 C. Real Estate Management

The school business official understands and demonstrates the ability to:

C.1 Develop procedures for the acquisition and disposal of land and buildings 290-777 C.2 Coordinate with other governmental agencies regarding zoning, land use, and other real estate 290-777

8

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

issues C.3 Develop real estate management policies and procedures 290-777, 778

VI. Information Management A. Strategic Planning/ Educational leadership including participatory management, long-range

strategic planning and change agent processes (WI CG 10) The school business official understands and demonstrates the ability to:

A.1 Participate in administrative and employee teams in the identification of short- and long-term goals in all aspects of school district activities

290-774, 290-781, 290-778

A.2 Assist with the development and communication of a vision of the preferred future of the school district drawing from current research and best practice

290-774, 290-781, 290-778 Case Study

A.3 Assist with the development of a strategic plan that will move the district toward the achievement of its mission and goals 290-774

A.4 Assist in providing “data-sets” required to facilitate the strategic planning process 290-771, 290-774 Projects

A.5 Assist in the implementation, monitoring, evaluation, reporting, and revision of a strategic plan 290-774

B. Non-Instructional Program Evaluation The school business official understands and demonstrates the ability to:

B.1 Apply a practical and research based knowledge of the components and skills to evaluate programs and business services 290-774, 778

B.2 Identify various economic and cost factors inherent in program operation and evaluation 290-774, 778 B.3 Develop and apply procedures for the systematic evaluation of instructional support programs 290-774, 778 B.4 Analyze, develop, and apply various methods of measuring program outcomes and

effectiveness 290-774, 778

B.5 Effectively manage a change process when evaluation determines that instructional support programs must be improved 290-774

C. Instructional Program Evaluation The school business official understands and demonstrates the ability to:

C.1 Support the components of the instructional programs within the school district. 290-774 C.2 Participate in the planning and implementation of instructional program improvement. 290-774 C.3 Analyze the various economic factors associated with the delivery and evaluation of

instructional programs. 290-774

C.4 Develop procedures for the evaluation and reporting of the cost-effectiveness of instructional 290-774

9

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

programs C.5 Utilize evaluation data toward the development of instructional program changes 290-774 C.6 Effectively participate in the change process when instructional programs must be improved 290-774 C.7 Assist in the direction and facilitation of the allocation of resources within the school district

toward the improvement of instructional programs 290-774

C.8 Assist in directing and promoting the allocation of resources for professional development leading to improved instructional programs 290-774

D. Communications/ School and community relations (WI CG 8) The school business official understands and demonstrates the ability to:

D.1 Comprehend effective communication strategies and techniques related to mass and interactive communications (oral, aural, written, and non-verbal) / Oral and Written Communication (WI CG 11)

290-781,778 (All)

Oral & Written presentations

D.2 Identify the primary components of public information management and public relations 290-781,778 Case Studies D.3 Develop a clear understanding of the major constituencies within the school district

290-775,781,778SBM

Communication Plan

D.4 Present financial data to various school and community groups both in written, oral, and multi-media formats 290-781,778

Oral & Written presentations,

Projects

D.5 Assist in the development of a plan for a positive school-community relations program for the business office and the school district 290-781,778

D.6 Assist in the development of procedures for the management of public information programs and departments that relate to school-community relations 290-781,778

E. Management Information Systems/ Data management and processing (WI CG 13) The school business official understands and demonstrates the ability to:

E.1 Direct or develop management information systems 290-771,778 E.2 Apply the most current technology to the storage, analysis and communication of data (fax,

electronic mail, administrative and educational computer systems, etc) 290-771,778 Projects

E.3 Evaluate the cost benefits of producing information in relation to organizational value 290-778 Projects E.4 Develop a records management system using appropriate technology that complies with all

legal requirements 290-771,778 Projects

E.5 Develop an accurate database to facilitate management decisions using current data processing techniques 290-771,778 Projects

10

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

E.6 Administrate a computerized management information system 290-777,778 Projects E.7 Ensure that appropriate data security is maintained 290-778 E.8 Assist in the integration and gathering of information for public relations purposes 290-771,778,781 ProjectsE.9 Assist and coordinate the gathering and reporting of information for required state and federal

reports 290-778

E.10 Maintain the historical records archive of the school district 290-778 E.11 Assist in the development and implementation of technology in the business office and the

classroom environment 290-771,778 Projects

E.12 Maintain a working knowledge of the technology and software that is available for school and business office use 290-771,778 Projects

E.13 Direct or develop specific plans for secure student and employee access to the Internet 290-771,778 E.14 Evaluate the cost of Internet access options for the school district 290-771,778 E.15 Evaluate and apply various technology tools for use in the school and business office 290-771,778 Projects E.16 Assist in the development of long-range technology planning for the school district 290-771,777,778 E.17 Promote and assist in the development of staff training in technology 290-771 E.18 Allocate appropriate resources toward the purchase and installation of technology and

technology infrastructure in the business office, the school office and the classroom 290-771,777 Projects

E.19 Develop appropriate specifications for technology purchasing and technology infrastructure contracting for the school district 290-771

VII. Ancillary Services A. Risk Management/ Risk Management (WI CG 14)

The school business official understands and demonstrates the ability to:

A.1 Ensure that a comprehensive risk management program is in place 290-777, 778 A.2 Identify and apply models for the evaluation of potential risk management programs 290-777 A.3 Adhere to legal requirements for insurance requirements 290-777 A.4 Identify and evaluate alternative methods of funding and managing risk 290-777 A.5 Assess risk management programs and recommend changes consistent with district needs 290-777 A.6 Direct the process of selecting/employing an insurance consultant or risk manager 290-777 A.7 Ensure the risk management program addresses safety and security. 290-777 A.8 Communicate the risk management program to all stakeholders 290-777 B. Transportation

The school business official understands and demonstrates the ability to:

B.1 Support and maintain a student transportation program that adheres to all legal requirements 290-777

11

Knowledge, Skills & Dispositions Includes those contained in the ASBO Professional Standards (black) and in the

Wisconsin School Business Administrator Content Guidelines (red)

Course(s) Addressing this concept

Pre-Professional

Portfolio

Professional Portfolio

B.2 Ensure that the school bus maintenance and replacement program is established and maintained 290-777, 778

B.3 Monitor the student transportation program and make adjustments as needed Analyze alternative methods for providing transportation 290-777, 778

B.4 Ensure that an efficient and comprehensive routing system is developed and maintained 290-777, 778B.5 Ensure that a comprehensive plan is in place for training and retaining bus drivers 290-777, 778B.6 Communicate transportation needs to the public, administration, and state legislatures. 290-777 C. Food Services

The school business official understands and demonstrates the ability to:

C.1 Establish procedures for the implementation and operation of the food service program 290-777, 778 C.2 Adhere to the legal requirements of the food service program 290-777, 778 C.3 Monitor the food service program and make adjustments as needed 290-777, 778 C.4 Ensure the management systems for tracking meals and inventories are in place and identify

participant status 290-777, 778

C.5 Manage and control inventories and procurement 290-777, 778 C.6 Ensure compliance with required nutritional value is in place 290-777, 778 C.7 Analyze the methods available for providing food service and identify and recommend the

most beneficial method for a given situation 290-777, 778

C.8 Correctly and effectively identify participant status if a mandated school lunch program exists 290-777, 778 C.9 Ensure cash handling procedures and effective internal controls 290-777, 778

VIII. School Business Management Internship/ The role, function, and responsibility of a school business administrator through a supervised practicum or internship in a school setting. (WI CG 17)

290-778

Note: The following standard will be used to evaluate progress in each of the competency areas: Minimal, Basic, Proficient, Advanced sbm program revisions 2003

12

Appendix E 5-Year Enrollment History of Graduate Students by Current Programs

1999 through 2003 Source: Campus PeopleSoft CDR files and Enrollment Reports

Updated: October 23, 2003

Programs 2003 2002 2001 2000 1999 Spr Sum Fall Win* Spr Sum Win Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall

7 19 4 12 19 1 18

Accounting MPA 3 60 35 67 57 36 56 28 22 54 22 3 24 16 5 21Autism Specialist Cert 1 1Business Administration MBA

6 430 281 426 4 368 231 404 338 180 356 289 52 335 224 26 270

Business Education

MS 8 64 51 63 2 71 63 58 52 52 64 46 31 45 46 25 48Communication MS 24 1 27 18 3 23 18 5 16 19 6 19 20 2 27Comm Disorders MS 26 23

27 22 21 26 27 24 23 27 28 28 25 25 27

Computer Info Systems

MS 7 14 11 4 15 1 23Construction Safety

Cert

Counseling MS 149 109 145 161 114 150 151 127 168 117 101 135 96 69 115Curriculum & Instruction MS 3 141 173

125 132 194 136 110 175 120 128

99 132 137

101

136

Educ Spec-Sch Psych

EdS 18 9 23 25 12 22 12 14 21 27Human Res Mgnt

Cert 6 1 10 3 3 1

Reading

MSE

41 44 34 31 35 33 41 45 34 43 18 50 50 16 57Safety MS 11 7 21 12 4 16 18 6 21 22 5 21 18 8 22

MSE 65 33 67 1 55 36 55 38 55 42 12 36 6 22 School Busn Mgnt 46 30 School Psychology

1032 579 1114 932 443 1062

MSE 15 16 17 14 15 16 30 14 26 13 14 13 16 6 14Special Education MSE 1 109

96 114

84 82 100

84 81 76 72 62 86 85 46 99

Transition Specialist

Cert

Non Candidate for degree

NCFD

5 275

426

197

2 204

414

181

163

299

154

173

147

151

148

107

181

Totals **

26 1441

1306

1378

9 1268 1264 1286

1137

1086 1201

* First Winterim identified as a separate term in 2002 ** Non-current programs enrollment not included in totals.

13