6 Pacha - National Forum Journals - Dr. Kritsonis
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View 6 Pacha - National Forum Journals - Dr. Kritsonis as PDF for free.
More details
- Words: 3,120
- Pages: 14
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 25, NUMBER 1, 2007--2008
ELCC STANDARD 3 A BUDGET BUILDING SIMULATION ASSESSMENT Joseph Pacha Illinois State University Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
T
he following simulation exercise was created to help candidates learn the content knowledge associated with the Illinois School Finance for use in the development of a school building budget and to also put that knowledge to use in a method that was as close to a real life experience as possible. The simulation was created and used for assessment of students’ knowledge and skills for ELCC Standard 3 and elements 3.1 and 3.3. Students are given the basic information that follows for this simulation: (1) Building Budget Simulation Exercise; (2) ABZ Simulation School District Information; (3) School Building and Past Enrollment Data; and (4) Budget Simulation Assessment and Scoring Guide. Other pieces of data/information that students must find includes: the Illinois Program Accounting Manual; an actual school building budget; an actual school building schedule; and any other pertinent information that the students deem appropriate for fulfilling the requirements of this simulation exercise. All of the items that called for completion by the candidates are reviewed in class and inclass activities are designed to familiarize the students with each process or product that is to be produced.
42
43
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
The Budget Simulation Assessment and Scoring Guide are used for the purpose of determining if students have met the standard or not. Students are given multiple opportunities to achieve success in meeting the standard.
Building Budget Simulation Exercise As part of your learning experiences, it is important that you know and understand how to put together a budget. That experience will be facilitated through a classroom simulation. The simulation is explained in the following information. Materials needed: 1. A “beginning” budget sheet from ABZ Community School District that will contain information about your school building and its budget (see attached information). 2. A “program sheet” that gives the various programs that can be used in developing the ABZ C.S.D. budget (see attached information). Also included with the program information are the essential elements that are required to be included in your budget. If you or your team wishes to include additional budget items, these are certainly most welcome, however, be aware that you must be able to “explain and justify them” to the leadership team at its budget meeting at the conclusion of the semester. Simulation: 1. Working in class and outside of class as an individual or as a team, you are responsible to: (1) prepare and present a budget for an ABZ School; (2) prepare and present a class schedule for the school; (3) prepare and present enrollment projections for the school; (4) be prepared with your team to make these presentations (1, 2, and 3) in power point format to the
Joe Pacha
44
superintendent and administrative team (the class will be simulating this for this presentation process). 2. Each budget must include the accounting system codes of accounts as defined in the budget handout sheet given to you with this simulation exercise along with a budget summary page to introduce the entire budget. 3. Each individual or team must hand in, after the team budget presentation, one complete copy of Your School budget, Your School enrollment projections, and Your School Class Schedule. 4. Each individual class member, however, must write a short reflection paper on the budget simulation process discussing at a minimum the following: (1) the benefits of doing this project; (2) the pitfalls of doing this simulation; (3) how this project/simulation could be improved; and (4) your personal learning from this project. This paper is due at the time of the budget presentation. ABZ Simulation School District Information The ABZ Simulation School District has been in existence for many years in Best, Illinois and is known throughout the county as the “best schools around” and where you would want your child to go to school. It has active parents who are involved and demand excellence for their students. The community is diverse with a large segment of population involved with managerial and professional occupations – thus driving the charge for excellence in education for their students. The communities’ schools reflect the diverse makeup of the community: 62% white; 28% African American; 8% Hispanic American; and 2% Asian American. The community is fairly stable with no new businesses coming in to the community in the past couple of years; however, there have been no businesses leaving or laying off employees either. The
45
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
economic picture for the community is very stable and diverse giving the people in community ease of mind about their future prospects. The school district has grown over the years with new businesses that came to town during the nineties. While that rather rapid growth has slowed down considerably, the district is still growing in some segments of the community, while stopping or even declining in others. The superintendent of ABZ Simulation School District is very concerned about the effects that the No Child Left Behind legislation will have on the schools. It seems that some are progressing along with AYP while a couple are struggling and have not made AYP this year for the first time. This is causing some concern for the citizens of Best, since all of their schools have always been the “best schools around” and this is hard for them to understand and to deal with. As a result, the Board of Education has asked the superintendent to provide extra money to be available to the schools in most need in order that they make sure that they make their AYP for the coming year. As part of the budget building process, the superintendent is asking the building principal’s to submit their needs for school improvement with their budget requests and to justify how those additional expenses will lead to greater student achievement and AYP attainment. The superintendent has always allocated resources to the building levels based on a building need basis. The superintendent will be allocating resources to each individual building based upon the projected needs for this coming budget year that the building principal’s will be working into their building budgets. Obviously, unforeseen circumstances such as budget shortfalls at the state level and changes in funding from the federal government will be communicated to the building principals as soon as these dilemmas are known.
Joe Pacha
3.
School Building Data:
46
47
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Joe Pacha
48
49
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Joe Pacha
50
4. Budget Simulation Assessment and Scoring Guide Assessment: Budget Development and Budget Presentation Students will research and develop a school building budget complete with accounting codes, descriptive data, and based upon information from real school building data. The budget building process also include a presentation to the class (using power point and other graphs, charts, or visual aids) that provides a rationale and advocates for the school’s budget that is necessary to implement the school’s goals. This project will require the following steps: 1. In order to determine the budget needs, students will do an enrollment projection for the school building using a valid and researched enrollment projection process. The five year enrollment projections will allow the students to determine the amount of staff and other resources necessary for the building budget. 2. Based upon the demographic and student achievement data that is provided about the school, students will establish budget goals to implement the school building’s goals. 3. To ensure that the building and budget goals can be implemented, students will build a daily schedule for the school based upon researched processes for implementation of the goals (i.e. scheduling reading early in the day for K-3rd grade). 4. Develop the school’s budget complete with accounting codes, descriptive data, and based upon information from real school building data and steps 1-3 above. 5. Present your budget to the class in a simulated environment where the instructor will be the Superintendent and the other candidates in the class are fellow principals of other buildings. All of the candidates are advocating for their budget and for full funding in a time of limited available funds.
51
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision- making with attention to indicators of equity, effectiveness, and efficiency. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget.
Standard 3, Standard Element 3.1, Standard Element Description 3.1.a
Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget.
Joe Pacha
Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
52
Standard 3, Standard Element 3.1, Standard Element Description 3.1.b
Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
53
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
Standard 3, Standard Element 3.1, Standard Element Description 3.1.c Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
Joe Pacha
Candidates use problem-solving skills and knowledge of strategic, longrange, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
54
Standard 3, Standard Element 3.3, Standard Element Description 3.3.a
Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
55
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Candidates apply and assess current technologies for school management, business procedures, and scheduling. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
Standard 3, Standard Element 3.3, Standard Element Description 3.3.c Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
ELCC STANDARD 3 A BUDGET BUILDING SIMULATION ASSESSMENT Joseph Pacha Illinois State University Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
T
he following simulation exercise was created to help candidates learn the content knowledge associated with the Illinois School Finance for use in the development of a school building budget and to also put that knowledge to use in a method that was as close to a real life experience as possible. The simulation was created and used for assessment of students’ knowledge and skills for ELCC Standard 3 and elements 3.1 and 3.3. Students are given the basic information that follows for this simulation: (1) Building Budget Simulation Exercise; (2) ABZ Simulation School District Information; (3) School Building and Past Enrollment Data; and (4) Budget Simulation Assessment and Scoring Guide. Other pieces of data/information that students must find includes: the Illinois Program Accounting Manual; an actual school building budget; an actual school building schedule; and any other pertinent information that the students deem appropriate for fulfilling the requirements of this simulation exercise. All of the items that called for completion by the candidates are reviewed in class and inclass activities are designed to familiarize the students with each process or product that is to be produced.
42
43
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
The Budget Simulation Assessment and Scoring Guide are used for the purpose of determining if students have met the standard or not. Students are given multiple opportunities to achieve success in meeting the standard.
Building Budget Simulation Exercise As part of your learning experiences, it is important that you know and understand how to put together a budget. That experience will be facilitated through a classroom simulation. The simulation is explained in the following information. Materials needed: 1. A “beginning” budget sheet from ABZ Community School District that will contain information about your school building and its budget (see attached information). 2. A “program sheet” that gives the various programs that can be used in developing the ABZ C.S.D. budget (see attached information). Also included with the program information are the essential elements that are required to be included in your budget. If you or your team wishes to include additional budget items, these are certainly most welcome, however, be aware that you must be able to “explain and justify them” to the leadership team at its budget meeting at the conclusion of the semester. Simulation: 1. Working in class and outside of class as an individual or as a team, you are responsible to: (1) prepare and present a budget for an ABZ School; (2) prepare and present a class schedule for the school; (3) prepare and present enrollment projections for the school; (4) be prepared with your team to make these presentations (1, 2, and 3) in power point format to the
Joe Pacha
44
superintendent and administrative team (the class will be simulating this for this presentation process). 2. Each budget must include the accounting system codes of accounts as defined in the budget handout sheet given to you with this simulation exercise along with a budget summary page to introduce the entire budget. 3. Each individual or team must hand in, after the team budget presentation, one complete copy of Your School budget, Your School enrollment projections, and Your School Class Schedule. 4. Each individual class member, however, must write a short reflection paper on the budget simulation process discussing at a minimum the following: (1) the benefits of doing this project; (2) the pitfalls of doing this simulation; (3) how this project/simulation could be improved; and (4) your personal learning from this project. This paper is due at the time of the budget presentation. ABZ Simulation School District Information The ABZ Simulation School District has been in existence for many years in Best, Illinois and is known throughout the county as the “best schools around” and where you would want your child to go to school. It has active parents who are involved and demand excellence for their students. The community is diverse with a large segment of population involved with managerial and professional occupations – thus driving the charge for excellence in education for their students. The communities’ schools reflect the diverse makeup of the community: 62% white; 28% African American; 8% Hispanic American; and 2% Asian American. The community is fairly stable with no new businesses coming in to the community in the past couple of years; however, there have been no businesses leaving or laying off employees either. The
45
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
economic picture for the community is very stable and diverse giving the people in community ease of mind about their future prospects. The school district has grown over the years with new businesses that came to town during the nineties. While that rather rapid growth has slowed down considerably, the district is still growing in some segments of the community, while stopping or even declining in others. The superintendent of ABZ Simulation School District is very concerned about the effects that the No Child Left Behind legislation will have on the schools. It seems that some are progressing along with AYP while a couple are struggling and have not made AYP this year for the first time. This is causing some concern for the citizens of Best, since all of their schools have always been the “best schools around” and this is hard for them to understand and to deal with. As a result, the Board of Education has asked the superintendent to provide extra money to be available to the schools in most need in order that they make sure that they make their AYP for the coming year. As part of the budget building process, the superintendent is asking the building principal’s to submit their needs for school improvement with their budget requests and to justify how those additional expenses will lead to greater student achievement and AYP attainment. The superintendent has always allocated resources to the building levels based on a building need basis. The superintendent will be allocating resources to each individual building based upon the projected needs for this coming budget year that the building principal’s will be working into their building budgets. Obviously, unforeseen circumstances such as budget shortfalls at the state level and changes in funding from the federal government will be communicated to the building principals as soon as these dilemmas are known.
Joe Pacha
3.
School Building Data:
46
47
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Joe Pacha
48
49
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Joe Pacha
50
4. Budget Simulation Assessment and Scoring Guide Assessment: Budget Development and Budget Presentation Students will research and develop a school building budget complete with accounting codes, descriptive data, and based upon information from real school building data. The budget building process also include a presentation to the class (using power point and other graphs, charts, or visual aids) that provides a rationale and advocates for the school’s budget that is necessary to implement the school’s goals. This project will require the following steps: 1. In order to determine the budget needs, students will do an enrollment projection for the school building using a valid and researched enrollment projection process. The five year enrollment projections will allow the students to determine the amount of staff and other resources necessary for the building budget. 2. Based upon the demographic and student achievement data that is provided about the school, students will establish budget goals to implement the school building’s goals. 3. To ensure that the building and budget goals can be implemented, students will build a daily schedule for the school based upon researched processes for implementation of the goals (i.e. scheduling reading early in the day for K-3rd grade). 4. Develop the school’s budget complete with accounting codes, descriptive data, and based upon information from real school building data and steps 1-3 above. 5. Present your budget to the class in a simulated environment where the instructor will be the Superintendent and the other candidates in the class are fellow principals of other buildings. All of the candidates are advocating for their budget and for full funding in a time of limited available funds.
51
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision- making with attention to indicators of equity, effectiveness, and efficiency. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget.
Standard 3, Standard Element 3.1, Standard Element Description 3.1.a
Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget.
Joe Pacha
Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
52
Standard 3, Standard Element 3.1, Standard Element Description 3.1.b
Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
53
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
Standard 3, Standard Element 3.1, Standard Element Description 3.1.c Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
Joe Pacha
Candidates use problem-solving skills and knowledge of strategic, longrange, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
54
Standard 3, Standard Element 3.3, Standard Element Description 3.3.a
Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
55
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Candidates apply and assess current technologies for school management, business procedures, and scheduling. Meets the Standard The following are complete, presented to the class and handed in to the instructor: • A budget is developed and presented that contains fully developed line items for all essential functions of a school, including properly assigned accounting codes (from the IL Program Accounting Manual), descriptive data, rationale, and budget goals. • Five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • A fully developed school daily schedule based upon researched processes for implementation of the school’s goals. • A complete power point presentation of the budget is given to the “simulated budget committee” that contains the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
Standard 3, Standard Element 3.3, Standard Element Description 3.3.c Does NOT Meet Standard The following are not acceptable to met the class requirements and the standard: • A budget is presented that contains partially developed line items for the functions of a school, including partially assigned accounting codes (from the IL Program Accounting Manual), poor descriptive data, a poor or lack of a rationale, and lacking or poor budget goals. • An incomplete five year enrollment projections that allow the students to determine the amount of staff and other resources necessary for the building budget. • An incomplete school daily schedule. • An incomplete power point presentation of the budget to the “simulated budget committee” that does not contain complete information on the following: (1) school demographics; (2) school budget goals; (3) people involved in the development of the budget; (4) problems and issues related to the budget development process; (5) the staffing necessary based upon the enrollment projections for the school for the next three years; and (6) significant changes to the budget based upon data and building needs.
