Review of SBEC Competencies

Domain I—Leadership of the Educational Community – Competencies 1 - 4

Competency 1 Area:

The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.

            To start off with Domain 1 - Competency 1, I obtained a copy of the job description of the Superintendent of Schools from the personnel director. This document was fairly broad and simple, much unlike the position of the Superintendent. In addition, I spoke with the school board president and asked for the evaluation instrument the board had created in evaluating the Superintendent. This evaluation instrument compared with the Superintendent performance goals, however, it did not compare with the job description. It was my recommendation to have all three documents aligned.

            I had an opportunity to interview a retired principal from Lumberton Independent School District. She is a well-respected individual who still is part of the school system. She is currently serving as a community member on the District Site Base Decision Making Team. Several people in the school district look up to this individual and admire her wisdom regarding the school district. She has experienced the growth from two separate communities combined to make Lumberton, and the beginning of the Lumberton Independent School District. She has seen the district grow from a 2A sized school district to a current 4A sized district. It was interesting hearing her recollect her experiences with the overall changes in Lumberton and the school system.

            I performed an analysis between two different groups of staff members through interviewing their perspectives regarding ethical and unethical behaviors exhibited by certified personnel in the district. The two groups were campus secretaries, and campus custodians. The interesting aspect of their views paralleled their education level. The opinions of custodians were a little more frank in nature, while the campus secretaries were more professional. The less education the staff had, the more they had to say regarding ethical and unethical behaviors; as opposed to the more education they had, the more direct the answers were regarding ethical and unethical behaviors.

            Varying perspectives were compared regarding the regular teachers and their views of special education staff as opposed to the views of special education staff to the views of regular teachers. It was interesting how these two types of teachers saw their roles, and the roles of the other. Both groups agreed that the primary role of both was to educate students; however, the difference came whenever these groups analyzed the specific requirements of their respective fields. Regular education teachers could not comprehend the facets of legalities that special education teachers were exposed to. There has always been an argument between special education teachers and regular education teachers regarding documentation of IEP’s and BIP’s. After examining this difference, it would be important to have professional development to explain the roles of each individual group.

            The final portion of this competency focused on self-help. It was a challenge to become and active listener and avoids interrupting others while speaking. I have always wanted to dominate the conversation; however, in turn I would interrupt whenever the conversation was heading in a direction that I did not want. In addition, as the conversation was heading in the wrong direction, I would also become defensive in my position. I have worked hard on these two principles, but I do have to say these are hard habits to break.

Competency 2 Area:

The superintendent knows how to shape district culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community.

In Domain 1 – Competency 2 the primary focus of the Internship plan revolved around the vision and mission. I reviewed and compared four different school vision and mission statements, including my personal district and noted the strengths and weaknesses of each. I compared schools of comparable size, and included one that was smaller. Overall, the focus of the vision and missions were the same. Additionally, I coordinated and developed a strategic plan for professional development in association with the Lead4ward system to facilitate knowledge of the STAAR assessment and incorporation of the TEAKS readiness and supporting standards that are assessed. The professional development will be measured by the success of all students.

The next aspect of the internship plan focused on review of board policy and administrative guidelines. In the first activity I reviewed ways assessment data are used by the following: Board of Education, Superintendent, faculty, staff, and community relations department. It is important to review current assessment data as well as looking at trends within several years of assessment data. The next activity focused on assessing compliance and the leadership culture in the district. Determination of how frequently top-down leadership versus consensus leadership was used. Identification of the leadership style most often used and validating compliance was a focus of this activity.

The final activity in Domain 1 – Competency 2 focused on District Site Base Decision Making. The Superintendent has assigned the duties of District Site Base chairman to me. My responsibilities required me to create agenda statements and facilitating the District Site Base meetings. The opportunity offered experience in guiding a group of stakeholders, and allowing them the opportunity to add influence to the direction of the direction. The decorum in the meetings was cordial, and all aspects of the requirements of the District Site Base Team were included.

Competency 3 Area:

The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students.

With Domain 1 – Competency 3, I started out reviewing school board policy and administrative guidelines regarding the procedures of district communications management within the district. The district had no local policy related procedures in district communication; however, the district did have administrative guidelines. A few years back with a TASB policy audit, TASB recommended to clean up our local policies and develop administrative guidelines. The reason behind this concerned the need to have local policy changed in board meetings; however, if administrative guidelines needed to be modified, then a board meeting was not needed. The administrative guidelines outlined the role and procedures for district communications.

            An interview with the District Communications Coordinator was conducted to learn strategies for effective communication to and from the community; as well as, the issue of community politics. In addition, she organized a few opportunities of being interviewed by the media, both television and newspaper.

            A school climate survey was developed to address school policy, instruction, homework, student activities, student discipline and parent involvement. This survey has been offered to parent through our school district website and data is currently being disaggregated. This activity was a group created activity utilizing teachers, counselors, and other administrators within the district. Originally this was to be completed in January, but was considered to have a better result giving it at the end of the school year. This will give baseline data to begin the next school year.

            A quick examination of the Intermediate School library provided information regarding heritage and values of culturally diverse populations. The student and community structure of Lumberton is not culturally diverse. The school district has more than a 90% white population. I was surprised to see the amount of diversity in the selection of reading materials as well as video materials. The library also carries books written for Hispanic students, even though we have a small population.

            Finally, I interviewed two community members; a member of the board of directors for the Chamber of Commerce, and a City Council member. Both representative has lived in Lumberton for 15+ years and have seen many changes. The interview focused on their perceptions of the quality of education, concerns and allowed them to voice any recommendations they had for the schools. Both were very supportive of the school system, and both had children pass through Lumberton schools.

Competency 4 Area:

The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district's educational vision.

For Domain 1 – Competency 4, I visited all school board meetings; either regular scheduled meetings or special meetings. The most interesting aspect was seeing the growth of our current Superintendent from the beginning of the school year to current time. This is our Superintendents first year as CEO of the district and having to learn the “ropes” fairly quickly. It is interesting seeing his angle of motivation and influence he is portraying to the school board.

After the school board and Superintendent participated in the Team of Eight trainings, the dynamics changed even further. It was apparent both the board and Superintendent have been having a tug-of-war with governance, but after training, both groups knew their roles and positions in the Team of Eight. I had the opportunity to participate in the Team of Eight training as well.

DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 - 7

Competency 5 Area:

The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources, and assessment; use the current accountability system; and promote the use of varied assessments to measure student performance.

For Domain 2 – Competency 5, I created a new process for curriculum evaluation for the districts CSCOPE curriculum. A survey was created to measure teacher confidence and usage of the district’s curriculum. Current evaluation methods were examined and recommendations for new methods were introduced. The survey was presented to the administrative team for review, as well as introduced to the District’s Site Base Decision Making Committee.

Three drafts of the school calendar were created and submitted to the District’s Site Base Decision Making Committee. Over two months had lapsed before two of the three were fine-tuned to submit to the campuses for a vote. The second of the three drafts was approved, and is now the districts calendar for the 2012-13 school year.

A walk-through evaluation was created that focused on communication and levels of exemplar learning that takes place in the classroom. The walkthrough was developed through discussion with four campus principals during a scheduled meeting focusing on leadership walkthrough criteria. This short five minute observation has been used twice this school year with our administrative team while we conducted our vertical alignment leadership walk-through evaluations.

Collaborative work with the counselor has allowed our campus to begin the developments of a Student Council program. A proposal was drafted for school board approval granting permission to create an organization. The school counselor will be the campus sponsor for this organization.

I had the opportunity to participate in the Texas Safe School Initiative grant process. This grant is offering our school a dome building to be used as a safe shelter in a natural emergency, however, all other times it will be utilized as a school based community auditorium. This grant process was a collaboration between city and school officials, with final usage being an educational facility for instruction. The building will have additions added on to support fine arts (band, choir, and theatre arts). The school district has received final approval and will be having the architect design the specification for the project.

Competency 6 Area:

The superintendent knows how to advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth.

            With Domain 2 – Competency 6, there were a wide variety of activities that encompassed the internship plan. To begin, I compiled a list for extra-curricular activities that high school students had the opportunity to participate in. I calculated the percentage of students that belong to one or more student groups and overall involvement as compared to all students enrolled in the high school. A questionnaire was developed asking why the students chose to join or not to join.

            The district has implemented the Bring Your Own Technology (BYOT) to school program. This program allows students to bring their I-pads, laptops, smartphones, etc. and use these devices with the school’s wireless network. In order to deal with expected issues of cyber bullying, the Director and Technology and I have worked together to create a cyber bullying procedural flow-chart that is in alignment with the district’s local policy for bullying and harassment. This procedural flowchart will be put into practice next school year.

            Analysis of the district’s assessment scores as compared to the state’s campus group, region, and state scores have been completed. In addition, the district’s measurements regarding AYP, and any calculations have been compiled to prepare the school for required improvement strategies. This information has been shared with the Superintendent and all campus principals.

            An examination of the school district’s handbook and discipline policy reflects that the handbook and student code of conduct are in alignment with current policy. The policy is broadly written for inferior infractions; however, for major infractions the penalties are fairly specific. The degrees to which all campuses implement these policies are different. It is recommended to create an elementary and secondary alignment for their respective discipline ladders.

            A listing of five current issues affecting teaching and learning were identified through research literature. I questioned several teachers and administrators regarding these issues and received feedback regarding their professional opinions. Their comments and critiques allowed me to measure the degree of importance for each of the issues.

Competency 7 Area:

The superintendent knows how to implement a staff evaluation and development system and select appropriate models for supervision and staff development to improve the performance of all staff members.

For Domain 2 – Competency 7, I worked with a few people in developing professional development and measuring of proficiency in each area. To begin, collaboration with the Middle School principal resulted in the development and implementation of the Lead4ward staff development training our school participated in. Throughout this collaboration, we recommended an outside source to come in and work with our campus leadership teams to deliver advice and practices to take back and share with their department of teachers. This professional development opportunity occurred monthly and results will be measured through STAAR testing results.

Working with the personnel director, I was able to determine the major requirements and issues concerning education today, such as planning, recruitment, selection, induction, compensation, and evaluation and dismissal of personnel. The personnel director and I visited on policy guiding her position, and the many other aspects of her duties.

DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 10

Competency 8 Area:

The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application.

            It was apparent to notice that our district provides for the enhancement of administrative technology equipment through our budget. All campuses, departments, and central office have an administrative technology budget. While interviewing the Director of Technology, it was apparent that this budget is spent within reason, and currently the district has purchased a new software program to align PEIMS, budgets, finance, scheduling, as well as many other aspects of the profession. Current transitions are occurring, and several training opportunities will be available during the summer months.

            Reviewing of the district policies and administrative guidelines for district operations was more difficult to participate in due to this no longer having a director involved. Policies and administrative guidelines are there, but the follow-up and, checks and balances are not as prevalent. This is an area that would need to be modified and/or reassigned. Compliance with these policies are not exposed.

            I had the opportunity of participating in the budgetary process with the district, as well as attending trainings with the new budgetary software. With the resignation of the District Finance officer and the Director of Operations, there have been paraprofessionals handling all aspects of the district financing. Their trainings have been fast and furious, and an outside consultant has been hired to come in and clean up the financial records. This position upon the completion of this certification program will be under my supervision.

            I compiled a list of organizations that give the Superintendent support in their positions. Organizations help the superintendent directly or indirectly, both aspects were revealed in this activity. Organizations like TASA, TASB, AASA, and TASBO assist the superintendent and the operations of the district.

            To sum up everything in this domain, a listing of publications of books were provided to recommend future reading for superintendents. It is important to stay focused on trends and changes in education by reading about these items, or learning new leadership skills that can be incorporated into the position.

Competency 9 Area:

The superintendent knows how to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment.

            For Domain 3 – Competency 9, I interviewed both the Director of Transportation and the Child Nutrition Director for the school district. I was able to learn the expectations of their positions as it relates to student services.

            The Director of Transportation is responsible for establishing routes, supervising the maintenance of buses and overall responsible for organizing extra curricular trips. While visiting, he made it apparent that the school district is in need of six new school buses in order to remove some from the fleet. He mentioned that after ten years of age in a school bus, it is difficult to find parts, and when needed, parts have to be custom made. He showed a cost comparison to purchasing a new bus as compared to restoring a bus. His recommendation is to keep a fleet of buses less than ten years of age to achieve maximum advantage for cost savings.

            The Child Nutrition Director is responsible for creating the students lunch and breakfast menus according to the Texas Department of Agriculture health regulations. She stressed it is important to stay ahead and abreast of new changes coming. Currently she likes to stay one year ahead of required mandates. For example, when frying foods was removed as an option for lunches, she was one year ahead in removing all fryers. Her belief is that it makes a smoother transition. In addition, she is responsible for maintaining her budget and is proud to say that she always works with a balanced budget.

Competency 10 Area:

The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.

            For Domain 3 – Competency 10, I visited with the Superintendent to learn his experience regarding a curriculum change for the district. During this visit, he explained that he participated in this curriculum change in three separate roles, as a principal, assistant superintendent, and then superintendent. This change process occurred over a two school year period. The advice he offered on this type of change was to get the support of the majority of your staff before making a large change such as this. The school district had a strong curriculum; however, the problems that the district was starting to face were the requirements that had to be embedded in the curriculum. This is the reason the school district bought into the CSCOPE curriculum program. This change was met with resistance at the beginning, but now has been a smooth transition.

            Also, I visited with the head nurse for the district to discuss the major requirements, concerns, and goals for the school health program. She explained the knowledge of Health Insurance Portability and Accountability (HIPAA) laws and its importance to education. There are times the school district is in need of receiving information from doctors to assist students, but due to HIPAA standards, the school cannot get any information. It is through communication with parents that releases can be given. The district must be cognizant of the information that is shared. In addition to her position, she is responsible for organizing professional development for each campus nurse to make sure they are all in compliant with the requirements upon their positions.

Self Reflection - Post Assessment

Competency 1

As a superintendent, I feel I have the strengths necessary to act with integrity, fairness, and in an ethical manner. As principal, I have created an environment of trust and consistency which has allowed for the success of students on my campus. These skills I have developed would be carried into a superintendent’s position to effectively coordinate a district. The most important thing to remember is that we are in this business for the students. It is important to never forget we were a teacher before and to not separate ourselves with too much distance administratively from the teacher.

Competency 2

In my opportunities as a principal, I have created a culture of respect that influences learning while supporting our districts vision and mission. I feel I have strengths in establishing this positive culture that promotes higher learning, and feel competent in taking risks to establish a focus supporting the vision. I feel everyone should work in a collaborative manner to open involvement with various stakeholders. In the first self-assessment reflection I wanted to focus my knowledge in the methods of seeking allocations and resources to achieve the goals and vision of the district, as well as, learning awareness of the emerging issues and trends that are affecting public education. At this point, I feel competent that I can handle these responsibilities.

Competency 3

In reflecting upon my personality, I feel that I have a strong comfort level collaborating with families and community members. This is measured by the appreciation and support my campus receives from the community. However, with this being stated, there is always room for improvement. I have had the opportunity to work with the media to overcome my nervousness of dealing with the cameras as well as becoming competent in planning with the district communications coordinator focusing on community activities and communication.

Competency 4

With competency four, I feel that I have become more competent in dealing with our local school board, however, I still will be focusing my attention in my future positions in working with area politics and state and national politicians. Working through the Superintendent’s program, I see the large amount of political influences that are utilized to advance the school.

Competency 5

With competency five, I feel that I would be competent in facilitating a strategic plan for the district, as well as in the alignment of curriculum. I have been active in working with the superintendent and school architect in planning future district expansion, as well as focusing on our new district’s curriculum program. In my opinion, I see a continuous monitoring of the ongoing aspects of the district will benefit the district, whether being operations, or curriculum.

Competency 6

Building my aspects of trust and respect has made this competency easier to accomplish. Even though, I consider myself competent, there is always room for improvement. In the first self-assessment reflection, I felt I would need some assistance in the areas of accountability training, as it relates to AYP. I worked with Region V ESC and have a more firm understanding with AYP. State accountability is an area I feel comfortable. Overall, I feel I have increased my level of knowledge of Competency 6.

Competency 7

My understanding of competency seven focuses on implementing and evaluation system defining the needs for professional development. As a principal, it is easier to focus on the needs of my campus, however, in a district level position; I would see where this could be more difficult. I am currently chair our districts site base decision making team and I feel this opportunity has made me more competent.

Competency 8

In competency eight, I plan on focusing on budget planning on management. I feel competent working with the board in creating a budget and focusing on the needs of the campus. I have effectively participated in projecting funding estimates and am currently preparing next years budget to go to the board. I consider myself an effective person to control the budget, and save money. For this reason, the school district is promoting me to Assistant Superintendent of Finance and Operations. In the areas of personnel, I feel I have strengths in the areas of collecting documentation to remove staff, as well as finding the right person to fulfill a position.

Competency 9

With competency nine, I feel competent in the areas of determining need of maintenance and renovation, as well as determining the safety implications of the physical plant. Overall, I feel competent to control operation within the district. I still will be focusing my knowledge on bond issues and elections. I feel that I have not had the appropriate assistance to guide me in this area. I will be attending the TASBO summer conference, and may learn some there.

Competency 10

Overall I feel I could influence an organizational system to facilitate positive change, however, the hardest area I feel I would need assistance in is the political ties to stakeholders in the community. In my opinion, a positive impression of the school district is created through positive community interaction.

Final Reflection

            After completing this intense course of school finance, I feel that I have grown to have a stronger and more solid understanding the school finance system. As I proceeded throughout the weekly lessons, and learning from each individual colleague, as well as my group partnership, the wealth of knowledge that has been obtained has been well worth the experience. In addition to the coursework that has accompanied this class; I have had the opportunity to participate in a webinar series, which will also continue throughout the next few months focusing on budgetary projections for our district. There were times in the coursework that I was unsure how all this information merged together. With the knowledge that I have obtained through the webinar series, my knowledge has become more concrete. I remember speaking with Dr. Creel, and he explained this course would be intense; now at the end, I agree with his comment. Overall, I do not feel the entire amount of information required for school finance can be learned in a five week course, as students, we have to seek the remaining information and put it all together.

            In analyzing the areas of strength regarding Competency 8, I feel confident enough to apply procedures for effective budget planning and management. I understand more in depth the budgeting calendar, as well as all personnel involved with the budget process. Personally I feel that I have a strong rapport with the school board, and that effective budgeting would come through effective communication. In the areas of personnel management, I feel that I have always had strength in documentation of personnel and can effectively hire, fire, or reassign an employee; as well as, utilizing evaluation data to create personnel policies.

            After completing this course, several of the indicators from the beginning of the course to now, I have been able to grow from lack of knowledge to competent. Understanding audits and securing those that could assist in auditing the district, establishing district procedures, applying legal concepts. I have had the opportunity to formulate funding forecasts for the district and assist the Superintendent in the fiscal projections for next school year.

            The area that I continue needing to obtain knowledge on is the section on acquiring, allocating, and managing resources according to district vision and priorities, including obtaining and using funds from different resources. Further information regarding federal funding allotments would be an area that I feel that I could use more knowledge.

            Utilizing the video lectures, in the first week, it was interesting learning about the history of school finance and the parallels that are symbolized in current times; especially in the equity of funding. A major area of week one focused on goal oriented budgeting. It is important that school finance is supported by a district’s improvement plan and relates to the school boards goals for the district. Week two expanded on the concept of goal driven budgets and we had the opportunity to learn everyone’s role in the budgetary process.

            Learning about the sources of revenue and expenditures for the district gave a firm insight of the funding formulas, and a strong understanding of the M&O and I&S taxing entities. Having the opportunity to complete the task of budgetary projections, this opportunity offered adequate knowledge of the importance of budget allocations. Now in the final week, the concentration of the ethics involved with school leadership, and the many times people get into trouble violating the ethics of the district.

            Overall, out of the knowledge that I have obtained from this course and the webinar series that I have participated in is this – budget what you expect to earn, and don’t budget what is paid by the state.

Code of Ethics for School Leaders

Examples of Ethics Violations:

Standard 1.2 relates to the misappropriations, diversions or use of monies for personal gain or advantage. In Montgomery, Alabama a school district’s chief financial officer was found guilty of two felony counts of using her position for unlawful gain of money.  A district audit reviewed the district’s funds and discovered the misappropriations of funds. The chief financial officer was sentenced to ten years for each count had to pay $102,170 in restitution to the school district.

Standard 1.5 relates to accepting gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. A former associate superintendent with the El Paso, TX school district pleaded guilty to bribery charges. The former associate superintendent admitted to accepting money and property for handing out vendor contracts.

Standard 1.6 relates to falsification of records, or directing or coercing others to do so. A principal at Youth Middle School in Georgia falsified student enrollment numbers in elective classes in order to meet the funding size. Students were recorded as taking classes such as music or physical education as the students were serving as office aides. The principal was suspended for six weeks.

Standard 2.3 relates to adhering to written local school board policies and all state and federal laws regarding the hiring, evaluation, and dismissal of personnel. In Texarkana, Arkansas a former teacher was fired allegedly giving special needs student’s answers to a state mandated test. It was proven that other teachers gave out answers as well, but were not fired for the infraction. The lawsuit sided with the former employee based upon the verdict that she was fired on a “flimsy basis.”

Standard 2.5 relates to discriminating against or coercing a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. In San Diego, California, a teacher claims she was denied promotions due to her sexual orientation. She sued the school district, and was awarded $ 140,000 for damages.

Short and Long-Range Consequences

            In the case of the school districts chief financial officer being found guilty of unlawful gain of money, a short range consequence for the district would be the lack of trust the community would have with the school district. The school district would need to prove to the community that it is taking its stance in protecting the taxpayer’s funds and duly auditing the funds on a regular basis. Once the public broadcast of the ethical violation has diminished, for the long-range time, the school district will need to be consistent in their approaches to school finance and the continuous monitoring of the district funds.

            In the issue of the falsification of records, I was interested in seeing the final outcome of the investigation. The principal was placed on administrative suspension for six weeks, all of which fell during the summer months. In the eyes of the community, this would be a detrimental issue concerning honesty and trust of the administration. This short-term “punishment” the principal received, was not appreciated by the community since the principal committed fraud among the school finance system. For the long-term approach, the school district should remove the principal from the position and offer training to the administrative staff regarding funding projections.

            In the issues regarding sexual orientation, the district would need to have updated policies in place regarding Title IX for the short term, and for the long-term offer training to understand the policies. Also, in the event of the case in San Diego, the school district could use training on the association with the American Civil Liberties Union (ACLU).

Actions to Prevent Ethical Violations

            I believe the school district handled the situation appropriately in the case of the chief financial officer. The school district was given the misappropriations information from the auditor, and action was taken immediately. The Superintendent acted in a manner that utilized applicable laws, policies, and procedures in a fair and reasonable manner relating the taxpayer’s investment in the school district and to protect the district’s funds.

            For the case regarding the principal that received a suspension for six weeks, I personally feel that was “swept under the rug.” However, in the state of Georgia, the laws and policies regarding falsification of records may be different. The issue that I see regarding this infraction is a moral issue. As an employee of the school district, the administrator must model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.

            In reference to the issues regarding sexual orientation, it is important for an administrator to interact with district staff, students, school board, and community in a professional and ethical manner and not hinder an employee from gaining the promotions they rightfully deserve.

Understanding Personnel Salaries

            I had the opportunity to speak with our District Payroll clerk and Business Manager regarding the amount budgeted for payroll within our school district. The payroll budget accounts for 74% of the district budget totaling $ 22,241,175. There are always hard decisions to make whenever budgetary decisions have to be made regarding payroll. With the current issues of trimming budgets to balance spending with projected revenue, the small 26% remaining is hard to justify the large amounts of budgetary cuts and still retain an operations budget without cutting salaries. These hard decisions led to teacher layoffs, hiring freezes, and creative job descriptions for the district and employees.

            The remaining 26% ($ 8,313,465) is budgeted for the district operations such as maintenance, transportation, general supplies and equipment, and travel expenses to name a few.

            There could be both positive and negative issues with issuing a 5% salary increase for every employee. In the positive sense, stronger morale would be generated among the employees for a short duration. Eventually other opportunities would have to lend it to retaining high morale. It is my opinion that money is not the answer to high morale; however, it is a stronger supporter of morale. In the light of the current financial issues in the United States today, an overall 5% increase would be very much appreciated, and would certainly reflect a positive cost of living increase. This past year whenever our school district was faced with cuts in budgets, our district was able to cut positions and offer raises that were reflected in our salary audit that was conducted.

            On the negative side, with the current student population within our district growing at a slower pace than it was in the five years, a 5% increase would cost the district an additional $ 1,112,058. This in turn would reduce the remaining budget to $ 7,201,407. This salary increase would take opportunities away from students and possible maintenance items within the district. This also reduces the school district money that may be needed to react with in an emergency event.

            Taking a strong look at the budgetary process, and focusing strongly on the projections for the upcoming year will help lead the school district in making sound financial decisions for the good of the district. Whenever there are firm numbers to work with, and the focus of a goal driven budget, the cost projections will easily be calculated.

Interview on Financial Audits

            According to Policy CFC, the school board shall have the district’s fiscal accounts audited annually at the district’s expense by a Texas certified or public accountant holding a permit from the State Board of Public Accountancy. In order to satisfy the policy requirements for an annual audit, the school district must select an auditor. The school district submits a call for proposals from auditors, and the auditor is selected based on a qualifications process. The Request for Qualifications (RFQ) is completed by the various auditors detailing their individual organizations experiences with school finance. The RFQ and bid packets are received and reviewed, and interviews are conducted. The final end result, the external auditor is selected for the district.

            The audit takes place in our Central Office, where the firm (usually about four individuals) reviews the districts finances. The team reviews many documents, everything from transactions, to debt payments, and payroll, among many other items to determine if the district is financially solvent. As the auditor reviews the documents, they are seeking to determine whether procedures and policies were followed.

            The results of the audit are presented to the school board during a general session in the month of December. This past week, the auditor gave his presentation to the school board, and revealed some interesting facts for the district. The audit report explains the relationships of funds, and gives recommendations for any discrepancies that are revealed.

            Prior to the interview with the Business Manager and listening to the auditor this past week, I had a limited experience to the scope of school finance. Now, my view of school finance has widened even further.

Examining Compensatory Education Allotment in Texas School Districts

Personal Input for Part 6:

Compensatory Education Allotment:
District 1: $ 3,835,006
District 2: $ 633,369

In reference to the Summary of Finance there is a large difference between district 1 and 2 in the areas of Compensatory Education. District 1 receives over 3.8 million dollars funding for Compensatory Education, while District 2 receives only 633 thousand dollars. This shows a significant difference of approximately 3.1 million dollars of revenue. This defines a large need of funds to enhance education specific to related needs of the students.

Group Response to Part 6:

In reference to the Summary of Finance there is a large difference between district 1 and 2 in the areas of Compensatory Education. The Compensatory Education Allotment for District 1 is $3,201,637 more than that of District 2. This shows a significant difference of approximately 3.1 million dollars of revenue. If you take into account the likely needs of a campus with a high number of ELL students and a low socio-economic status, funds such as these could have a huge impact on the education of those students. The resources that they need would be able to be purchased and used to benefit the students in the district.