Sorenson-Goldsmith Integrated Budget Model

1.) Define

Stakeholders

Teachers

Support staff

Paraprofessionals

Custodians

Parents

Students

Community members with no children attending school

Local business owner

District officials

Nurse

PE teacher

Aids

Special Ed

Office secretary

Requires training

Data should be disaggregated.

Determine alignment of the instruction with state standards.

Example of question that should be asked:

1.) Did the intervention improve performance of Hispanic, African American, Asian, Caucasian, ELA and/or low SES sub-populations?

2.) Did most students perform poorly on the same subject each year?

3.) How did the lower grades perform in the different subjects?

4.) Is the math/science/language curriculum aligned with state

standards?

Data analysis may make some teachers uncomfortable, because it will reveal differences in performance.

Based on the results of the data analysis, committee identifies and prioritizes the school’s needs.

Since the prioritization can be challenging, authors suggests;

"Leadership remind committee members that fairness means to be free from bias, dishonesty or injustice, and at times, fairness, requires unequal distribution of resources to best meet the needs of students ” (pg. 95).

When a consensus can't be reached, Sorenson-Goldsmith recommend that a knowledgeable neutral third party be consulted in order to obtain consensus.

7.) Performance

Objectives

7. Performance Objectives

Consists of 2 objectives:

1 Non-performance objective

Not measurable

ex) All 8th grade students shall

use "Do The Math Now," on

the computer 3 days a week.

2) Performance objective.

Measurable

ex) Students will improve by 5%

on their state math

assessment.

Should be comprised of 11 components;

1.) Student performance

2.) Special ed

3.) Discipline management

4.) technology

5.) Parental involvement

6.) Professional development

7.) Violence/conflict prevention/resolution

8.) Suicide prevention

9.) Dropout prevention (opt)

10.) Accelerated instruction

11.) Career education.

By developing the budget in conjunction with the Action Plan, the budget serves to effectively anticipate, project and predict potential sources of income, program development, any financial deficits, and potential areas for budgetary reduction/elimination or addition.

Ongoing evaluation, analysis, and course corrections

Book Report

by

Eddie Regalado

6. Goal Setting

Principal is responsible in keeping the goals in the forefront of all stakeholders/committee.

Authors recommend;

Goals be reviewed at every faculty meeting,

Should appear on the schools' newsletter or emails

Should be posted on the school’s website.

In other words, each staff member should know, by memory, the goals set by the committee.

Other Books

by

Sorenson and Goldsmith

8. Action Plan

Drives school

instruction

4 Data Analysis

Drives school

budget

1. A Principal's Guide to School Management

2. A Principal's Guide to Curriculum Leadership

3. A Principal's Guide to School Budgeting

1st ed.

4. A Principal's Guide to School Budgeting

2nd ed.

2.

Stakeholder selection

5. Needs Prioritization

Members selected

Teachers should be the majority

Does individual have time and willingness to attend meetings and training?

Does individual demonstrate capacity to consider all sides of an issue?

Requires examination of state and local policies

Determine the structure/responsibilities /authority members

1. Define Stakeholders

3

Data Gathering

Collect data from different sources:

Budget

retention data

failure reports

discipline data

facilities reports

staff development needs

staffing patterns

accident reports

extracurricular data

special populations data

mobility rate, unusual events on campus logs

Student achievement results

campus/district/state websites

attendance data

dropout data

school budget reports

parent surveys

student surveys

faculty surveys

focus groups

volunteer logs

transfer requests

On Going Evaluation

Action

Plan

Data

& Events

Instruction

Sorenson-Goldsmith

Integrated Budget Model

Leadership

2. ) Stakeholders

selection

Chapters

3.) Data Gathering

4.) Data Analysis

(Needs Assessment)

5.) Needs

Prioritization

8.) Action Plan

6.) Goal Setting

4. Model for Integrating Vision, Planing and Budgeting

* Integrated Budget Model 8 components

5. Effective and Efficient Budgeting Practices

* Discusses the following

1. Professional development

2. Planning and Needs Assessment

3. Causal barriers identification,

4. Prioritizing School-Base Needs

5. Goal setting and Objective Development

6. Budget Development and Implementation

7. Budget monitoring and evaluation.

6. Building the School Budget

* Budgeting process (clarification of Budget Model)

* Individuals responsible for building the budget.

* Coding applications

* Projecting student enrollment

Authors

Chapters

Richard D Sorenson Ph.D

University of Texas at El Paso

Director of Principal Preparation Program

Department Chair in Educational Leadership and School Finances

Educational Leadership Ed.D Texas A&M

Social Studies Teacher 25 yrs

Principal

Associate Superintendent for Human Resources

Professor of the Year (2005)

Author

The Principal's Guide To School Budgeting

Second Edition

Lloyd M. Goldsmith

Abilene Christian University Texas

by Richard D. Sorenson

Lloyd M. Goldsmith

Director of Principal Preparation Program

Professor of School budgeting and Instructional Leadership

Education Leadership Ed.D Baylor University

Formerly served public school for 29 yrs

Middle School AP & Science Teacher, Elementary Principal

Author

1. Understanding the Budgeting Process

Examines the

* Delineation between school finance & School

budgeting.

* Basics of school finance.

* Sources of school funding.

* Codification process.

* Steps to effective budgets.

2. The budget-vision relationship

* National standards

* Interstate School leaders consortium standards in

relation to budget.

Standards demand active, not passive

leadership.

Standards assume that leaders are collaborative and inclusive.

* Three keys to ethics in school leadership.

"Unable to define, but know when it is seen" (pg 46)

1. Integrity

2. Fairness

3. Ethical behavior

3. Culture, Data, and Celebrating Success.

* Importance of school culture (progressive vs Status

Quo)

* Importance of data driven decision making

* Importance of assessment

* Importance of celebrating success.

Report by:

Eddie Regalado

"Budgeting is the one area in which future and new principals feel most insecure."