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Final Exam Part Two

Final Exam: Part Two Caitlin Piper University of New England EDU 70

Final Exam Part Two

Abstract: "s des#ri$ed in t%e first part of t%is exam& t%e '("D )* s#%ool $+dget is f+nded primary $y lo#al taxpayers and f+nds awarded $y t%e state, T%e ma-ority of '("D )*.s $+dgeted reven+e #omes from state allo#ated f+nds, (#%ool administration& t%e s#%ool $oard& and t%e #omm+nity& #olla$orate ea#% year to develop a solid s#%ool $+dget t%at provides t%e s#%ool wit% t%e f+nds t%ey need to $e s+##essf+l& wit%o+t overtaxing t%e lo#al residents, /%en #reating a $+dget& t%e $+dget from t%e previo+s year is reviewed, 0o1a 2!0103 writes& 45n fa#t& given w%at resear#%es 6now a$o+t %ow distri#t allo#ation pra#ti#es wor6& t%ey s%o+ld ass+me t%e new f+nds will follow t%e same pat% as existing f+nds74 2 p, 783, T%e s#%ool $+dget is designed aro+nd t%e fis#al year& $+t ma-or #%anges in salaries do not typi#ally ta6e pla#e +ntil t%e s#%ool year $egins, 5t is important to #onsider t%e #ost per p+pil, T%e #ost per p+pil at '("D )*.s se#ondary s#%ools is 9 &008,1) as of !01!:!01) 24Department of ed+#ation&4 !0073, T+ition #osts for !01!: !01) were 9;&;7),<8 for '("D )*.s se#ondary s#%ools 24Department of ed+#ation&4 !0073, Enrollment: /%en $+ilding a proposed $+dget& one m+st #onsider st+dent pop+lation and any re#ent #%anges in t%ese n+m$ers, '("D )* %as de#ided to wel#ome st+dents grades 7:1! st+dents from t%e lo#al 0ollinsford (#%ool distri#t, T%is #%ange en%an#es t%e s#%ool.s reven+es $y 9101&*); 2'("D )*& !01)3, Total enrollment in t%e %ig% s#%ool for t%e !01!:!01) s#%ool year was 7!) st+dents 2'("D )*& !01)3, T%e pro-e#ted amo+nt of enrollment for !01):!01< was 7)* 2'("D )*& !01)3, T%e a#t+al enrollment as of "+g+st !0& !01) is 7!7 st+dents, Income: '("D )* %as a total reven+e of 9!8&7;*&* 1 in !01),T%e a#t+al reven+e amo+nt for !01< is 9!;&1! &) 7 2'("D )*& !01)3, 5 was not far from t%is amo+nt wit% my proposed reven+e amo+nt of 9!;&000&000, "lt%o+g% s+mmer s#%ool serves as a so+r#e of reven+e for t%e

Final Exam Part Two

s#%ool& ideally st+dents wo+ld not $e needing t%is servi#e, 5 de#reased t%e s+mmer s#%ool reven+e amo+nt from 911&<00 to 911&000, T%e a#t+al !01< '("D )* $+dget #alls for no #%ange in t%is area and t%e amo+nt remains at 911&<00, 'any areas of distri#t in#ome did not #%ange from year to year, 5n a %opef+l attempt to expand s#%ool f+nds& 5 slig%tly in#reased several of t%ese so+r#es of reven+es, 5n t%e a#t+al !01< '("D $+dget& t%e $iggest #%ange in reven+es was in '=( t+ition, '("D )* in#reased t+ition reven+es $y 10!;,!>, 5 anti#ipated an in#rease in t+ition reven+e and in#reased my proposed amo+nt $y *> in t%e $+dget 5 #reated, '=( t+ition was t%e area in w%i#% my estimated #osts were raised to %ig%est in per#entage $e#a+se of my #onsideration for t%e in#oming 0ollinsford st+dents, Expenditures: '("D )*.s total expendit+res for !011:!01! was 9!*&!;!&*<8,7< 24Department of ed+#ation&4 !0073, "##ording to %ig% s#%ool prin#ipal& 'r, 'e%l%orn 2!01)3& t%e s#%ool.s per p+pil.s #ost is lower t%an t%e 'aine state average per p+pil #ost 2personal #omm+ni#ation3, T%is allows t%e s#%ool to %ave some flexi$ility in t%eir spending, 5 $elieve t%e s#%ool %as a strong gro+p of ed+#ators& t%erefore 5 did not #+t any positions, To reward tea#%er.s for t%eir efforts& all reg+lar tea#%er salaries are in#reased $y ),0> in my proposed $+dget, T%e a#t+al '("D )* !01):!01< $+dget #alls for a !,*> in#rease in salary and $enefit f+nds, 2'("D )*& !01)3, T%e proposed $+dget 5 #reated was similar to t%at of t%e a#t+al s#%ool $+dget, 'y #%anges were generally in t%e same dire#tion as t%e s#%ool.s& $+t 5 too6 a more modest and reserved approa#%, For example& 5 #+t ?+idan#e Department f+nding $y ),0>& w%ere as t%e a#t+al s#%ool $+dget de#reased t%is amo+nt $y 8,1> 2'("D )*& !01)3, 5 slig%tly red+#ed t%e

Final Exam Part Two

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n+rsing servi#es $+dget $y 1<,!>& w%ere as t%e a#t+al '("D )* 2!01)3 $+dget #alls for a 1;,8> de#line, Even t%o+g% t%e s#%ool is in good standing in t%eir per p+pils #osts& 5 $elieve t%e s#%ool s%o+ld always red+#e t%e $+dget w%enever possi$le, T%ese efforts prove favora$le $y lo#al taxpayers and provide t%e s#%ool wit% t%e opport+nity to save +p or gain s+pport for more #ostly endeavors in t%e f+t+re, For example& no ma-or #%anges in #o+rse offerings are ta6ing pla#e from t%e !01!:!01) to t%e !01):!01<, =owever& tea#%ers and st+dents %ave expressed interest in expanding s#%ool #o+rse offerings t%ro+g% t%e addition of several "P #lasses, Developing t%ese #o+rses will ta6e some time& $+t %opef+lly wit% #aref+l $+dgeting& w%en t%e #o+rses are ready to $e offered& t%ere will $e s+ffi#ient s#%ool money availa$le to f+nd t%e new #o+rses, @verall& t%e s#%ool is in good standing in its fa#ility, T%e s#%ool is relatively new and does not reA+ire ma-or maintenan#e at t%is point in time, "##ording to t%e '("D )* !01< $+dget& t%e s#%ool reA+ires 90 in maintenan#e of t%e s#%ool a+ditori+m and at%leti# fields 2'("D )*& !01)3, T%e s#%ool provided 9*00 in at%leti# eA+ipment maintenan#e in t%e !01< $+dget 2'("D )*& !01)3, 5 did not anti#ipate any ma-or #%anges to t%e fa#ilities $+dget in my proposed $+dget, T%e a#t+al !01< s#%ool $+dget in#reased t%e pay for maintenan#e wor6ers and de#reased maintenan#e f+nds $y !> 2'("D )*& !01)3, Personal Learning: /%en #reating a proposed $+dget& 5 reali1ed t%e many %ow #%allenging it is to foresee and a##ommodate ma-or #%anges in t%e distri#t, /it% t%e addition of some 0ollinsford st+dents in grades 7:1!& t%e s#%ool re#eives an in#rease in reven+es, =owever& t%e amo+nt of st+dents #%oosing to transition to 'ars%wood from 0ollinsford is diffi#+lt to predi#t, B+dget #osts per p+pil are essential to +nderstand w%en #reating a solid s#%ool $+dget& wit%o+t pre#ise enrollment

Final Exam Part Two

data& it is #%allenging to #al#+late t%is n+m$er wit% great a##+ra#y, T%is allowed me to see t%e importan#e of #al#+lating some extra room in s#%ool $+dgets in preparation for +n6nown additional expenses, T%e pro#ess of forming a s#%ool $+dget also allowed me to +nderstand t%e many fa#tors s#%ool administration m+st ta6e into #onsideration, @ne m+st #onsider s#%ool employee salaries and $enefits& expenses for r+nning and maintaining ea#% s#%ool $+ilding& and t%e amo+nt of money needed for s+pplies w%en forming a s#%ool $+dget, De#isions made in regards to s#%ool f+nds m+st $e respe#tf+l to and managea$le for t%e #omm+nity to gain t%eir s+pport, "t t%e same time& s#%ool $+dgets m+st provide a means for materials& staff& and ot%er learning opport+nities to $oost st+dent a#%ievement, Balan#ing t%ese needs m+st $e done t%o+g%tf+lly wit% great #onsideration to all involved in t%e learning pro#ess, "s DePree 2!00<3 states& 47leaders m+st $e gen+inely open to t%e infl+en#e of ot%ers4 2p, )73, T%is involves gaining inp+t from taxpayers& s#%ool staff& t%e (#%ool Board& and administration, DePree 2!00<3 refle#ts on t%e importan#e of #olla$oration& 4/e need to ta6e action C toget%er we m+st translate o+r intera#tion into prod+#ts and servi#es on $e%alf of o+r #+stomers4 2p, )73, T%ere needs to $e a #lear dire#tion for #reating a s#%ool $+dget, Expenses s%o+ld $e lin6ed to s#%ool o$-e#tives, T%is involves #reating a s%ared vision among all of t%ose involved in t%e $+dget #reation, (enge 2!01!3 states& Dt%e dis#ipline of s%ared vision is t%e set of tools and te#%niA+es for $ringing all of t%ese disparate goals and statements into alignmentE 2p, ;83, 'astering t%e pro#ess of $+ilding s#%ool $+dgets ta6es great experien#e, /%en 5 dis#+ssed s#%ool finan#e wit% '("D )*.s %ig% s#%ool prin#ipal& 'r, 'e%l%orn 2!01)3& %e was a$le to state s#%ool $+dget statisti#s wit% great a##+ra#y from memory 2personal

Final Exam Part Two

#omm+ni#ation3, @ne m+st #aref+lly st+dy t%e s#%ool.s $+dget to tr+ly +nderstand t%e $est approa#% to $+dgeting s#%ool f+nds appropriately, 5 %ope to gain more experien#e in t%is area of ed+#ation to deepen my +nderstanding of s#%ool finan#e,

Final Exam Part Two

0eferen#es Department of education, state of Maine, 2!0073, 0etrieved from %ttp:FFwww,maine,govFed+#ationFdataFs#%findata,%tm DePree& ', 2!00<3, Leadership is an art, New Gor6& NG: Do+$leday, '("D )*, 2!01)3, Msad 35 school board recommended budget fiscal year 2014, 0etrieved from we$site: %ttp:FFwww,msad)*,netF#esFsitesFdefa+ltFfilesF(#%ool Board 0e#ommended B+dget : Detail FG1<,pdf 0o1a& ', 2!0103, Educational economics !here do school funds go", /as%ington& D,C,: T%e Ur$an 5nstit+te Press, (enge& P,& '#Ca$le& N,C,& H+#as& T,& Ileiner& ",& D+tton& J,& K (mit%& B, 2!01!#$ %chools that Learn & 'ifth Discipline 'ieldboo( for Educators, )arents, and E*eryone !ho +ares &bout Education ,-e*$ Ed$#, New Gor6: Crown P+$lis%ing ?ro+p,