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Clinical Field Experience B: Schoolwide Budgetary Needs

Maria A. Galindo

College Name, Grand Canyon University

EAD-5103: Education Finance

John Gustafson

September 9, 2020
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Clinical Field Experience B: Schoolwide Budgetary Needs

Schools need money in order to operate. Money allocated for public education to function

comes from taxpayers. The amount received depends on the amount of businesses and families

living within the community surrounding a campus. An effective leader uses methods of

continuous improvement to achieve the vision, fulfill the mission, and promote the core values of

the school, (NPBEA, 2015), including adjusting the budget to meet student’s needs.

Collaboration

Developing a budget is done in collaboration of various members. At my campus, those

members are the school secretary, the principal and the two assistant principals. However,

throughout the school year, surveys are conducted by our parent liaison to request feedback from

the parents and volunteers. Teachers are involved by being active participants with the campus

improvement plan during the school year. The developmental stages of the budget begin in

January, with a proposal of the funds needed for the upcoming school year.

A needs assessment is conducted to locate the areas of need for all student failing, or at-

risk of failing. Teachers, curriculum coaches, and the administrative team review data to find the

academic need of the students. The surveys conducted to the parents and volunteers helps

determine possible root causes of the academic deficits for the students. Data is reviewed

frequently to continue supporting these areas of need, and the development of the campus

improvement plan is used to document how these areas will be addressed to help the students

increase the state academic achievement.

Analysis Budgets

This year the budget is $9,011 more than last school year. Last year, a total of

$204,712.00 (SISD, 2019) fund allocated supported the needs of our students versus $213,713.00
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(SISD, 2020) for this school year. The allocation of funds primary use was for resources, such as

textbooks and various online resources. This year, to support the students needing technology,

many laptops and iPads were purchased and distributed to support remote learning. This

spending had a difference of $33,597.00 from last year. However, textbooks, materials,

classroom supplies, and contingency spending remained the same. The necessary resources are

supported by the Comprehensive Needs Data collected the previous year.

Campus Improvement Plan

As documented within the CIP, students continue to face deficits in the area of reading,

and math in grades three, four, and five. Students are passing with over 80%, per grade level, are

approaching grade level state assessments. Based on previous year’s data, there was regression

of the students approaching state assessments in all grades in reading and math. Teachers were

able to request, or suggest, the resources needed to provide the extra support needed for the

students. During remote learning, teachers provide lessons virtually, and assign work for the

students through the textbooks purchased. Many online language arts, math and science based

resources where purchased to provide additional support for the teachers and students alike.

Summary

The campus has a 9.5% mobility rate of children of military families. Due to students

moving from school to school, gaps are a possibility. Additional support is needed for the

students. The enrollment for the campus consists of 1,007 students, 474 female and 533 male.

Students identified as being at risk currently are 402. Over half of the students are economically

disadvantaged, possibly needing additional supports. Campus leadership continues to provide

support for parents, students, and teachers alike through this pandemic. Unfortunately, my
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principal was unable to share the amount of funds received per child, but did share revenue is

received from taxpayers paying taxes, and the many businesses surrounding the community.

What I notices comparing the CIP from three years prior to the current, is teachers

provide the greatest amount of feedback in regards to the resources needed for the students. The

resources have remained the same, which means teachers are comfortable with the resource and

have learned to use it to support students in succeeding academically. Teachers would like to

have more teacher editions for every textbook, or resource, purchased. There are grade levels

who have to share teacher editions, and this causes problems when more than one teacher needs

a textbook at a specific time. Co-teachers mentioned they lack teacher resources and online

resources to support the special education population.

Reflecting on the needs assessment data and the CIP, I think new resources should be

introduced to teachers willing to venture out and try new material. Additional funds need to

support the special education population, including training and other supports. Students serviced

in a co-teach, or inclusion, setting do not have necessary supports to help them be successful,

based on their individualized education plans. Additional training to support teacher is also

needed, specifically for new teachers, or new to the district.

Reflection

By conducting a needs assessment, the campus improvement team is able to create a plan

that will best serve the needs of those students who are failing or at-risk. A plan is developed to

provide extra supports to meet the state standards. Reviewing data will guide the team in

allocating funds where needed, to continuously support student success. Schools review the CIP

to improve schools and the student and teacher performance. As a future leader, I will need to be
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involved in the developing and creating a team to always improve education and meet the

students’ needs by providing supports for the teachers, students, and parents.

Effective educational leaders develop, advocate, and enact a shared mission, vision, and

core values of high-quality education and academic success and well-being of each student

(NPBEA, 2015). I will need to go out into the community to learn what the community needs

from our school to support future generations to be college and career ready. Creating strong

relationships with my teachers and families will continue to guide improving education for all

students.
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References

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author

Socorro Independent School District. James P Butler Elementary Campus Improvement Plan.

(2020). Retrieved on August 16, 2020 from

https://www.sisd.net/cms/lib/TX01001452/Centricity/domain/56/campus_improvement_

plans/2019-2020/129.pdf

Socorro Independent School District. James P Butler Elementary Campus Improvement Plan.

(2021). Retrieved on August 16, 2020 from

https://www.sisd.net/cms/lib/TX01001452/Centricity/domain/56/campus_improvement_

plans/2020-2021/129.pdf