Budgeting for Student Achievement: Analysis of Fiscal, Human, and Physical Resources

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Budgeting for Student Achievement: Analysis of Fiscal, Human, and Physical Resources

In a school, the students and district needs almost always overshadow the available resources required to meet the school’s needs. Budgeting is all about forming priorities. This includes budgeting fiscal, human, and physical resources. Decision making regarding priorities has to be driven by student achievement. A lot of times, it is obvious that the student needs are much more than the amount of resources to meet specific needs. When I become an administrator, this may occur and I have to know how to address this. You need to have convictions and be sure of your morals. The impact on student achievement has to be the focus. Loeb Darling-Hammond, & Luczak (2005) conducted a study on teacher retention in California schools. They found that teachers are more likely to leave schools where the students are low-achieving and low income than a school with students who are more advantaged educationally and economically. Brown & Wynn (2009) describe this intervention as having a great effect on teacher retention. They write about the necessity of the principal to play a vital role in this intervention in order to guarantee success. The researchers describe the support and in-person contact to be components that encourage teachers to stay and feel good about teaching in the school. The principal needs to foster these relationships. Leithwood & Louis (2012) wrote about how leadership was connected very clearly to success of school students and success of those teachers who impact students. I previously examined professional codes of ethics and I also made my own personal code of ethics for professionalism. I will classify and rank objectives for instructional enhancement. I will use data from my own school’s School Improvement Plan (SIP) to identify instructional improvement objectives, current interventions, and the resources that are currently set in place to try to meet such instructional needs. Then I will show my ability to highlight school needs by choosing a target to try to look deeper into the goal that might have the best impact on student achievement. I will define key elements of a professional code of ethics and values. Ladd & John (1991) discussed how ethics applies across professions and relates to professional progress. I will recognize aspects of school and overall district budgets. I will identify and describe the main forces that affect the school and district process for budgeting. I will connect the budgeting, as well as things about resource management connecting to student achievement as well as the effectiveness of the school. I will explore the ideas in this assignment in order to learn about how to create and set up a school’s budget in order to accommodate needs that are instructionally prioritized. I will make a table that connects the funding resources and action plans that are both in place and are recommended. I will look at the school’s fixed budget, discretionary funds, grant funds, and community resources.

Budget Analysis

Identified Instructional Improvement Target from SIP: 80% of students at each grade level testing on or above grade level in reading

Discretionary Funding

Grant Funding – include the source in your draft grant proposal in Module 3 Assignment 1.

Community Resources / Volunteer

Goals – state three goals. Include the intervention you selected in Module 3 Assignment 1 as one of your goals.

List specific funds and total amounts available.

Goal 1: Increase the amount of informational reading resources available to students

$10,000 for high interest, nonfiction science and social studies books to increase students’ knowledge while building or reinforcing reading skills

$60,000 to fund a Reading Recovery teacher

Half-Price Bookstore: Donation of 50 informational books to each classroom library

PTA: Family Reading Night

Goal 2: Provide professional development on effective instructional strategies for reading informational text.

Title 1 Professional Development Funds:

$6,000 for PD for new teachers

$8,000 reading consultant

$16,000 supplemental pay for after school teacher work sessions

McDonalds:

500 $1 coupons to be used as student incentives for reading informational books

Goal 3: Increase technology tools available for online reading of informational text.

Texas Instruments Grant:

$20,000 for mobile computing devices Borders’ donation – One Nook for each classroom PTA: $500 for online resources

$10,000 high interest, non fiction, science books to increase students’ science knowledge while building or reinforcing reading skills

$60,000 to fund a Reading Recovery teacher

Half-Price Bookstore: Donation of 50 books to each classroom library

PTA: Family Reading Night

Interview with Administrator

Conclusion

In this paper, I looked to attain the range of need. I identified specific and multiple components of both school and overall district budgets. I identified and described the main forces that impact and influence the budgeting process. I also related budgeting as well as other aspects of resource management to specific student achievement and overall school effectiveness across areas. In this application, my objective was to figure out what one evidence-based intervention there was that would be very cost-effective. I wanted this intervention to be aimed at improving teaching and the overall academic experience and instruction. In the previous application I identified an area of need. I also wrote a sample grant proposal that had the goal of securing funding for paying for the intervention. In this application I wrote about my interview with my principal about the budget and reflected on my analysis for this.

References

Brown, K. & Wynn, S. (2009). “Finding, Supporting, and Keeping: The Role of the Principal in Teacher Retention Issues” (Leadership and Policy in Schools, 8(1), pages 37-63).
Leithwood, K., & Louis, K. S. (2012). Linking leadership to student learning. San Francisco, CA: Jossey-Bass.
Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.
Murphy, J., & Torre, D. (2014). Creating productive cultures in schools for students, teachers, and parents. Thousand Oaks, CA: Corwin.
Ladd, John (1991). ‘The Quest for a Code of Professional Ethics: An Intellectual and Moral Confusion’. In Johnson, Deborah G. (ed.). Ethical Issues in Engineering. Englewood Cliffs, NJ: Prentice Hall.

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