1st Interview-
Components of a Budget and Revenue Sources
After reviewing a given budget and respond to the following:
1. Identify the major components of the budget, determining what percentage of the budget is directly tied to instruction.
Almost 90 % of budget is tied up in employee salaries, good teachers equals good instruction, I guess you could see it that way. Once you then look at facilities cost and other things it leaves only a small amount directed toward instruction. But with us approaching a 100 million dollar budget it still leaves us some room to improve instruction.
2. Differentiate among revenue sources from local, intermediate, state, and federal sources and suggest modifications to enhance vertical equity.
We have been at net school spending the entire time I have been in Revere, this means the city only contributes to the school budget the minimum required. However, we have built 5 new schools, so that is the way in which the city has shown its financial support. We survive by Chapter 70 money, a per pupil allowance from the State, since our enrollment keeps going up, so does that money, this is how we have managed over the past 10 years. State and federal grants are the tools we have used to be innovative (ELT, Innovation Schools, PBIS, UDL, Free all-day kindergarten…) Without those we would not have the flexibility to be innovative.
Managing the Organization
1. Does the budget optimize the learning environment for all students and effectively organize fiscal, human, and material resources, giving priority to student learning and safety, equity, and efficiency? Why or why not? (ELCC 3.1b)
With such a large % going to salaries (as it does in most districts) we have had to optimize out building projects and grants to ensure we are meeting these goals.
2. Does the budget deploy financial and human resources in a way that promotes equity in student achievement? Why or why not? (ELCC 3.1c)
It does, when we balance SPED, ELL and other concerns it does balance out. Most districts are already in debt over SPED budgets (outplacements), we are just starting to feel it, we have been able to create in district programs to offset this but without space and the SPED population at the EC level we are starting to fall behind as well.
3. Does the budget assisted in organizing the district based on indicators of equity, effectiveness, and efficiency? (ELCC 3.1d)
yes, Schools are given a supply budget based on their enrollment, new schools get an initial boost since some materials are included in the building project such as new computers, furniture, copy machines…
4. Does the budget apply local school policies and legal principles? Why or why not? (ELCC 3.1e)
yes, central office reviews distribution of funds every year in an attempt to make sure each school is treated fairly. Typically when approached by a vendor or grant opportunity we look at matching it with a school who is in need of the specific project or not currently working on an innovative approach.
Managing District Operations
1. Does the budget development process involve stakeholders in setting priorities using appropriate and effective needs assessment, building consensus, communicating, and resolving conflicts in order to align resources and priorities to maximize ownership and accountability? Why or why not? (ELCC 3.2a)
yes, typically grant applications must show a link between district and school goals to be approved by the agency distributing the funds. We also look at input from individual school site councils, district wide PTA, and the cabinet (principals and directors) before formulating an approach for the year. In addition, RELB has taken on some responsibilities concerning new developments (My Learning Plan acquisition, staff recruitment fair …).
2. What processes are in place to communicate the components of the budget that will integrate the district’s schools, and develop their family and community collaboration skills? Why or why not? (ELCC 3.2c)
When particular issues the revolve around the budget we typically reach out to the community. For instance current issue at Lincoln School with air conditioning resulting in multiple community meetings and a advisory group set up. Overcrowding (need for additional schools being built, new high school) have also been addressed in forums, newspaper articles and with the city council.
3. Does the plan promote and support community collaboration? Why or why not? (ELCC 3.2d)
It does, but it is more of a means to address “hot topics”. If the city wide PTA could really develop as a comprehensive group then it would allow more regular dissemination of budget materials rather than waiting for an issue to arise.
Managing District Resources
1. Did the budget address identified problems using strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning? Why or why not? (ELCC 3.3a)
Yes, but technology may not be a fair compression in Revere. we have made technology a priority for the past 10 years, so we are further along than most districts. Between building projects, technology infrastructure improvements and partnering with MSBA on large scale repairs (Boilers, roofs) We have managed to keep pace with our needs.
2. Did the budget seek new resources to facilitate learning? Why or why not? (ELCC 3.3b)
We are always looking for new grants (Nellie Mae) to partner with to improve instruction. we have had so much success we are actually turning down some opportunities because we know staff may be overwhelmed.
3. Did the budget development ensure that adequate financial resources are allocated equitably for the district? Why or why not. (ELCC 3.3c)
Yes, but it is a multiyear comparison, some schools get more attention because of achievement or infrastructure, once we achieve success with those schools the others have developed needs as well, so we are constantly reassessing.
Last Completed Projects
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