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EDAD 537, Seminar in Public School Finance (4 cr.) Summer 2013 Joseph Hunter, Ed.D.Assistant Professor educational administration
Instructor intro Numbered pairs: High-low paired. Share for 5 minutes each. Introduce your partner to the group. One question to address: what do I hope to gain from this class? Introductions
Jot each question down. Journal. After class tonight, you will write this as a reflection paper for next week, using the course materials as study sources. What is your opinion on the state’s school “basic” categories to meet it’s “paramount duty?” Who is ultimately responsible for the financial mgmt of a district? How do RCW’s, WAC’s, and Board Policies work together? What are and how do levies work? What are and how do excess levies work? What are WA’s major funding sources in the state budget and how do schools get their funding? Philosophically, do you think it should be different? If you had a chance to speak to the gov. and legislature about changing something, in state school funding or taxation systems, what would it be and why? First Class Discussion: Anticipatory activity
Course Objectives: Specific objectives students need to demonstrate competency in for EDAD 537 are: 1. To understand the effects of bonds and levies on Real Estate taxes 2. To analyze the needs of a school 3. To design a building budget consistent with needs and goals of the building 4. To understand the implications of budgeting from others’ perspectives 5. To understand personnel accountingprocedures consistent with the S-275 (position control) 6. To understand district budgeting procedures consistent with the F-195 (adopted/working district budget) (note: F 196 is the closed budget with ending fund balances) 7. To understand student reporting procedures consistent withthe P223 (pupil head count) & P223H (pupil head count-SPED “high cost” or “safety net” process) 8. To understand basic education accountability 9. To understand fiscal accountability procedures relative to ASB and district funds Textbook and Other Resources: Required: 1. WASBO ASB Procedures Manual (downloadable from WASBOwebsite) 2. WASBO Activity Coordinator’sGuide for ASB (If Applicable) 3. WASBO ASB Fundraising (If Applicable) 4. F195 (available at your local school district office, or on line) 5. A copy of an ASB budget 6. A school mission statement 7. “A Citizen’s Guide to the Washington State k-12 Finance” http://www.k12.wa.us/safs/PUB/ORG/.asp 8 “A Citizen’s Guide to Property Taxes” http://www.researchcouncil.org/docs/PDF/WRCTaxes/ACitizensGuide2PropTaxes013108.pdf Course Description:Local-state fiscal arrangements; current school budgets; related educational finance procedures.
Course Outline: • See your syllabus • Note meeting dates and time adjustments • Break?
In the next set of activities I will help you explore: • “Paramount Duty” and the January 2012 reaffirmation of school funding. • The state constitution related to school funding in Washington. How does Washington State fund schools?
Writing exercise, CLG (Cooperative Learning Groups) • Compose a simple 1-2 page review of what you know of how WA funds schools. This activity is an opportunity for both you and me to find out: • What you already know • What you want to learn • (make these two points headings in your writing) • Note: the anticipatory writing you did earlier may help here. • After you write your review, you will share with another classmate, and then we will review as a whole group. • You will turn your writing exercise in so that I have an opportunity to read and learn how to adjust the course content to meet your needs. How does Washington State fund schools?
Please review and study before the next class: • A Citizen’s Guide to the Washington State K‐12 Finance. URL in the syllabus • A Citizen’s Guide to Property Taxes. URL in syllabus • From A Citizen’s Guide: • What does the Washington State Constitution say • about K-12 public school funding? • “It is the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste or sex.” • —Washington Constitution, article IX, section I • This constitutional provision is unique to Washington. While other states have constitutional provisions related to education, no other state makes K-12 education the “paramount duty” of the state. • January 2012 reaffirmation of school funding. “Paramount Duty”
Overview of the document A citizen’s guide to the Washington state k-12 finance
Write a reflection on the class session’s content: What did you learn? What would you like me to address, or what can I do to make the course more useful to you? Share with CLG, then the group reports back to the whole class. Leave with me at the end of class What do you want to know?