Airess Stewart

Budget Communication Analysis

After inquiring with a few colleagues in the Instructional Department, I have found that there is

not a formal process in our district to identify resources and personnel through budget conversations

through my role as the MTSS Coordinator. However, throughout the course of this year I have been a

participant in many budgeting conversations. Since the discussions are related to instruction, the

Assistant Superintendent has been a part of all the meetings and the rest of the participants in the vary

dependent on the budget being addressed. On occasions the Finance Director is present as well.

During meetings, the current budget is reviewed: current expenditures and the amount

available to spend. Participants explore options for resources (materials/personnel). The most recent

personnel expenditure that was addressed with the Board of Education was related to literacy coaches

hired for the 2017-18 school year. At the end of the 2016-17 school year, the literacy coordinator and I

presented an updated report for MTSS and early literacy. Prior to the meeting we submitted a report for

Board members to review. Within the report, reading data was included, current efforts in the area of

literacy related to the district improvement goals and identified resources to support the work. One of

the line items included the need to support teachers to deliver high quality instruction with K-3 literacy

coaches. At the same time, information regarding the K-3 Reading Bill was coming from the State, which

we also shared at the meeting as well. Board members were able to ask questions following the

presentation for clarification. A few questions arose following the presentation in relation to the data

shared and the concern for the low number of students proficient, how professional learning

communities are connected to the work and the number of coaches recommended for the work to

occur. After the budget was finalized later that month, the literacy coordinator was informed she could

hire 3 literacy coaches to support the 9 elementary buildings. Although, ideal was 1 per building, this
was the amount the district was able to spend. Upon reflection the lack of process was evident in that

decision similar to my experience this year.

The lack of process has created some distrust amongst staff within the Instructional Department

as we continue to have budget conversations for the remainder of this year and next year with 31a

funds.

To improve the system, I recommend that Farmington adopts a process to identify priority

needs for resources (materials and personnel) that are directly related to the district improvement goals

and instructional priorities. Administrators and teachers should be allowed opportunities for feedback.

During planning, staff should pay special consideration to the direct impact on students and move

forward with those deemed to make the highest impact. Other considerations recommended include

sustainability of funds to maintain the resource.

Following decisions, a communication protocol should be followed to provide clear

communication to all stakeholders. Finally, measures need to be put in place to insure what we are

funding is having an impact on our students.