Additional Stakeholder Input in the Budgeting Process

Summary:

The types of input one could receive for budget development from each of the following individuals or groups includes, but is not limited to:

• Central Office Administrators and Staff

-       Special programs budgets

-       Enrollment projections

-       Staffing needs

-       Revenue estimates

• Principals

-       Curriculum resources

-       Instructional supplies

-       Staffing/scheduling needs

-       Funding priorities

• Site Based Decision Making Committees

-       Campus goals and objectives

-       Programs/Activities/Strategies

-       Funding priorities

-       Advisory review of preliminary campus budget

• District Improvement Committee

-       District goals and objectives

-       Programs/Activities/Strategies

-       Funding priorities

-       Advisory review of preliminary district budget

• Teacher Organizations

-       Assist in the identification of non-allocated funding needs

-       Teacher input/feedback

• Key Stakeholders

-       Vision input/feedback

-       Mission input/feedback

-       Goals and objectives input/feedback

-       Funding priorities input/feedback

• Board of Trustees

-       Public opinion

-       Vision development

-       Mission development

-       Set Priority Objectives

Reflection:

As I reflect on the types of input one could receive for budget development from all stakeholders, it is readily apparent that all stakeholders must be involved in the budgeting process. It is important for the Board to set the vision, mission, and goals so that the budget process can begin. Everyone else from the central administration to the principals to the teachers to parents, community members, and key stakeholders has important information that is vital to the development of an effective and efficient budget that can accomplish the goals of the district. A superintendent would be remiss to leave any of these persons/groups out of the budgeting process.