Good evening tutors,

I need someone to help me with a project about Funding for Florida School. I need it for Sept. 7. I am attaching the document with the specifications. Thanks

EDA 6242 Funding for Florida Schools Project Jacques Bentolila, Ed.D. Florida International University The student will demonstrate competency in school finance by providing detailed responses to the following essay questions. The evaluation of your work will be based on a thorough explanation of each concept in the questions. Responses to each question should be double spaced, using typefaces Courier, Times, Times New Roman, or New Century Schoolbook in 12-point size. Each student is required to submit a copy of their completed project by Sunday,. References The Principal's Guide to School Budgeting 2nd Edition. Thousand Oaks, CA: Corwin. (2012) by Richard D. Sorenson, Lloyd M. Goldsmith 2015-16 FUNDING FOR FLORIDA SCHOOL DISTRICTS http://www.fldoe.org/core/fileparse.php/7507/urlt/Fefpdist.pdf Financial and Program Cost Accounting and Reporting for Florida Schools (Redbook 2015) http://www.fldoe.org/core/fileparse.php/7507/urlt/2015RedBook.pdf Essay Questions Directions: Respond to the essay questions below using the required text and references. Question #1 a. Define the Florida Education Finance Program (FEFP). b. Explain in detail the system in place for the financial support of Grades K-12 education in Florida 1. Local Support 2. State Support 3. Federal Support c. Outline the requirements for school district participation in the Florida Education Finance Program (FEFP). Question #2 a. Provide an overview of the Florida school districts uniform chart of accounts for budgeting and financial reporting. b. Discuss topics including a brief overview of the accounting structure including fund, revenue, and expenditure classifications. Include a minimum of three specific examples to demonstrate a working knowledge of revenue and expenditure accounts from federal, state and local sources. c. Define the major components of the funding structure including FUND, FUNCTION, FACILITY, OBJECT and PROGRAM coding. d. Explain the principles and general practices of school internal funds as defined by the state of Florida. Question #3 Identify and explain the two central elements of program cost accounting and reporting, including attribution of costs as required by Section 237.34 of the Florida Statutes. EDA 6242 School Based Budget System Project Jacques Bentolila, Ed.D. Florida International University The student will demonstrate competency in the understanding of the school based budget by submitting a written analysis of the final budget plan for their school based budget. The evaluation of your work will be based on a thorough explanation detailing the process of planning, developing, implementing and evaluating a school based budget. You will then be required to prepare a justification on what adjustments will be made to reduce your final budget by 10%. You will be required to identify how your reduction will not jeopardize the student learning and the School Improvement Plan. The 10 to 15 page paper must be double spaced, using typefaces Courier, Times, Times New Roman, or New Century Schoolbook in font of 12 point size. Each student is required to submit a copy of their completed project by the deadline posted on Blackboard. Also, please include in your paper an account of your field experience hours in completing this assignment. Below is the description for this assignment. During the first half of the EDA 6242 School Finance course you have gained knowledge in the theory of school finance. The School Based Budget System project will give you the practical experience you need as an administrator to plan and build a school budget, as well as the realities of having to make difficult decisions when faced with budget reductions. 1 SCHOOL BASED BUDGET SYSTEM PROJECT This assignment will test your understanding of the School Based Budget System. Your ability to apply and critique the materials covered in the course will be evaluated on a written analysis of the plan and development of your school based budget. Each student will be responsible to submit a written analysis detailing the process of planning, developing, implementing and evaluating a school based budget. The analysis of the school based budget will include conducting a costbenefit analysis of the instructional program based on FTE staff allocations (compare the total expected cost of each expense against the total expected benefits, to see whether the benefits outweigh the costs), and identify how specific budget allocations support the school improvement plan/district strategic plan. After completing a balance budget for your location you will also need to identify what you will do to lower your total budget by 10%. The following items will be needed to complete this project: Copy of Master Schedule (Secondary Schools) or Prep/Prime Form (Elementary Schools). If you are in a K8 you will have a combination of both of these master schedules. Copy of Staff Roster indicating what program they are hired under for both Instructional and Non-Instructional. (Position Control List). Budget Conference Documents: CASAS (Base Budget Allocation) All Available Grant Budgets (Title 1, Magnet etc.) SBBS Summary (What was actually purchased) SBBS vs CASAS vs PCL (Will assist in identifying who is working in each program, OPTIONAL.) The sample documents are specific to Miami-Dade County Public Schools. Other Districts, Private or Charter Schools will use documents by different names that have similar functions. 2 ASSIGNMENT To complete this assignment first schedule a meeting with your principal to review your school budget. From this conversation with your principal and your analysis of the school budget prepare a written analysis including copies of your budget in a 10 to 15 minimum double-spaced page paper. You will be graded on the depth of your analysis and understanding of the school budget and how it relates to the master schedule and personnel. Your final paper must be uploaded in Blackboard and Taskstream by the posted deadline. Annual School Budget The annual school budget follows a repeating timeline beginning in April/May. The following steps determine the Full-Time Equivalent (FTE) that drives allocations in the School Allocation Plan. a) In November estimates of FTE are developed at the District FTE Estimating Conference by program category. All system wide estimates are reviewed after the February count. b) In February the Office of Budget Management develops the estimated FTE for School Operations. Regions estimate individual school FTE, not exceeding in total of the estimate for all schools made at the FTE Estimating Conference. c) In August/September during the opening three weeks of school, basic teacher allocations are adjusted based on actual FTE in the Districts Student Information System (DSIS) file. These adjustments are made at mini-budget conferences held at the end of the second and third week of school. d) The final school allocations are based on actual annualized FTE in DSIS on a Friday determined by the school district, in mid-September. e) The annualization factor is based upon the prior year's October to February ratio for the growth/decline of enrollment. 3 Administrative Deferment Selected non-salary discretionary appropriations will be subject to an administrative deferment that may be released partially or in full during March of the school year, if year-to-date fiscal operations and enrollment are favorable. In other words, the school district may hold back funds from your school budget. From the school-based budget, Non-Salary Accounts and the Materials, Equipment, and Supplies Allocation (MESA) for grades 6-12 will have a 20% deferment CASAS The District uses CASAS as its means of equitably distributing resources across district. The School Allocation Plan is the basis for all CASAS allocations. The CASAS lists allocations for discretionary and non-discretionary funds. Discretionary (D) allocations are those which can be converted by the principal into other types of positions or into discretionary funds which would be expended at the school level. Non-Discretionary (ND) allocations are those which can be used only for the purposes for which they are allocated to the individual school. The CASAS does not cover all personnel allocations to schools, as for example: Food service personnel and personnel allocations for contracted programs. The CASAS details allocations in two different groups, discretionary and nondiscretionary funds. Each column is labeled to describe the source of the funds, the value of the annualized FTE, the funding structure, the number of positions, the average salary of that position, the salary budget, the dollar per FTE, the truncated percentage, the discretionary allocation, the lump sum allocation, fringe benefits, insurance, substitute day, substitutes budget, fringe benefits for substitutes and the grand total. The annual School Allocation Plan prepared by the district budget office provides additional details of each source of funds. SCHOOL BASED BUDGET SYSTEM Principals use the School Based Budget System (SBBS) to build budgets for schools with the resources allocated through CASAS. The District uses CASAS as its means of equitably distributing resources across schools. The SBBS details the positions in administration and instructional personnel in each school. The discretionary and 4 non-salary discretionary totals are listed at the bottom of this page. This total must equal -0- to balance the SBBS budget of the school. CASAS/SBBS/POSITION COMPARISON REPORT The CASAS/SBBS/Position Comparison Report allows schools to compare resources allocated through CASAS and other sources with those purchased on SBBS. The CASAS/SBBS/Position Comparison Report is derived from the information found in CASAS and the SBBS. When you meet with your principal and review your school budget you can compare the information from your CASAS and SBBS with the information on the Position Comparison Report. 5