Budgeting for education takes a favorable turn

A budget is a guideline. It helps determine what the school district is all about. The following is an overview of the past and present conditions.

A quick look at the past reminds us that the previous style of budgeting for the school district was based on not knowing anything about the funding stream from the Legislature. The school district made guesses based on the past and how the “wind was blowing” in Juneau. Since the district’s budget had to be to the Borough Assembly by April 1, the district and school board did not know what might be funded.

The Legislature in 2007, through the Education Task Force, developed a plan to fund education increasing the rates for special needs (the funding was never adequate to cover these needs) and with an increase in the base student allocation (BSA) of $100 each year. Today we have a much better idea of what level of funding the school district will receive. The district is still required to present a budget to the assembly by April 1.

The previous style of budgeting at the school district level was also based on many unknowns. There would be some discussion about loss of this program or that program including sports and International Baccalaureate. The board would be briefed by the finance department and the superintendent’s office as to what was going to be funded and what was not going to be funded. Then the school board would “hear” from all of the groups whose positions were impacted. The school board would usually have a final say after weighing the concerns from those who shouted the loudest or the longest. One year the board was given the budget in “function” and code form (the style of spreadsheet that meets government accounting standards) along with rulers and calculators. First learning what was what through codes and detective work took a long time. Then slashing and cutting through line item gutted some programs and left others without foundational pieces that were essential for delivering education to students. Someone would get mad at one group or hear things about a school and the budgets would be changed or moved or gone. It was often seen as “the squeaky wheel gets the grease.” It lacked real integrity and many actions were seen as capricious.

The Mat-Su Borough School District is in its third year of Program Based Budgeting (PBB). This concept came out of the strategic plan that has guided the district the last five years. This plan has enabled the district to put together programs that benefit all of our children in academic and co-curricular endeavors. It has enabled our teachers to receive professional development in Professional Learning Communities (PLCs) to help all of our children to “think, learn, achieve and care.” The district is using the data from testing and from evidenced based practices to provide interventions for our children when they do not learn. The district administration has focused on literacy in our schools to enhance the learning of all students. The idea is that children learn to read and then read to learn. Students who have reading skills in the third grade are on track to be successful. Early intervention and help for those who struggle are main concerns in our schools.

The Program Based Budgeting process allows for the public and those in the schools to participate and build the packages. There are allowances made for changes in funding that keep the positions and programs that are foundational for learning. The thought is that any additional funds will provide the full complement of each program and even add to the current level of funding to provide a superior learning environment. The process still has the element of “hearing” from programs, personnel, parents and students. It is more than a bottom line focus on education. It is the focus on learning and how instruction drives learning. It is clear in the goals and the rationale that because the budget process is designed around education and learning, it has integrity that the other methods of budgeting do not have.

The board struggles with looking at scarcity. In looking at scarcity one does not look at the possible. The budget process allows for adjusting programs without the line item capriciousness that could occur. It allows for integrity. I ask that scarcity not be the focus. I ask that the community be involved through learning about the budget. We have one last budget hearing on Wednesday. I ask that the end product of budgeting be delivering the best possible education programs for our children.

Sarah R. Welton is a member of the school board. This is a personal reflection and is not intended to represent the school board as a whole or other board members’ opinions.