Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Avoyelles parish 2020 final shareout for release

424 views

Published on

The following are the findings from our School System 20/20 assessment on how Avoyelles Parish Schools uses resources like people, time, and money. In addition to highlighting many positive strategic investments, ERS recommends further investments to address challenges such as teacher shortages and struggling students getting enough time to catch up.

We focus on three important opportunities:

Increase teacher salaries to address the critical teacher shortage.
Realign schedules and staffing practices, so struggling students could receive more time and attention in core subject areas.
Roll out guidance and rubrics to help teachers optimize the district’s investment in time for teacher collaboration

Published in: Education
  • To get professional research papers you must go for experts like ⇒ www.HelpWriting.net ⇐
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • If we are speaking about saving time and money this site ⇒ www.WritePaper.info ⇐ is going to be the best option!! I personally used lots of times and remain highly satisfied.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • I am really happy with the car I got at auction. What a great deal. Thanks for your service and for your help. ➽➽ https://w.url.cn/s/A9eBVEi
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • US Gov't Car Sales-95% Off 4,000 Gov Auctions, Live & Online US Wide Seized Auto Auctions. ✤✤✤ https://w.url.cn/s/AVD5j1m
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Get Instant Access to 12000 SHED PLANS, Download plans now. ➤➤ https://t.cn/A62YdyaM
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

Avoyelles parish 2020 final shareout for release

  1. 1. © Education Resource Strategies, Inc., 2017 Avoyelles Parish School System 20/20 Share-out July 19, 2017
  2. 2. ERS is a non-profit organization dedicated to transforming how urban school systems organize resources (people, time, and money) so that every school succeeds for every student. 1 Our Mission
  3. 3. Who we are: ERS partners with districts across the country to transform resource use so that every school succeeds for every student Saint Paul Chicago Cincinnati Atlanta Philadelphia New York City SyracuseRochester Providence Baltimore Prince George’s County, MD Washington, D.C. Charlotte-Mecklenburg Duval County Boston 5 GA districts Cleveland Austin Albuquerque Michigan Tennessee Waterbury, CT Aldine Newark District work State work 2015 partners Recent partners Knox County Lake County Indianapolis Nashville Georgia Santa Fe New Haven, CT Tulsa Palm Bach County Los Angeles Oakland Sacramento California Buffalo 6 rural NY districts Over 30 TN districts ERS is also in the process of launching a project with the LADOE to help address recruiting challenges in rural Louisiana. 4 CT special projects
  4. 4. Our School System 20/20 Analysis assesses all dimensions of strategic school systems.
  5. 5. The diagnostic is designed to answer key questions across seven focus areas Multiple Principles per Area Key Questions Metrics Across Seven Focus Areas Qualitative Questions Quantitative Questions Principal Survey Measured in THREE Main Ways System Conditions Practice & Resource Use 4
  6. 6. Avoyelles Parish System 20/20 Objectives ▪ Project Objectives ▪ Provide district leaders with a broad assessment of current performance, district strategy, and resource use to inform short-term and long-term priorities. ▪ Identify key enabling conditions for sustaining and scaling student improvement efforts in all schools. ▪ Identify opportunities to reallocate scarce resources to high-priority areas. ▪ What does success look like for today? ▪ Learn from each other as we discuss insights related to project objectives. ▪ Get inspired to act, to do different things going forward! ▪ Clarify what potential actions seem likely to make the biggest difference for Avoyelles students, teachers, and school leaders. ▪ Set a process for determining next steps and taking action. 5
  7. 7. Avoyelles Parish Performance Challenge
  8. 8. 7 Though ELA proficiency is lower compared to local peers, Avoyelles has outpaced most in growth over the last three years Avoyelles Parish State 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% -3% -2% -1% 0% 1% 2% 3% 4% %Proficient Change in Proficiency Rates Overall ELA Growth & Proficiency High and growing Low but growingLow and falling High but falling SOURCE: LADOE 2014-16 Performance Data Performance Challenge
  9. 9. 8 However, districtwide math proficiency has been falling Avoyelles Parish State 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% -14% -12% -10% -8% -6% -4% -2% 0% 2% %Proficient Change in Proficiency Rates Overall Math: Growth & ProficiencyHigh but falling Low and falling High and rising Low but rising SOURCE: LADOE 2014-16 Performance Data Performance Challenge
  10. 10. Avoyelles trails the state and local peer districts in math performance at each grade level, with gaps widening in the middle grades 9SOURCE: LADOE 2015-16 Performance Data Grade 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 3 4 5 6 7 8 2015-16MathProficiency Math Proficiency by Grade APSB Local Peer Average State 12 pt. gap 19 pt. gap Performance Challenge
  11. 11. Additionally, there are significant achievement gaps between sub-groups within the parish 10 40% 63% 31% 60% ED Non-ED Non-White White Math Proficiency by Student Type, 2015-16 23% 29% Source: APSB Student Performance Data 2015-16 % Proficient or Above. ERS Analysis 2017. Performance Challenge
  12. 12. While most Avoyelles schools have a high concentration of poverty, relative differences in schoolwide need may still be impacting student performance 11 83% 60% 65% 49% Lower School-Level Poverty (<80% ED) Higher School-Level Poverty (>80% ED) ELA Proficiency by School Poverty Level Non-ED Students ED Students 4% 75% 42% 56% 34% Lower School-Level Poverty (<80% ED) Higher School-Level Poverty (>80% ED) Math Proficiency by School Poverty Level Non-ED Students ED Students 14% Low-income students in lower poverty schools out- perform non-low income students in higher-poverty schools by 14% in math and 4% in ELA Source: Avoyelles Student Performance Data - % Proficient or Above on LEAP 2015-16. ERS Analysis 2017. Performance Challenge
  13. 13. Avoyelles Parish Financial Context 12
  14. 14. Avoyelles’ enrollment has been steadily falling since 2005 13Source: LADOE Total Revenue & Total Expenditures Per Pupil 2005-2016 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 Avoyelles Parish Enrollment Over Time
  15. 15. Resulting in a decrease of over $5M in revenue since 2010 14Source: LADOE Total Revenue & Total Expenditures Per Pupil 2005-2016 $0 $10,000,000 $20,000,000 $30,000,000 $40,000,000 $50,000,000 $60,000,000 $70,000,000 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 Avoyelles Parish Total Revenue Over Time Total Revenue Projected Revenue Note: All numbers adjusted for inflation
  16. 16. As a result, Avoyelles has had to cut expenditures, including a planned 10% reduction in spending in the 2017-18 school year 15 Source: LADOE Total Revenue & Total Expenditures Per Pupil 2005-2016 $0 $10,000,000 $20,000,000 $30,000,000 $40,000,000 $50,000,000 $60,000,000 $70,000,000 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 Avoyelles Parish Total Revenue & Expenditures Over Time Total Revenue Expenditures Projected Revenue Projected Expenditures Note: All numbers adjusted for inflation $7.6 $7.1 $8.1 $8.7 $9.0 $9.2 $9.6 $8.9 $10.0 $9.9 $9.7$ pp
  17. 17. And the Avoyelles community is contributing less per pupil and as a % of K-12 education than most surrounding communities 22% 33% 26% 26% 32% 33% 29% 34% 42% 41% 22% 25% 17% 13% 16% 14% 12% 13% 14% 10% 22% 14% 18% 20% 61% 54% 57% 61% 55% 54% 57% 56% 36% 45% 60% 55% 2015-16 Per-Pupil Revenue by Revenue Source State Federal Local 16 Source: LADOE Per-Pupil Revenue by Source 2015-16; Louisiana Tax Commission 2016 Annual Report; Louisiana Association of Tax Administrators Low $pp High $pp $pp $9.6 $9.7 $9.8 $9.9 $10.3 $10.6 $11.2 $11.5 $11.9 $12.3 $12.4 $12.5 School Bd. Sales Tax Rate 1.75% 1.5% 2.0% 2.0% 1.5% 2.0% 2.0% 3.0% 2.0% 2.0% 3.0% 2.0% Total Local Sales Tax Rate ~4.8% ~5.1% ~5.4% 5.0% ~5.0% ~4.2% ~4.8% 4.5% 5.0% 5.0% ~6.5% ~5.0%
  18. 18. Executive Summary
  19. 19. ▪ Avoyelles Parish has strong relationships with its principals. ▪ The district provides a high level of support to its principals and schools, including investing to ensure they have access to student and teacher data. ▪ Principals have a great deal of flexibility over how they use their resources in their schools. ▪ Teachers have time in their schedules to collaborate. ▪ The district uses a multi-measure teacher evaluation system that is tied to some compensation and career decisions. ▪ The district has put high-quality math and ELA curricula in place through Eureka Math and state-provided ELA Guidebooks, and teachers receive significant support around implementing them. 18 Summary of Strengths
  20. 20. ▪ Avoyelles struggles to attract highly qualified teacher candidates. This is exacerbated by low salary levels. ▪ High turnover further strains the shallow hiring pool and results in a more novice workforce. ▪ Current human capital processes may prevent Avoyelles from offering differentiated teacher support, including: ▪ Teacher evaluations may be more positive than warranted ▪ Teachers have access to relatively few leadership opportunities ▪ Schools may vary in how well they have created a growth-oriented adult culture ▪ Resource use in schools is not particularly strategic, suggesting that principals may not be taking advantage of existing flexibilities. ▪ The community appears to lack sufficient trust in the school system to pass a tax levy that would allow for competitive salaries. 19 Summary of Challenges
  21. 21. 20 We will explore potential actions Avoyelles can take to address these challenges, including both steps the district take now as well as longer-term actions that will require community support Challenge Actions to Consider Avoyelles struggles to attract highly qualified teacher candidates. To improve its competitiveness and better attract high quality teachers, APSB should invest to improve its tracking systems and return to the community with a specific, targeted ask for support. The community appears to lack sufficient trust in the school system to pass a tax levy that would allow for competitive salaries. High turnover further strains the shallow hiring pool and results in a more novice workforce. To better retain and support its teachers, APSB should assess root causes of and address novice teacher attrition, provide more training to principals to improve teacher evaluation, assess and improve its professional growth strategy, and create differentiated teacher roles. Current human capital processes may prevent Avoyelles from offering differentiated teacher support. Resource use in schools is not particularly strategic, suggesting that principals may not be taking advantage of existing flexibilities. To empower its school leaders to create strategic school designs that meet the needs of their students and teachers, APSB should organize to support and inform priority school decisions and invest to train principals on how to create strategic designs.
  22. 22. 21 Teaching School System 20/20 Strategic Vision: A new approach to how we hire, assign, support, pay, and promote teachers so that strong candidates become teachers, good teachers develop into great teachers, great teachers have opportunities to advance, and all teachers work in teams to deliver the best instruction to students.
  23. 23. 22 Avoyelles’ struggles to recruit teacher candidates are the most challenging we’ve seen # of Applicants per Position Description >12 • Many choices for most positions • Some choices for hard-to-staff positions 6-12 • Many choices for most positions • Few choices for hard-to-staff positions 3-6 • Some choices for most positions • Possible shortage of choices for hard-to-staff positions 2-3 • Few choices for most positions • Shortage of choices for hard-to-staff positions <2 • Critical shortage across all positions Avoyelles FewerMore #ofHighQualityCandidates “Our ability to hire is an ongoing challenge. We have a shortage of teachers, and therefore we end up accepting lesser quality instruction than we normally would.” What we heard… Oklahoma Texas New York Districts we’ve worked with in… Recruitment & Retention
  24. 24. As a result, Avoyelles must rely on emergency certification programs and long-term substitutes to fill many of its vacancies… 40 17 14 11 Number of Teacher Hires by Certification Program 23Source: Avoyelles Parish 2015-16 and 2016-17 Payroll Data; ERS Analysis Teaching Standard Certification Standard Teaching Certificates (Levels 1-3, A, B) Emergency Certification Temporary Authority to Teach Alternative Certification Practitioner Teacher Licenses Long-Term Substitutes Long-term substitute teachers filling teacher vacancies 1 in 3 teachers hired in Avoyelles are either emergency certified or long-term substitutes
  25. 25. 24 …and teachers without standard certification tend to be rated less effective than their peers 1% 9% 50% 17% 41% 50% 42% 49% 42% Standard Certification Emergency Certification Alternative Certification Distribution of Teachers by Evaluation Category and Certification Program Ineffective Effective: Emerging Effective: Proficient Highly Effective Source: Avoyelles Parish COMPASS Summative Teacher Evaluations, 2015-16; Avoyelles Parish 2015-16 Payroll Data; ERS Analysis In 2015-16, no emergency certified teachers were rated highly effective, compared to nearly half of teachers from standard certification programs N = 189 N = 4 N = 12 Teaching
  26. 26. 25 By improving the data by which the district tracks its hiring, Avoyelles can better identify and communicate opportunities to improve its hiring process Key Questions Possible Metrics Data Required How many applicants per vacancy are we getting overall and by position, particularly for hard-to-fill positions? How has this changed in recent years? By position type, the ratio of applicants to number of vacancies, for each of the last three school years To answer these questions, you will need... - Number of applicants over the last 3 years - Number of vacancies over the last 3 years - District-defined cut-point to determine a "high-quality“ new hire - Recruiting and sourcing activities, preparation programs tracked to individual candidates What is the quality of our teacher applicant pool? Are we attracting better applicants this year than last? How does this vary by position type? Overall and by position type, the number of candidates who are above the chosen "high quality" cut point for the district's chosen candidate quality metric or index, for each of the last few years Which recruiting and sourcing activities (e.g., student teachers and TAs, job fairs, visits, etc.) yielded a high volume of highly effective new hires? For each recruiting activity type: 1. The total number of new hires in the past 3-5 years whose recruitment involved that activity AND whose first year summative effectiveness score was above the district average 2. The average first-year effectiveness score of the new hires whose recruitment involved that activity 3. The percent of new hires whose recruitment involved that activity whose first year effectiveness score is above the district average By tracking this data, you could discover (for example) that promoted TA’s tend to be comparatively more effective teachers. As a result, you might focus more on identifying talent within your current TA pool. Teaching
  27. 27. Avoyelles loses more teachers than its peers, though attrition rates have been falling since 2014. 29% 26% 24% 14% 14% 13% 18% 16% 15% 0% 5% 10% 15% 20% 25% 30% 35% 2013-14 2014-15 2015-16 %ofTeachersLeavingDistrict Year Teacher Attrition by Year Avoyelles State Local Peer Median 26Source: LADOE 2017 Workforce Report Teaching Turnover at this level is unsustainable for any endeavor, particularly one where employee quality is so critical to outcomes.
  28. 28. Avoyelles’ high attrition exacerbates the shallow hiring pool… 27 ~75 <1-2 # of Vacancies Applicants per Vacancy ~45 2-3 ▪ Currently Avoyelles experiences 24% turnover: ▪ By reducing this to the local peer district median of 15% turnover: Teaching Source: LADOE District Workforce Report 2017
  29. 29. High attrition rates have also left Avoyelles with a more novice workforce that has higher PD needs 28 13% 26% 18% 26% 20% 23% 28% 26% 24% 8% 26% 25% 35% 19% 18% 16% 38% 26% 33% 25% 22% 30% 23% 18% 14% 33% 12% 16% 15% 17% 19% 19% 11% 7% 11% 8% 8% 11% 12% 20% District A District B District C District D District E District F District G Avoyelles Distribution of Teachers by Years of Experience Years of Exp 25+ 16-24 8-15 3-7 0-2 Sources: Avoyelles 1617 Payroll Data; ERS analysis and Comparison Database Low Attrition High Attrition In Marksville & Bunkie High Schools, roughly 1/3 of teachers are novice Teaching
  30. 30. 29 It also means that many teachers do not reach the stage of their careers typically associated with peak effectiveness Teaching
  31. 31. 30 …and helps explain why Avoyelles has fewer effective teachers than the state or its local peers 14% 46% 31% 10% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Ineffective Emerging Proficient Highly Effective %ofTeacherswithTGSDData TSGD Evaluation Distribution* Avoyelles Local Peer Median State Just 22% of Avoyelles school leaders agree that “there are enough effective teachers at my school to achieve our student performance goals” Source: LADOE District Workforce Report 2017 Note: This teacher effectiveness measure only compares Transitional Student Growth Data (TGSD) rather than the summative rating. Teaching
  32. 32. 31 How else does this affect the student experience? Alex is starting 5th grade this fall. Three of Alex’s K-5 teachers have been in their first three years of the profession and still learning how to teach… K 1st 2nd 3rd 4th Teaching
  33. 33. 32 How else does this affect the student experience? K 1st 2nd 3rd 4th And by the time he starts 5th grade, three of his teachers have left the school – As a result, he feels less known by the adults in the building Teaching
  34. 34. When we think about how to attract and retain effective teachers, we consider six key areas 33 WORKING CONDITIONS SALARY BENEFITS GROWTH OPPORTUNITIES REWARDS Teaching CAREER OPPORTUNITIES Teaching
  35. 35. 34 Over half of teachers leaving Avoyelles go on to teach in Rapides Parish… SALARY & BENEFITS 41 5 4 30 Top Districts to Which Departing Teachers Transferred (2014-2016) Rapides Parish Avoyelles Public Charter School East Baton Rouge Parish Other Districts (Unknown) Source: LADOE District Workforce Report 2017 Teaching $35,410 $45,410 $41,805 $54,825 Min Salary Max Salary …whose maximum salary is ~20% higher than that of Avoyelles Avoyelles Rapides
  36. 36. 35 While the district has taken steps to cultivate teacher leaders through its Aspiring Leaders program, few formal opportunities or roles exist for teachers REWARDS & CAREER OPPORTUNITIES Metric # Metric Less Strategic More Strategic Teaching CareerPath& Compensation Effective teachers are given differential compensation for taking on additional responsibilities, more challenging assignments, and/or teaching in a subject or specialty where the market commands a higher salary District compensation structure and career paths provide opportunities for teachers to pursue multiple leadership paths Teaching ▪ Avoyelles offers a stipend of $400 per semester for teachers serving as New Teacher Mentors. No other stipended teacher leader roles exist (such as Curriculum or Assessment Specialists, Master Teachers, Collaborative Time Facilitators, or Data Coaches). Source: ERS Interviews Note: See appendix for more examples of teacher leadership roles
  37. 37. 36 Avoyelles ensures teachers have access to content- focused professional growth opportunities GROWTH OPPORTUNITIES ▪ The state network team provides training and support 2-3x each year to help teachers implement Math and ELA curriculum ▪ Separate from their evaluation cycle, teachers are observed and receive feedback from instructional coaches biweekly; for new and struggling teachers, observations are even more frequent ▪ Principals and school supervisors also spend significant time observing teachers and providing feedback on classroom instruction “We’re careful to make sure that when we do offer PD, it is grounded in our curriculum.” Teaching
  38. 38. But there are still several opportunities to improve working conditions in Avoyelles ▪ In Avoyelles secondary schools, out-of-school suspension rates are as high as 35% ▪ More than a third of Avoyelles students are chronically tardy or absent ▪ Only 1 secondary school offers lower loads for novice Math teachers than non-novice ▪ With the number of instructional coaches in the district decreasing from 10 to 5, the number of teachers per instructional coach will increase to 60 37 WORKING CONDITIONS Teaching Source: Avoyelles Parish 2016-17 Course Schedule Data; Avoyelles Parish 2016-17 Payroll File; Louisiana Department of Education 2015-16 Truancy & Suspension Data; ERS Analysis Teaching *Note: In Louisiana, a student is considered truant when s/he is tardy or absent for 5 or more days in a month
  39. 39. 38 Though Avoyelles is fully implementing the state’s multi-dimensional evaluation system, there are still opportunities for principals to norm on scoring 14% 46% 31% 10% Ineffective Emerging Proficient Highly Effective TSGD Distribution 0% 11% 42% 47% Ineffective Emerging Proficient Highly Effective Summative Rating Distribution %ofEvaluatedTeachers Teaching Source: Avoyelles Parish 2015-16 COMPASS Evaluation Data; LADOE Workforce Report 2017; ERS Analysis Just 22% of Avoyelles school leaders agreed that “there are enough effective teachers at my school to achieve our student performance goals,” yet they rate 89% of their teachers as proficient or above despite evidence that teachers are not performing at that level.
  40. 40. In Tulsa, principals normed together to achieve a wider distribution, though they were still reluctant to rate teachers as ineffective… Source: Tulsa TLE Data, 2013-14; ERS Analysis. 1% 17% 62% 17% 3% 1 2 3 4 5 %ofteachers Value-Add Score Distribution 0% 1% 1% 15% 6% 9% 8%7% 5%6% 5% 3% 2% 1% 1% 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4 2.6 2.8 3.0 3.2 3.4 3.6 3.8 4.0 4.2 4.4 4.6 4.8 5.0 %ofteachers Tulsa: Distribution Principal Observations Tulsa has largely achieved a wide distribution, with only 12% of teachers receiving ratings of highly effective. 0% 5% 200 206 212 218 224 230 236 242 248 254 260 266 272 278 284 290 296 302 308 314 320 326 332 338 344 350 356 362 368 374 380 386 392 398 %ofteachers 7 C’s Student Survey Rating Distribution Value-add scores can be used to corroborate and norm principal evaluations Tulsa student surveys create more well- rounded evaluations. 39 Teaching
  41. 41. 40 A rigorous evaluation system is essential for district and school leaders to create working environments that meet teachers’ needs and help them grow Strategy Use Evaluation Data To… Recruitment ▪ Assess hiring source quality by tracking evaluation data for recent hires Assignment ▪ Identify schools, grade levels and content areas with highest- need teachers ▪ Match effective teachers to struggling students ▪ Limit the teaching load of struggling teachers Professional Growth ▪ Ensure all teacher teams include a highly effective teacher ▪ Tie individual professional growth to teachers’ evaluation data ▪ Target districtwide professional growth based on trends across grade levels or content areas Career Opportunities ▪ Offer greater salary increases for highly effective teachers ▪ Prioritize leadership roles for highly effective teachers ▪ Limit salary increases and/or manage out consistently ineffective teachers Teaching
  42. 42. 41 Leadership School System 20/20 Strategic Vision: Clear standards for principals and district administrators, investment in the tools they need to succeed, and processes to measure their performance and hold them accountable. School Support School System 20/20 Strategic Vision: Staff and systems that leverage data and technology to increase efficiency and accountability and identify best practices.
  43. 43. More Avoyelles Parish principals are likely to recommend working as a school leader in their district than we’ve ever seen elsewhere 90% 56% 44% 42% 31% 10% 6% 6% -37% -55% Avoyelles District A District B District C District D District E District F District G District H District I Net Promoter Score 42Source: ERS Principal Survey; ERS Comparative Database; ERS Analysis Note: Net Promoter Scores are calculated by subtracting the % of respondents labeled ‘detractors’ (those responding 0-6 on likelihood to recommend) from % of respondents labeled “promoters” (those responding 9-10 on likelihood to recommend) LeadershipSchool Support In business, NPS is a great leading indicator of a company’s profitability.
  44. 44. 43 …and are highly satisfied with the growth opportunities and district-provided support they receive Source: ERS Principal Survey; ERS Comparison Database; ERS Analysis LeadershipSchool Support 100% 100% 100% 100% 70% 86% 50% 68% Effective school leaders in my district are given opportunities to grow with challenging assignments. My current school assignment provides me the greatest opportunity to have impact and grow professionally. The district provides high-quality professional development to me and the other instructional experts in my school to build capacity to support rigorous, college- and career-ready standard-aligned instruction in our school The district provides me with the support and training I need to be effective. % of Principals who Agree/Strongly Agree Avoyelles National Peer Average
  45. 45. 44 And through partnership with the Orchard Foundation and the state, Avoyelles provides high-quality training and opportunities for current and potential school leaders Metric Less Strategic More Strategic Leadership ProfessionalGrowth The district ensures intensive school leadership training matched to developmental needs throughout a career. The district strategically identifies potential leaders and offers professional development and support to create pathways to leadership. The district systematically places promising potential leaders where they can have the greatest impact and growth. Source: District interviews; ERS Comparison Database; ERS Analysis LeadershipSchool Support
  46. 46. School Design School System 20/20 Strategic Vision: A reimagined school day with new schedules, dynamic groupings and targeted instruction. 45 Effective Schools
  47. 47. Expert-led Collaborative Work Organize sufficient time for teaching teams to improve instruction with content experts Maximized Teaching Talent Attract and retain the best teachers, ensure all teachers have ongoing access to growth-oriented feedback, and design and assign roles and responsibilities to match skills to school and student need Empowering Curriculum Instruction and Assessment Uphold rigorous, college-and- career-ready standards and use effective curricula, instructional strategies, and assessments to achieve them Personalized Time and Attention Match student grouping, learning time, technology and program to individual student needs Responsive School Community Ensure students are deeply known and more intensive social and emotional supports are integrated when necessary Growth-oriented Adult Culture Grow a collaborative culture where teachers and leaders share ownership of a common instructional vision and student learning Avoyelles can leverage its strong relationships with school leaders to empower them to create strategic school designs that work for students and teachers 46 Transformational School Leadership School Design 46
  48. 48. Expert-led Collaborative Work Organize sufficient time for teaching teams to improve instruction with content experts Maximized Teaching Talent Attract and retain the best teachers, ensure all teachers have ongoing access to growth-oriented feedback, and design and assign roles and responsibilities to match skills to school and student need Empowering Curriculum Instruction and Assessment Uphold rigorous, college-and- career-ready standards and use effective curricula, instructional strategies, and assessments to achieve them Personalized Time and Attention Match student grouping, learning time, technology and program to individual student needs Responsive School Community Ensure students are deeply known and more intensive social and emotional supports are integrated when necessary Growth-oriented Adult Culture Grow a collaborative culture where teachers and leaders share ownership of a common instructional vision and student learning Avoyelles can leverage its strong relationships with school leaders to empower them to create strategic school designs that work for students and teachers 47 Transformational School Leadership In Progress In Progress School Design 47
  49. 49. Avoyelles school leaders have budget and program flexibility to enact strategic design decisions 48 Metric # Metric Less Strategic More Strategic SchoolDesign Flexibility Schools have flexibility over how they spend their budget, including class size and staffing ratios, and can trade staff positions, positions for $, and $ for positions. Schools have the flexibility to hire teachers whose skills and expertise match school and student needs. Schools have the flexibility to vary teacher teams, assignments, and schedules with data support in order to provide time for collaboration and match resources to student needs. Schools have the flexibility to make schedule changes without a contract renegotiation or a full faculty vote. Schools have the flexibility to focus professional development time and budget in high-priority areas. School Design Source: ERS Interviews
  50. 50. 49 …and these flexibilities appear widely known by principals 1 2 1 2 6 2 5 7 4 5 2 0% 20% 40% 60% 80% 100% To make changes to my school’s schedule and staffing Over professional growth resources To hire the right teachers Over a significant portion of my school’s staffing and budget Principal Responses Strongly Disagree Disagree Agree Strongly Agree I have Flexibility…. % of Principals who Strongly Agree/Agree Avoyelles Nat’l Peer Median 78% 46% 78% 68% 100% 56% 100% 71% School Design Source: ERS Principal Survey 2017
  51. 51. 50 Block scheduling in Avoyelles secondary schools allows innovative use of student and teacher time, though it comes with inherent trade-offs Adapted from “Trends and Issues in HS Scheduling,” Dr. Michael Rettig, School Scheduling Associates TeachersStudents Fewer Transitions: There are fewer class transitions, which lead to more daily teaching time and fewer disruptions. Narrow Focus: Students can focus on narrowed set of classes each day and experience fewer quizzes, tests, and assignments. Semester Rotation: The semester schedule provides opportunities to remediate or accelerate students second semester, based on their first semester performance. Lower Loads: Teachers have lower teaching loads on any given day Longer Planning Time: There are longer, uninterrupted blocks of planning time Instruction Variety: Teachers can utilize a variety of instruction methods due to longer blocks of time School Design Trade-offs Lower Utilization Rates: Teachers teach for a smaller percentage of their day due to their increased planning time. This can cause increased class sizes or will require additional staff to keep class sizes constant. Student Absences: Student absences can have a greater effect, since classes now meet fewer times over the course of a semester; this also means they could be absent and not miss a class.
  52. 52. Despite these enabling conditions for strategic school designs, few schools appear to be differentiating time and attention based on student need 1 4 2 4 4 3 3 3 4 3 4 3 5 4 4 5 6 3 3 6 4 1 1 1 1 3 2 1 1 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Centers/stations Smaller class sizes/loads for high-priority areas Push in Support Lower group sizes for below proficient students Larger class sizes in lower priority areas Family (team or cohort) model Small group tutoring Skill based intervention/enrichment block Below proficient students are double blocked Additional time for below proficient students Principal reported frequency of School Based Practices Rarely or Never Sometimes Mostly Always 51Source: ERS Principal Survey TimeIndividualAttention Personalized Time & AttentionSchool Design
  53. 53. Despite these enabling conditions for strategic school designs, few schools appear to be differentiating time and attention based on student need 1 4 2 4 4 3 3 3 4 3 4 3 5 4 4 5 6 3 3 6 4 1 1 1 1 3 2 1 1 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Centers/stations Smaller class sizes/loads for high-priority areas Push in Support Lower group sizes for below proficient students Larger class sizes in lower priority areas Family (team or cohort) model Small group tutoring Skill based intervention/enrichment block Below proficient students are double blocked Additional time for below proficient students Principal reported frequency of School Based Practices Rarely or Never Sometimes Mostly Always 52Source: ERS Principal Survey TimeIndividualAttention Personalized Time & AttentionSchool Design While block scheduling enables double blocking, few principals report using this strategy
  54. 54. 53 1239 1208 Avoyelles National Peer Average Total Annual Student Hours 64% 66% 63% Avoyelles - Below Proficient Students Avoyelles - Proficient Students National Peer Average 74% % Time in Core Instruction in Secondary Schools 1276 Strategic Schools Strategic Schools Source: Avoyelles course schedule data, ERS Database. ERS Analysis 2017 *Proficiency Status based on Math Performance. Furthermore, while Avoyelles has a fairly long student year, students spend a smaller percentage of their time in core academic subjects Personalized Time & AttentionSchool Design This difference is roughly the equivalent of 3 additional core academic classes over a student’s 4-year career.
  55. 55. One exception is that Avoyelles Schools are providing two additional classes in the critical subject of math for below-proficient students 55% 28% Below Proficient Students % of Below Proficient Students Receiving Extra Instructional Time Math ELA 54Source: Avoyelles 2016-17 Course Schedule Data, 2015-16 Student Performance Data, ERS Analysis Personalized Time & AttentionSchool Design Over half of Avoyelles students who are below proficient in math receive the equivalent of at least 2 additional classes over a student’s four-year career. But our data do not allow us to examine how much of that is the result of students retaking failed classes.
  56. 56. Teachers in high-priority content areas are not experiencing differentiated teacher loads to provide sufficient attention to students in those subjects 125 123 100 107 85 100 ELA Math Teacher Load 9th Grade 7th-12th Grade Avg Strategic Schools 55Source: Avoyelles Parish 2016-17 Course Schedule Data, 2016-15 Student Performance Data, ERS Analysis Personalized Time & AttentionSchool Design
  57. 57. Teacher collaboration is a key part of effective professional learning 56 Rigorous, Comprehensive Curricula and Assessments Content-focused, Expert-led Collaboration Growth-oriented Feedback ▪ Highly detailed ▪ Carefully vetted ▪ Designed for teacher adaptation ▪ Continuously improved ▪ Content-focused teams ▪ Access to content experts ▪ Sufficient time ▪ Agendas, protocols and tools ▪ Culture of trust and agency ▪ Personalized attention ▪ Sufficient time for observation and feedback ▪ Support for experts …leads to continuous student learning and teacher growth Source: Igniting the Learning Engine whitepaper from ERS analysis of professional learning systems funded by the Gates Foundation. Adult Culture, Collaborative Work & Professional GrowthSchool Design
  58. 58. 57 While teachers have time in their schedules to collaborate, principals report mixed practices in the amount of weekly time teachers spend in teams 0 1 2 3 4 5 6 missing <30 minutes 30-60 minutes 60-90 minutes >90 minutes #ofPrincipals Principal-Reported Weekly Collaboration Time ES SS Principal Reported Avoyelles Nat’l Peer Average Average minutes per week that teachers meet in shared content teams 68 min 64 min Only two principals report best practice Source: ERS Principal Survey 2017; ERS Analysis Adult Culture, Collaborative Work & Professional GrowthSchool Design
  59. 59. Both school and district leaders report that the use of collaborative time and its supports vary across schools, in part due to a lack of a growth-oriented adult culture 58Source: ERS Principal Survey, Qualitative Interviews, ERS Analysis 2017. Adult Culture, Collaborative Work & Professional GrowthSchool Design 78% 53% 83% 76% 81% 78% 67% 81% “Teaching teams use collaborative planning time productively, as evidenced by the use of clear purposes, agendas, and protocols.” Percent of teams that have at least one highly effective teachers Percent of teams that are led by an expert facilitator Percent of teachers that meet weekly in teams to plan and adjust content Principal-Reported Estimates Avoyelles National Peer Average “The makeup of team varies by school. Some high schools have done teams by subject, some haven’t. The ones that collaborate by subject area are much more successful.” “Part of the challenge is the culture; part of it is the negative idea about ‘missing their time off.’ Teachers have had negative views of teaming that were there before our new superintendent got here. We haven’t established a culture – teachers don’t feel like they can lead other teachers; they don’t have confidence in themselves.”
  60. 60. 59 Avoyelles principals report some strategies to match teachers to subjects and students, but fewer utilize strategies to differentiate the role based on experience or effectiveness 1 3 1 5 2 3 4 2 2 2 3 4 4 1 1 2 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% new and struggling teachers lower class sizes new and struggling teachers fewer preps highly effective teachers to classrooms w/ high need students teachers to student groups with which they are most effective (Giffen model) highly effective teachers to most critical subjects Principal reported frequency of School Based Practices Rarely or Never Sometimes Mostly Always Assign… Maximizing Teacher TalentSchool Design Source: ERS Principal Survey 2017.
  61. 61. Avoyelles has begun to provide critical pieces of data necessary to inform strategic design decisions 60 Data Type Recommended Frequency & Timing Provided by Avoyelles Student enrollment and demographic data Annually, before next school year Budget and/or staffing allocations Annually, with time to review, adjust, and submit State assessment data Annually, before next school year Formative assessment data 4-6x/year Unit assessment and/or progress monitoring data Every 6-8 weeks As requested Teacher effectiveness data Mid-Year and End-of-Year ratings End-of-year summative rating only Teacher and student assignment Annually, before hiring and scheduling is finalized Student class size Annually, before hiring and scheduling is finalized Time spent in core subjects Annually, before hiring and scheduling is finalized Student “on-track” metrics, including grades, attendance, and behavior data Live-time School Design Source: ERS Interviews
  62. 62. Actions to Consider
  63. 63. 62 Summary of Challenges and Actions to Consider Challenge Actions to Consider Avoyelles struggles to attract highly qualified teacher candidates. To improve its competitiveness and better attract high quality teachers, APSB should invest to improve its tracking systems and return to the community with a specific, targeted ask for support. The community appears to lack sufficient trust in the school system to pass a tax levy that would allow for competitive salaries. High turnover further strains the shallow hiring pool and results in a more novice workforce. To better retain and support its teachers, APSB should assess root causes of and address novice teacher attrition, provide more training to principals to improve teacher evaluation, assess and improve its professional growth strategy, and create differentiated teacher roles. Current human capital processes may prevent Avoyelles from offering differentiated teacher support. Resource use in schools is not particularly strategic, suggesting that principals may not be taking advantage of existing flexibilities. To empower its school leaders to create strategic school designs that meet the needs of their students and teachers, APSB should organize to support and inform priority school decisions and invest to train principals on how to create strategic designs.
  64. 64. 63 Recommendations and key actions to consider To improve its competitiveness and better attract high- quality teachers, Avoyelles Parish should consider: 1. Invest to improve applicant information tracking to better understand strengths and areas of opportunity in the hiring pipeline and to improve ability to communicate need. 2. Return to the community with a specific, targeted ask for support. 3. Consider participating in the upcoming LADOE pilot program for post-baccalaureate interns. Recommendations
  65. 65. 64 By improving the data by which the district tracks its hiring, Avoyelles can better identify and communicate opportunities to improve its hiring process and track improvement over time Recommendations Key Action #1 Key Questions Possible Metrics Data Required How many applicants per vacancy are we getting overall and by position, particularly for hard-to-fill positions? How has this changed in recent years? By position type, the ratio of applicants to number of vacancies, for each of the last three school years To answer these questions, you will need... - Number of applicants over the last 3 years - Number of vacancies over the last 3 years - District-defined cut-point to determine a "high-quality“ new hire - Recruiting and sourcing activities, preparation programs tracked to individual candidates What is the quality of our teacher applicant pool? Are we attracting better applicants this year than last? How does this vary by position type? Overall and by position type, the number of candidates who are above the chosen "high quality" cut point for the district's chosen candidate quality metric or index, for each of the last few years Which recruiting and sourcing activities (e.g., student teachers and TAs, job fairs, visits, etc.) yielded a high volume of highly effective new hires? For each recruiting activity type: 1. The total number of new hires in the past 3-5 years whose recruitment involved that activity AND whose first year summative effectiveness score was above the district average 2. The average first-year effectiveness score of the new hires whose recruitment involved that activity 3. The percent of new hires whose recruitment involved that activity whose first year effectiveness score is above the district average By tracking this data, you could discover (for example) that promoted TA’s tend to be comparatively more effective teachers. As a result, you might focus more on identifying talent within your current TA pool.
  66. 66. 1. Highlight Avoyelles’ strengths and successes, such as increasing ELA proficiency rates and strong support for principals. 2. Outline Avoyelles’ critical needs and their impact on students, namely around a shallow hiring pool and high turnover. 3. Illustrate how these needs are not being met, in part due to lower local tax rates. 4. Identify the actions Avoyelles wants to take and required resources, such as raising salaries for teachers at various career points as part of a broader effort to improve the value proposition. 65 Avoyelles should consider returning to the community with a targeted, specific ask for support Recommendations Key Action #2
  67. 67. 66 Recommendations and Key Actions to Consider Recommendation: Avoyelles Parish should organize its human capital strategy to better retain and support its teachers. Key Actions to Consider: 1. Assemble a high-capacity team to improve novice teacher retention by assessing root causes and implementing and monitoring targeted intervention. 2. Invest to improve the evaluation of teachers across the system to inform differentiated growth and leadership opportunities 3. Pursue a connected professional learning strategy that fosters a growth-oriented adult culture. 4. Determine a districtwide approach to creating differentiated roles that support teacher development. Recommendations
  68. 68. 67 Assemble a high-capacity team to improve novice teacher retention by assessing root causes and implementing and monitoring targeted intervention Identify root causes of novice teacher attrition Create a specific, measurable, and attainable goal Prioritize set of interventions aimed to address these causes Assess progress against root causes, adjust interventions E.g., targeted supports, redesigned career pathways, differentiated working conditions E.g., Conduct focus groups, create exit surveys E.g., 10% improvement in retention rate by 2018 Recommendations Key Action #1
  69. 69. To norm on a definition of “effectiveness” across schools, and use that to drive decisions, Avoyelles should: ▪ Provide additional training and support around the use of COMPASS to ensure evaluations are normed across schools. ▪ Explore a broad array of potential uses of effectiveness data by incorporating data into reports and tools that shed light on staffing, PD, hiring, and other human capital practices. 68 Recommendations Key Action #2
  70. 70. Step 1: Assess the district’s current state and norm on a shared vision for what professional growth and collaboration will look like in Avoyelles schools. Step 2: Determine specific initiatives or changes district and schools need to make to achieve this new vision and how the district needs to organize to support them. Step 3: Implement this plan, ensuring teachers and school leaders have opportunities for feedback and continuous improvement. 69 Pursue a connected professional learning strategy that fosters a growth-oriented adult culture * Note: See Appendix for more resources Recommendations Key Action #3
  71. 71. Determine a districtwide approach to creating differentiated roles that support teacher development Connect teacher leader roles to existing programs and trainings, namely the Aspiring Leaders program, to create explicit ways for teachers to step up and put their training to use. 70 Consider leveraging existing teacher release time in block schedules and allow teacher leaders to play larger roles in professional development as the district’s number of instructional coaches decrease. Teacher leaders could lead collaborative planning time, do classroom observations, and help review lesson plans. Identify additional opportunities and roles for novice teachers to receive additional supports, such as apprentice teacher roles and an expanded mentorship program, and have exposure to early leadership opportunities for effective teachers. Recommendations Key Action #4
  72. 72. 71 Recommendations and Key Actions to Consider Recommendation: Avoyelles Parish should empower its school leaders to create strategic school designs that meet the needs of their students and teachers. Key Actions to Consider: 1. Assemble a team to align central office structures, processes, and data to support principals in creating strategic school designs. 2. Provide training to principals to understand key strategic design principles and opportunities. Recommendations
  73. 73. Step 1: Decide which decisions the district needs to support principals in making Source: ERS Talent Decision Planner (Adapted) 72 What decisions need to be made, grouped into the following areas When decisions should be made Recommendations Key Action #1
  74. 74. Step 2: Determine the right timing and audience for each of these decisions 73 Decisions effective staff make Guiding questions needed to make each decision Metrics and data needed to answer each question …organized into the optimal data display to answer the question ERS is supporting TPS with using the Talent Decision Planner… Recommendations Key Action #1
  75. 75. Step 3: Create the metrics and reports needed to support these decisions Key Questions Example Metrics Data & Processing Required Recruitment and Hiring ▪ Does the hiring process result in high-quality teacher hires? ▪ Are new hires becoming more effective over time? ▪ % of new hires effective/ ineffective by hiring source ▪ New teacher effectiveness trends ▪ Hiring Sources ▪ # of applicants per position ▪ # of offers accepted/rejected and why Assignment ▪ Do high-need schools have an equal or higher concentration of effective teachers? ▪ Do neediest students have access to effective teachers? ▪ % highly effective teachers in highest/lowest poverty schools ▪ % highly effective teachers with neediest student groups ▪ Student-teacher linkages across data sets. ▪ Teacher IDs that link across data sets Growth ▪ Does the professional growth support result in improved practices for teachers? ▪ Change in same-teacher ratings ▪ Correlation between supports and change in teacher ratings ▪ Consistent measures of teacher ratings over time Retention ▪ Does the district retain top performers at higher rates than lower performers? ▪ % teachers retained by effectiveness rating ▪ Retention and attrition data 74 Recommendations Key Action #1
  76. 76. Step 4: Align central office supports around key milestones Sept Oct Nov Dec Jan Feb Mar Apr May June Summer Central Office Data Supports Provide Interim Data Report Provide school-level reports on resource metrics Enrollment Projections Best Practice Personalization Strategies PL Provide Interim Data Report Provide mid- year teacher evaluation report Updated Enrollment Projections Strategic Budgeting PL Release budget data Anticipated Teacher vacancy Report Provide Interim Data Report Strategic Staffing PL Provide Interim Data Report Provide end-of- year teacher evaluatio n report Provide State Assessment Data Report Principal Supervisor Supports Set goals with principal based on data Review student data and discuss strategies to address most urgent needs Discuss proposed investments and necessary resource trade-offs Review budget proposal for alignment to strategy Review final schedule and teaching assignments Review teacher needs and proposed professional learning plan for next year Principal Decision Milestones Review student data and identify urgent student needs Select strategies that address urgent needs Identify bell schedule that will support strategies Determine necessary investments and proposed trade-offs to enable strategies Draft budget that aligns to strategies Finalize budget Determine staffing assignments based on teacher need/capacity Identify vacancy needs Hire for vacant positions Plan for implementat ion of strategies Finalize master schedule with course requests Draft professional learning plan for next year Plan progress monitoring structures for next year Data & Support Types Student Performance & Strategy Design Budget & Scheduling Teacher Support & Assignment Recommendations 75 Key Action #1
  77. 77. Over the next year, Avoyelles can begin to incorporate training for principals centered around the school design process 76 Recommendations Clarify the Vision Assess the Need Design the Strategy Make it Work Implement & Monitor Step 1 Step 2 Step 3 Step 4 Step 5 Throughout the process, strategic leaders reflect and revise initial answers and approach each step with a willingness to make trade-offs. Key Action #2
  78. 78. Over the next year, Avoyelles can begin to incorporate training for principals centered around the school design process 77 Recommendations Clarify the Vision Assess the Need Design the Strategy Make it Work Implement & Monitor Step 1 Step 2 Step 3 Step 4 Step 5 Throughout the process, strategic leaders reflect and revise initial answers and approach each step with a willingness to make trade-offs. Help principals understand different design options available to them, such as small-group tutoring or targeted and flexible intervention blocks. Work with principals to help them understand how to consider resource reallocations and changes to schedules, staff, or budget to implement their chosen design essentials. Encourage principals to define specific visions for their schools that are directly connected to their schools’ most urgent needs. Key Action #2
  79. 79. 78 In order to pursue these actions, Avoyelles should assemble working groups who can dedicate necessary time and capacity Human Capital Working Group Principals and Academics Staff Tax Campaign Working Group Data Team Superintendent & Cabinet Recommendations
  80. 80. 79 In order to pursue these actions, Avoyelles should assemble working groups who can dedicate necessary time and capacity Human Capital Working Group Principals and Academics Staff Tax Campaign Working Group Data Team Superintendent & Cabinet Recommendations The Superintendent & cabinet will work in concert with these groups
  81. 81. 80 In order to pursue these actions, Avoyelles should assemble working groups who can dedicate necessary time and capacity Human Capital Working Group Principals and Academics Staff Tax Campaign Working Group Data Team Superintendent & Cabinet Recommendations A data team will also work in concert with these groups to determine what data the district needs to pursue these priorities
  82. 82. 81 Consider creating a Human Capital working group that does the following: Recruiting • Participate in the Louisiana state pilot for post-baccalaureate teacher internships • Consider ways to encourage Teaching Assistants to transition to teachers, including a tuition reimbursement program • Cultivate relationships with specific universities and their professors. For example, Avoyelles could negotiate a program where college professors provide PD and support to student teachers in exchange for a stipend • Conduct focus groups with members of the local community, such as parents of students in the district, people who have been recently laid off, career changers, or recent retirees to understand what would lead them to enter the teaching force – such as part-time positions – and how to proactively communicate these opportunities to them Retention • Convene focus groups to identify challenges of existing teachers to understand and address root causes of attrition • Work to improve other aspects of the value proposition beyond salary increases to address teachers’ concerns directly • Communicate with teachers and make specific requests that they stay Recommendations
  83. 83. 82 Principals and Academics staff could work together to do the following: Create a school culture of continuous learning and growth • Provide targeted training and opportunities to norm for principals to enable better differentiation of teachers through the evaluation process. Together, the district and principals need to define what high-quality instruction looks like and how to identify it in the classroom. This could include watching videos of successful instruction or doing group observations. • Collectively define what successful teacher collaboration and adult culture should look like in Avoyelles. Team members could watch videos, read case studies, or even observe other schools as part of this process. This includes determining what elements will be district-defined or up to schools’ discretion • After aligning on a vision for collaboration and adult culture, the team should define an approach for how to achieve that vision. The district may need to pursue additional training for teachers to get them bought into the vision or even working with technical assistance providers. Recommendations
  84. 84. 83 Principals and Academics staff could work together to do the following: Strategic School Design • Ensure district enabling conditions needed for strategic school designs. This means aligning district office structures, processes, and data to help principals in this work. Together, school and district leaders need to define the key decisions principals must make and when and what supports they need to do so. This may involve redesigning school funding systems, budget and planning processes and timelines, central supports, and union agreements to enable the practices of strategic school design. • Create a series of trainings for principals on the school design process. This training should align to district milestones as well as cover topics such as • Defining a specific school vision • Exploring and ultimately deciding on different design options, such as double blocking or an intervention block • How to implement chosen design options, in terms of staffing and scheduling • Engage schools in support and training for strategic school design, with deep support for a cohort of up to 5 of the neediest schools or principals. This deep cohort support could be done in partnership with ERS through the state School Design grant. Recommendations
  85. 85. 84 Consider assembling a tax campaign working group Recommendations Community support for Recruiting and Retention • Assemble a team of district leaders, including communications staff, to support board members in crafting a request for specific, targeted support • This request should use data to highlight the district’s strengths, outline its challenges and their impact on students, and make a case for what the district needs to address these challenges • The team should also work to identify and mobilize the most likely proponents of the increase, including parents of Avoyelles students and to identify and address concerns of potential opponents
  86. 86. 85 Consider assembling a data team that does the following: Recruiting, Retention, & Strategic School Design • Create a multi-year data plan, particularly with respect to human capital and school- design metrics, starting with recruiting and retention indicators • Assign a team with clear objectives and authority • Conduct inventory of data the district currently provides • Use a tool such as ERS’ Talent Decision Planner to identify highest priority metrics and reports. The team will need to define the key questions the district seeks to answer and outline what it will take to answer them. • For retention, the district may want to know more information about who is leaving the district. To answer this question, district leaders will need to be able to match employees across multiple years of HR data to easily identify who has left, as well as be able to match employees across other data sources, such as evaluations. • Create a list of the changes necessary to create these metrics and supports and a timeline for acting on them • For the retention example, this could require unique teacher IDs that match across files, and could lead to a report that consolidates a teacher’s assignment, evaluation data, school assignment, and job title. Recommendations
  87. 87. Subscribe to our newsletters at www.erstrategies.org/signup For more tools and information, visit www.erstrategies.org ASSESS Resource Check DISCUSS Budget Hold’em for Districts DESIGN School Designer
  88. 88. www.erstrategies.org/signup @ERStrategies www.erstrategies.org VISIT SUBSCRIBE LIKE + FOLLOW
  89. 89. Local comparison districts serve as benchmarks for student performance and local market comparisons 88 Peer District PreK-12 Enrollment (000s) Reported $ per pupil (all funds) # Schools % Free or Reduced Lunch % English Language Learners % Special Education Avoyelles 5,735 $9,630 11 84% 1% 8% Peer District Median 5,887 $10,877 12 79% 1% 11% Evangeline Parish 6,038 $9,862 13 78% 0% 12% Morehouse Parish 4,212 $12,533 8 87% 1% 14% St. Bernard Parish 7,520 $12,342 12 82% 3% 10% St. Martin Parish 8,372 $10,573 17 76% 1% 10% Vermilion Parish 9,654 $9,657 21 65% 2% 11% Catahoula Parish 1,437 $12,427 6 79% 0% 11% Concordia Parish 3,399 $11,182 11 79% 1% 11% LaSalle Parish 2,645 $11,473 9 64% 0% 9% Pointe Coupee Parish 2,924 $11,917 6 85% 1% 12% Rapides Parish 23,820 $10,277 48 71% 2% 11% St. Landry Parish 14,320 $9,777 34 82% 1% 12% Source: Louisiana DOE October 2015 Enrollment Counts & 2015-16 Total Reported Revenue
  90. 90. 89 Example Teacher Leader Roles Role Description Multi-Classroom Leader An excellent teacher who leads a team of teachers, co-teaching, co-planning, and providing on- the-job development, with accountability for team’s student outcomes Hybrid Teacher-Leader An excellent teacher who combines part-time teaching with any of the roles below or other leadership roles – such as policy advocacy, recording video lessons many other teachers may use, etc. Department/Content chair or Grade-level chair Acts as liaison between administration and colleagues; may include instructional leadership and administrative duties Mentor or coach Serves as role model and coach to a new teacher Instructional specialist/coach Helps colleagues implement effective teaching strategies in a specific subject or for a specific student population Data coach Helps teachers interpret student data and identify instructional strategies Curriculum or assessment specialist Leads teachers to develop standards and follow curriculum and/or to develop aligned assessments Professional learning facilitator/PLC Facilitates staff professional development Master teacher Refers to most advanced role in a teacher’s career; responsibilities vary Lead teacher Leads in co-taught class, leads teacher team, and/or works with new or struggling teachers to improve instruction Source: Adapted from Opportunity Culture
  91. 91. ▪ Teacher Professional Diagnostic Assessment, an online assessment through which Avoyelles can compare its current teacher professional learning model against strategic practices ▪ Teacher surveys, such as the TELL survey or TNTP Insight Survey ▪ Additional resources on building an adult culture available through ERS’ School Designer 90 Professional Learning and Adult Culture Resources
  92. 92. School Profile: Professional adult culture through teacher teaming at UP Academy Introduction: Teacher collaboration through shared-content teaching teams is a foundation for the early success of UP Academy in Dorchester, MA. Teachers who share the same grade and subject team up to plan lessons, analyze assessment data and adjust instruction accordingly. As you watch the video, consider: ▪ What structures or processes did teachers at Up Academy use to build and sustain a professional adult culture? Video: Link 91Source: ERS
  93. 93. ▪ ERS’s School Designer is a free online tool that details example designs and provides guidance on how to implement those designs. ▪ Designing Schools That Work, an ERS publication that provides an overview and examples of strategic school designs. ▪ ERS Design Profile, a resource school teams can complete over the course of their planning process to help document decisions and guide implementation. ▪ Revere Freshman Academy or Targeted Intervention at Burke High School, videos profiling the design and implementation of school designs in action. 92 Additional Resources: Strategic School Design

×