1.
Leading Education Reform
in an Era of Limited Resources
National Conference of State Legislatures
Rethinking Resources
for Student Success June 14, 2012

2.
Agenda: An Interactive Exploration
1. Restructuring Priorities 60 Minutes
2. School Budget Hold „em Game 40 Minutes
3. Discussion: Takeaways & Action Implications 20 Minutes
Education Resource Strategies National Conference of State Legislatures 2

3.
Education Resource Strategies: Who we are
ERS is a non-profit dedicated to helping
school systems spend and organize time,
talent and technology to create great
schools at scale
Education Resource Strategies National Conference of State Legislatures 3

4.
Prior to the economic downturn, spending
had more than doubled, but the basic
structure of schooling has remained the same
100%
90%
All other non-staff
80%
70% Increase in Benefits Rate
60%
Increase in SPED staff
50%
40% Increase in number of
Non-Teachers
30% (excl. SPED)
20%
Increase in Number of
10% Teachers (excl. SPED)
0%
Growth in Per Pupil Expenditure (1970 to 2005)
Source: The Parthenon Group, 2007 from NCES; Educational Research Service; Parthenon Analysis
Education Resource Strategies National Conference of State Legislatures 4

5.
Public education jobs have continued to
grow through recessions and are only now
starting to fall
Source: Marguerite Roza
Education Resource Strategies National Conference of State Legislatures 5

6.
Budget gaps will continue due to a
fundamental cost structure that continues to
rise regardless of revenue
Source: Marguerite Roza, November 2011
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7.
Meanwhile the context demands new
systems...
• New compensation, work place organization and job design
• Common Core learning standards
• Revamped Teacher Evaluation
• New technologies and different models of instructional
delivery
Education Resource Strategies National Conference of State Legislatures 7

8.
Typical responses preserve current
structures and attempt to do less with less
Furlough days Across the board cuts
Frozen salaries Incremental staffing
ratio adjustments
Education Resource Strategies National Conference of State Legislatures 8

9.
We know what it takes to create high
performing schools
Strategic
School Design
• Effective Teaching Teams
• Targeted Individual Attention
• Maximized, Flexible Academic Time
Aligned Standards, Curriculum, & Assessments
Education Resource Strategies National Conference of State Legislatures 9

10.
Too often, schools have to work around
district and states to create these models
FUNDING
inequitable, unintelligible, rigid
TEACHING COMPENSATION
& JOB STRUCTURE
discourage effectiveness
SCHOOL DESIGN
antiquated schedules and staffing
INSTRUCTIONAL SUPPORT
A Few not strategic
High Fliers LEADERSHIP
unsupported, underinvested
CENTRAL OFFICE SERVICES
inefficient, unresponsive
PARTNERS & TECHNOLOGY
underleveraged
Education Resource Strategies National Conference of State Legislatures 10

11.
To make exceptional schools the norm, we
need new systems…
FUNDING
equitable, transparent, and flexible
TEACHER COMPENSATION & JOB STRUCTURE
linked to contribution
SCHOOL DESIGN
schedules and staffing match needs
INSTRUCTIONAL SUPPORT
High-Performing
strategically aligned
Schools at Scale
LEADERSHIP
supported and rewarded
CENTRAL OFFICE SERVICES
accountable, efficient
PARTNERS & TECHNOLOGY
leveraged
Education Resource Strategies National Conference of State Legislatures 11

12.
The four highest priorities for restructuring:
1. Restructure job and compensation structure to attract needed expertise,
promote teamwork, and link to contribution
2. Rethink standardized class size model to target individual attention by
strategically raising class sizes and rethinking one-size-fits-all class size
models for providing individual attention
3. Shift special education spending toward early intervention and targeted
individual attention in general education settings where possible
4. Optimize existing time and extend where needed to meet student and
teacher needs
Education Resource Strategies National Conference of State Legislatures 12

13.
High-performing schools are about team,
not just individual performance
Deliberate assignments
to teaching team
Each school‟s
specific
School-based Collaborative
curricular, planning time
expert support
faculty, and
student needs
Formative
assessments
Education Resource Strategies National Conference of State Legislatures 13

14.
Extra teacher time is typically “unspecified”,
with little structure over how that time is
used
*Release time not addressed in collective bargaining agreement
Source: The New Teacher Project, “The Widget Effect” 2009
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15.
A typical district devotes less than 2% of all
teacher compensation spending to reward
increased contribution or performance
120%
$500 Million
100%
24%
Benefits
80%
>1% Responsibility & Results
60% 27% Longevity
7%
40% Education
20% Base
42%
0%
District with Senior Teacher
Force
Source: ERS Analysis
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16.
Longevity driven compensation can also
create odd investments across position
types…
Average Salaries and Ratios
0.4 0.6 1.0 1.1 1.6 2.0 2.8
Teaching Secretary Teacher Coach AP Principal Dir of Dpty Supt
Assistant $34k $57k $64k $90k $114k Literacy for T&L
$25k $116k $160k
Salary Ranges
10% of Secretaries make
more than the average
Secretary Salary Range: $20k-$75k
Teacher; highest paid
Secy makes almost 2x as
Teacher Salary Range: $40k-$105k a new teacher.
27% of Teachers make Coach Salary Range: $45k-$108k
more than the average
Coach
AP Salary Range: $75k-$140k
Principal Salary Range: $88k-$152k
10% of APs make more
than the average
Principal
Education Resource Strategies National Conference of State Legislatures 16

17.
What can districts and schools do to
optimize job structure and compensation
spending?
Limit compensation directed towards steps and
lanes
Actively manage low performers out of the
Start Now system using existing evaluation tools
Build new evaluation systems to accurately
measure teacher effectiveness
Increased time for team collaboration
Build Toward Compensation for increased responsibilities and
contribution
Flexibility in teacher assignment
Education Resource Strategies National Conference of State Legislatures 17

18.
The four highest priorities for restructuring:
1. Restructure job and compensation structure to attract needed expertise,
promote teamwork, and link to contribution
2. Rethink standardized class size model to target individual attention by
strategically raising class sizes and rethinking one-size-fits-all class size
models for providing individual attention
3. Shift special education spending toward early intervention and targeted
individual attention in general education settings where possible
4. Optimize existing time and extend where needed to meet student and
teacher needs
Education Resource Strategies National Conference of State Legislatures 18

19.
Typical districts have opportunities to target
class sizes to priority subjects and students
In these districts class sizes for core subjects are higher than non-core
AVERAGE CLASS SIZE BY COURSE TYPE
9th Grade Core Class Size* 12th Grade Non-Core Class Size
27
21
18 18
District T District L
*Core class defined as ELA, Math, Science, Social Studies; Non-core defined as Art, Computer Literacy, Vocational, Foreign Language
Source: District A and B 9th and 12th grade course data (internal – Resource Mapping presentation)
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20.
Districts have more teaching staff, but use
them for specialist positions outside of the
core classroom and planning during the day
GENERAL EDUCATION CLASS SIZE VERSUS
STUDENT-TEACHER RATIO
ERS Estimated Average General Ed Class Size Average Total Student-to-Teacher Ratio
25 26
22 22 22
20
18
16 15
14 14 14
13 12
District A District B District C District D District E District F District G
Source: ERS analysis and district data
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21.
Special education placements and delivery
models vary widely across states
SPECIAL EDUCATION PLACEMENTS
(AGES 3-21 AS PERCENT OF PUBLIC SCHOOL ENROLLMENT)
25.0
20.0
15.0
10.0
5.0
0.0
Note: A recent nation-wide estimate of education placement in urban settings put the national average and the urban average at 12%.
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22.
Traditional pull-out/resource model doesn’t
maximize resources for small group support
Avg ~2 SPED
Elementary K 20 17 students/class
school
with SPED 1 20 19 SPED Resource 1
firewall
2 22
Pull
out SPED Resource 2
3 20 19
4 23
GenEd Resource
5 29
Costs of Pull-out models vs. Push-in models
Small-group instruction disconnected from core
More difficult to match teacher expertise to student need
Flexible, skill-based groupings more challenging to implement
SPED students not in LRE
Education Resource Strategies National Conference of State Legislatures 22

23.
Aligning SPED and GenEd resources
facilitates push-in model at same resource level
Implementation Imperatives:
Elementary school
 Templates & support for flex.
without SPED Firewall
groupings and strategic class
K 20 17 size organization
Push-in
Specialist 1  Revised staffing process to
1 20 19
better coordinate SPED & Gen
2 22 Ed staffing
Push-in
3 20 19
Specialist 2  Processes to support strategic
student groupings
4 23
Push-in  Increased collaborative
5 29 Specialist 3 planning time
 Dual certification for SPED and
Gen ED teachers
Education Resource Strategies National Conference of State Legislatures 23

24.
Systems with low fill rates may be able to
reallocate toward earlier intervention w/out
impacting outcomes or compliance
Fill rate is a measure of efficiency of instructional staffing
Fill rate
Example District staffing policy If the teacher only has 7
says 10:1 of her 10 “spots” filled
student:teacher ratio with students, the class
1 teacher of FT Autism fill rate is 70%
ES students
Self-Contained and Resource Fill Rates Across Sample Districts
Education Resource Strategies National Conference of State Legislatures 24

25.
What can districts and schools do to rethink one-size-
fits-all class model and redirect special education
spending to targeted individual attention for all?
Highlight class size vs. teacher quality trade-off
Strategically raise class sizes when appropriate
Start Now Reduce SPED spending on subscale programs and
compliance
Move away from class size mandates
Investments in early intervention
Build Toward Clear rules on maintenance of effort spending
SPED funding incentives for more integrated services
Education Resource Strategies National Conference of State Legislatures 25

26.
The four highest priorities for restructuring:
1. Restructure job and compensation structure to attract needed
expertise, promote teamwork, and link to contribution
2. Rethink standardized class size model to target individual attention by
strategically raising class sizes and rethinking one-size-fits-all class size
models for providing individual attention
3. Shift special education spending toward early intervention and targeted
individual attention in general education settings where possible
4. Optimize existing time and extend where needed to meet student and
teacher needs
Education Resource Strategies National Conference of State Legislatures 26

27.
Typical schools and districts still allocate
time in rigid blocks that don’t change based
on need or priority
TYPICAL DISTRICT PERCENT OF STUDENT TIME
BY GRADE & SUBJECT
100% PE
80% Electives
60% Foreign Language
Science
40% Social Studies
Math
20%
ELA
0%
ES 7-9th 10-12th
Source: ERS Analysis
Education Resource Strategies National Conference of State Legislatures 27

28.
Carnegie Units, based on hours, reinforce
the traditional definition of “class” that
inhibits creativity and flexibility…
Larger Class
vs.
Larger Class Larger Class
Education Resource Strategies National Conference of State Legislatures 28

29.
What can be done to optimize the use of
student and teacher time?
Longer blocks in key subjects for struggling students
Measure mastery of course content in smaller
Start Now increments
Regularly adjust time and staffing according to student
progress
Leveraged technology to redefine instruction
Ensure schools with the neediest students get more
Build Toward resources and increase schools‟ flexibility to organize
time and staff
Extended school day in the lowest performing schools
(while ensuring the right staff)
Education Resource Strategies National Conference of State Legislatures 29

30.
By taking on tough choices, schools can
move toward transformed practice
For the same cost a typical 25,000 student urban district can:
Pay the top contributing
Reduce class sizes
grades 4-12 by 2
OR 15% of teachers 10K
more
Add 60 minutes to the
Allow benefits spending school day in the 25%
OR lowest performing
to increase by 10%
schools
Provide half-day pre-K
Give all teachers annual
step increase OR for 50% of Kindergarten
students
ERS’ District Reallocation Modeler (DREAM)
Education Resource Strategies National Conference of State Legislatures 30

31.
Now it’s time to play …
School Budget Hold‟em Hold „Em Experience
 An interactive game to help districts Rochester, NY
make thoughtful trade-offs as part of
Duval County, FL
the budgeting process
Prince George‟s County, MD
 Encourages transparency and
accessibility Memphis, TN
Aspen CFO/CAO network
Council of Chief State
School Officers
PIE Network
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32.
Why a card game?
 Removes us from the traditional budget process of fighting for
resources within silos
 Focuses on investing in district priorities by freeing resources from
low value- added “historic” uses
 Enables teams to engage in open exploration of a range of options
available to the district in a low stakes environment
 Builds understanding of relative size of different options
 Playing cards frees “non-spreadsheet” types to interact in new ways
with the budgeting process
Education Resource Strategies National Conference of State Legislatures 32

33.
ERS Resources:
School Budget Hold 'em is more than a game …
... it's an interactive exploration of the thoughtful trade-offs school
administrators have to make in these challenging budget times.
What is a Hold „Em Card?
Category Class Size 2.0% Investment or
Savings as % of
Description of savings budget
or investment option
Explanation
FYI: Additional
information
Education Resource Strategies National Conference of State Legislatures 33

34.
How to play:
The Object of the Game
Use the Hold’em cards provided to create a “hand” of investment and
savings options to create a budget that moves toward improved district
performance while still meeting a budget reduction target of 5%.
Instructions
Step 1 Assign Roles and Review Process 5 min
Step 2 Read: Quickly read through the sample deck and create 10 min
piles for “yes,” “no,” or “maybe” for each option.
Step 3 Review priorities and select your investments: As a group 15 min
review the scenario and priorities presented and then
identify the top investments you would like to include in
your hand.
Step 4 Finalize your hand: Identify new budget total and find 10 min
savings to meet it.
Education Resource Strategies National Conference of State Legislatures 34

35.
Discussion Questions
1. What were the biggest insights and/or surprises regarding opportunities for
district transformation during budget-cutting times?
2. What particular investments or savings would be feasible or challenging in
your state?
3. What role can the state play to achieve desired investments and savings?
4. What action will you take?
Education Resource Strategies National Conference of State Legislatures 35

36.
Take Action
 Play Hold‟em: holdem.erstools.org
– Encourage your network to consider a new conversation
around trade-offs
– Facilitators’ Guide allows groups to play independently
– Online version allows you to share your hand
 Use your role in the legislature to advance reform
– Change the debate over how to navigate tough times
– Continue to advocate for changes in state laws that limit effective
resource use
Education Resource Strategies National Conference of State Legislatures 36

37.
Want to play again?
1.
1 Play using the complete deck with 60 cards
that we will be handing out at the end
2
2. Play online at holdem.erstools.org
Please return the “mini-decks” to us!
Education Resource Strategies National Conference of State Legislatures 37

38.
Education Resource Strategies National Conference of State Legislatures 38

39.
Please return the
“mini-decks” to us!
Education Resource Strategies National Conference of State Legislatures 39