Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funds are typically allocated, and the relationship between spending levels and student performance. While past research found no clear link between spending levels and outcomes, more recent studies show sustained spending increases can improve student achievement and attainment, especially for low-income students, if funds are used strategically. The document emphasizes that how well resources are used matters more than just how much is spent, and clarity on resource use is key to making the case for greater investment in education.
The document discusses equitable school funding and resource allocation. It defines equitable funding as schools receiving resources comparable to student needs and what is required to reach high learning goals, rather than equal funding based only on size. It shows funding inequities between states, districts, and schools. Schools with more students in poverty often receive less funding and have lower student outcomes. The document advocates for allocating more resources to schools with higher student needs to support all students reaching high standards. Districts should ensure equitable and transparent funding across schools.
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
This document discusses resource allocation and the role of the superintendent. It begins with an introduction that asks what strategic resource use looks like and what superintendents must know and do to maximize limited resources. It then provides context on education funding trends, how funds are typically allocated between central administration, school-level spending, and spending categories. It notes that while spending levels alone have not been correlated with performance, more targeted spending increases can positively impact student outcomes. Common misalignments are discussed, such as spending on practices not linked to student performance. Overcoming barriers to realigning resources is challenging but necessary for transformation.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
The document outlines an agenda for a district resource strategy meeting. The agenda includes introductions, setting goals and context around resource strategy, presentations on system transformation and strategic resource use in schools, case studies on other districts, discussions around school support and investing resources for innovation, and a closing debrief. Time allotments are provided for each topic. The overall goal is to establish principles for strategic resource use, identify innovative resource organization in schools, assess the district's role in supporting schools, and simulate resource decision making.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funds are typically allocated, and the relationship between spending levels and student performance. While past research found no clear link between spending levels and outcomes, more recent studies show sustained spending increases can improve student achievement and attainment, especially for low-income students, if funds are used strategically. The document emphasizes that how well resources are used matters more than just how much is spent, and clarity on resource use is key to making the case for greater investment in education.
The document discusses equitable school funding and resource allocation. It defines equitable funding as schools receiving resources comparable to student needs and what is required to reach high learning goals, rather than equal funding based only on size. It shows funding inequities between states, districts, and schools. Schools with more students in poverty often receive less funding and have lower student outcomes. The document advocates for allocating more resources to schools with higher student needs to support all students reaching high standards. Districts should ensure equitable and transparent funding across schools.
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies.
Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
This document discusses resource allocation and the role of the superintendent. It begins with an introduction that asks what strategic resource use looks like and what superintendents must know and do to maximize limited resources. It then provides context on education funding trends, how funds are typically allocated between central administration, school-level spending, and spending categories. It notes that while spending levels alone have not been correlated with performance, more targeted spending increases can positively impact student outcomes. Common misalignments are discussed, such as spending on practices not linked to student performance. Overcoming barriers to realigning resources is challenging but necessary for transformation.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
The document outlines an agenda for a district resource strategy meeting. The agenda includes introductions, setting goals and context around resource strategy, presentations on system transformation and strategic resource use in schools, case studies on other districts, discussions around school support and investing resources for innovation, and a closing debrief. Time allotments are provided for each topic. The overall goal is to establish principles for strategic resource use, identify innovative resource organization in schools, assess the district's role in supporting schools, and simulate resource decision making.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
This presentation from Education Resource Strategies highlights the opportunities of resource allocation reviews to be more than a compliance exercise and create meaningful change for students.
During one-year terms of service, teams of Blue Engine Fellows—recent college graduates of all academic backgrounds—work to accelerate academic achievement in high-need public high schools. To apply, visit us online: http://www.blueengine.org/apply/
ERS’ public presentation to the Denver Public Schools Board of Education. See an example of resource mapping results and how this kind of analysis can reveal a road map for how to most effectively and efficiently meet goals for improving instruction.
Contemporary Issues in Education: School Funding Jazzrob7
School funding is an educational issue that impacts students, teachers, and quality of instruction. It has historically been funded through local, state, and federal sources, with percentages shifting over time. Inadequate funding impacts students through larger class sizes, fewer course offerings and resources, and lower test scores. Teachers face larger class sizes, lack of support staff, and non-competitive salaries. Potential solutions include providing more equitable funding across school districts and increasing funding for programs that support disadvantaged students and schools.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Fiscal Year 2018 Annual Report for The Belk Foundation
The Belk Foundation marked its 90th anniversary in 2018 and reflected on focusing its efforts on K-3 achievement and excellent teachers. It made 36 grants totaling $2.4 million to support literacy programs, teacher training, leadership development, and improving access to excellent teachers. A review of teacher preparation programs recommended increasing the use of evidence-based literacy instruction, more hands-on experience for teacher candidates, and incorporating state standards.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
The document discusses trends in private school enrollment and costs in the United States. It notes that while private schools have historically served around 10% of students, Catholic school closures and rising tuition costs have reduced access for middle- and low-income families. The average private school tuition increased 60% between 1999-2011, outpacing inflation and wage growth. This suggests a need to explore how private schools can increase affordability and serve families with limited means.
10 31-18 forest ncboe letter & exhbits - redacted resumesEducationNC
The document is a letter from the Wayne County Board of Education to the North Carolina State Board of Education expressing concerns about the selection of Carver Heights Elementary School in Wayne County to be transferred to the Innovative School District for the 2019-2020 school year. The letter argues that the selection process was flawed and did not follow the statutory requirements. Specifically, it claims that the process lacked transparency, did not properly evaluate the factors contributing to the school's performance, did not engage the required stakeholders, and resulted in the State Board's authority to select being usurped as only one school was recommended. The letter requests that the State Board address these issues and ensure the process is carried out with integrity and in accordance with statutes and policies.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Part 2 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
This document provides an executive summary and highlights from the Rankings of the States 2017 and Estimates of School Statistics 2018 report published by NEA Research in April 2018. It summarizes key findings around student enrollment, staffing, salaries, revenues, and expenditures at the national, state, and 10-year trend level based on data collected primarily from state departments of education. The full report contains additional details and state-by-state comparisons on these education indicators.
This document discusses how states can best support low-performing schools under the Every Student Succeeds Act (ESSA). It notes that while ESSA increases states' flexibility in how they allocate funding, the amount of federal funding is unlikely to dramatically change. The document recommends states target funding to a few high-capacity districts, ensure resources are reallocated beyond federal dollars, structure investments to lead to sustainable success, and ensure plans for low-performing schools align with overall school improvement strategies.
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
Schools That Lead helps educators use improvement science to solve complex problems and ensure powerful student learning. An independent evaluation found Schools That Lead's Networked Improvement Communities model is effective at addressing issues like chronic absenteeism and poor course performance. Schools That Lead serves approximately 30,000 K-12 students in North Carolina, many from low-income backgrounds, and data shows their model has led to decreased chronic absences and increased graduation rates compared to state averages.
This document provides an overview of an advisory program presentation focused on designing and implementing an effective advisory program. The presentation covers the benefits of advisory programs, defining college and career readiness, goals and benchmarks for a successful advisory, designing personalized learning in advisory, and lessons learned. It includes slides on operationalizing college and career readiness, sample advisory activities and structures, using feedback to guide advisory, and resources for further information. The overall presentation aims to provide school leaders with strategies and considerations for developing an advisory program focused on preparing students for college and careers.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
This presentation from Education Resource Strategies highlights the opportunities of resource allocation reviews to be more than a compliance exercise and create meaningful change for students.
During one-year terms of service, teams of Blue Engine Fellows—recent college graduates of all academic backgrounds—work to accelerate academic achievement in high-need public high schools. To apply, visit us online: http://www.blueengine.org/apply/
ERS’ public presentation to the Denver Public Schools Board of Education. See an example of resource mapping results and how this kind of analysis can reveal a road map for how to most effectively and efficiently meet goals for improving instruction.
Contemporary Issues in Education: School Funding Jazzrob7
School funding is an educational issue that impacts students, teachers, and quality of instruction. It has historically been funded through local, state, and federal sources, with percentages shifting over time. Inadequate funding impacts students through larger class sizes, fewer course offerings and resources, and lower test scores. Teachers face larger class sizes, lack of support staff, and non-competitive salaries. Potential solutions include providing more equitable funding across school districts and increasing funding for programs that support disadvantaged students and schools.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Fiscal Year 2018 Annual Report for The Belk Foundation
The Belk Foundation marked its 90th anniversary in 2018 and reflected on focusing its efforts on K-3 achievement and excellent teachers. It made 36 grants totaling $2.4 million to support literacy programs, teacher training, leadership development, and improving access to excellent teachers. A review of teacher preparation programs recommended increasing the use of evidence-based literacy instruction, more hands-on experience for teacher candidates, and incorporating state standards.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
The document discusses trends in private school enrollment and costs in the United States. It notes that while private schools have historically served around 10% of students, Catholic school closures and rising tuition costs have reduced access for middle- and low-income families. The average private school tuition increased 60% between 1999-2011, outpacing inflation and wage growth. This suggests a need to explore how private schools can increase affordability and serve families with limited means.
10 31-18 forest ncboe letter & exhbits - redacted resumesEducationNC
The document is a letter from the Wayne County Board of Education to the North Carolina State Board of Education expressing concerns about the selection of Carver Heights Elementary School in Wayne County to be transferred to the Innovative School District for the 2019-2020 school year. The letter argues that the selection process was flawed and did not follow the statutory requirements. Specifically, it claims that the process lacked transparency, did not properly evaluate the factors contributing to the school's performance, did not engage the required stakeholders, and resulted in the State Board's authority to select being usurped as only one school was recommended. The letter requests that the State Board address these issues and ensure the process is carried out with integrity and in accordance with statutes and policies.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Part 2 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
This document provides an executive summary and highlights from the Rankings of the States 2017 and Estimates of School Statistics 2018 report published by NEA Research in April 2018. It summarizes key findings around student enrollment, staffing, salaries, revenues, and expenditures at the national, state, and 10-year trend level based on data collected primarily from state departments of education. The full report contains additional details and state-by-state comparisons on these education indicators.
This document discusses how states can best support low-performing schools under the Every Student Succeeds Act (ESSA). It notes that while ESSA increases states' flexibility in how they allocate funding, the amount of federal funding is unlikely to dramatically change. The document recommends states target funding to a few high-capacity districts, ensure resources are reallocated beyond federal dollars, structure investments to lead to sustainable success, and ensure plans for low-performing schools align with overall school improvement strategies.
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective and successful teachers that are nearly impossible to replace. It finds that low-performing schools often hire less effective replacements when an Irreplaceable teacher leaves. Additionally, most schools retain Irreplaceable teachers and low-performing teachers at similar rates. The document argues that poor leadership, working conditions, and policies contribute to Irreplaceable teachers leaving at similar rates as low performers. It advocates for a focus on retaining Irreplaceable teachers through improved leadership, working conditions, and policies.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
The Kansas City Teacher Residency program launched in 2016 to recruit, develop, and retain teachers for the Kansas City region. After three years of operation, the program underwent a strategic planning process to refine its business model and ensure long-term sustainability. The planning process included evaluating KCTR's current financial model and benchmarking other teacher residency programs. It revealed that KCTR relies heavily on philanthropic funding and has opportunities to optimize expenditures. The new strategic plan developed by KCTR focuses on strengthening partnerships, optimizing costs, exploring new revenue sources, and gradually growing enrollment while ensuring program quality. The changes are expected to lower KCTR's per-resident costs and reduce its long-term fundraising needs.
Schools That Lead helps educators use improvement science to solve complex problems and ensure powerful student learning. An independent evaluation found Schools That Lead's Networked Improvement Communities model is effective at addressing issues like chronic absenteeism and poor course performance. Schools That Lead serves approximately 30,000 K-12 students in North Carolina, many from low-income backgrounds, and data shows their model has led to decreased chronic absences and increased graduation rates compared to state averages.
This document provides an overview of an advisory program presentation focused on designing and implementing an effective advisory program. The presentation covers the benefits of advisory programs, defining college and career readiness, goals and benchmarks for a successful advisory, designing personalized learning in advisory, and lessons learned. It includes slides on operationalizing college and career readiness, sample advisory activities and structures, using feedback to guide advisory, and resources for further information. The overall presentation aims to provide school leaders with strategies and considerations for developing an advisory program focused on preparing students for college and careers.
New Teacher Center's 16 National Symposium on Teacher Induction; Common Core ...Tracy Kremer
Sandra Alberti was a keynote speaker on Common Core State Standards at New Teacher Center's 16th National Symposium on Teacher Induction. The title of her talk is "Am I Doing the Core?"
This document introduces the Washington State K-12 Reading Model, which provides a framework to improve reading instruction and increase student achievement in reading. The model is based on five critical elements: Standards, Assessments, Instruction and Intervention, Leadership, and System-wide Commitment. It aims to help all students achieve proficiency in reading based on state standards. The document explains that a systemic approach focusing on these five interrelated elements is more effective than any single reading program. It also outlines the model's focus on grades K-12 and developing students' reading skills to achieve standard.
The document discusses research conducted by the Center for Educational Effectiveness on schools that have been identified as Schools of Distinction in Washington state. The research examined staff perceptions at repeat winner schools compared to other schools on nine characteristics of high performing schools. The findings showed that repeat winner schools demonstrated significantly stronger perceptions across all nine characteristics, with key differences in areas like monitoring teaching and learning, quality curriculum and instruction, and collaborative practices. The research aims to identify distinguishing factors that contribute to improvement in these high performing schools.
Our first case study in Artesia, New Mexico was done in 2008. This case study updates their PD 360 use, plus the addition of Common Core 360 and Observation 360, components of the Educator Effectiveness System. Read about how their continued use has improved differentiated instruction and created effective questioning.
“When I am asked about PD 360, Common Core 360, and Observation 360, I only say ‘Let me show you the data.’ The Educator Effectiveness System speaks for itself and the word is getting around.”
Rick Stewart
Assistant Superintendent of Federal Programs,
Artesia Public Schools, New Mexico
Partners in School Innovation works with underperforming school districts to improve teaching and learning through their approach of continuous improvement. They focus on strengthening instructional systems at the district and school levels. Their theory of action involves implementing their cycle of continuous improvement called ROCI at all levels from the district leadership team down to teacher teams. At the Alum Rock School District in California, they have helped increase API scores and improve the district's performance standing over 5 years of partnership through their methods.
The document discusses redesigning schools for the 21st century. It notes that expectations for learning have changed and schools need to focus on skills like problem solving, teamwork, and lifelong learning. It also notes that the traditional factory model of schools cannot meet today's needs. Research shows that smaller, redesigned schools with personalized learning experiences produce better student outcomes. Key factors in successful school redesign include continuous relationships between teachers and students, standards-based learning, and community partnerships. The document advocates shifting resources to the classroom level to support redesigned schools.
At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.
This document discusses using research on effective schools to improve student learning. It begins by acknowledging that schools are aligned to achieve their current results and were not designed to teach all students high standards. It then discusses the challenges schools face with higher standards, more challenging students, and fewer resources. Several perspectives on school improvement are provided, including changing people, systems, and using planned change. The document emphasizes using proven research from effective schools and continuous improvement. It provides definitions of effective and improving schools and discusses the correlates of effective schools, including safe environment, clear mission, high expectations, opportunity to learn, monitoring progress, home-school relations, instructional leadership, and more.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
Presentation from Rhiannon Moore (Young Lives) and panel discussing teachers' working experiences and capturing data on teachers as professionals, learners and change-makers in low resource contexts
Roseburg Public Schools serves over 6,300 students across nine elementary schools, two middle schools, one high school, and one charter school. The district aims to provide high-quality math instruction to all students through its OMLI (Oregon Math Leadership Institute) journey, which focuses on standards, instruction, assessment, and communication. Through OMLI, the percentage of students meeting state standards has increased by at least 5 percentage points, more students are meeting typical growth targets, and teacher math content knowledge and leadership skills have improved. The district is committed to continuing its OMLI work to ensure equal access to math education for all students.
The document summarizes a parent information meeting about the Lake Michigan Catholic Schools curriculum and instruction. It introduces the curriculum and instruction consultant and their role in ensuring students learn and receive support. It describes professional learning communities that teachers participate in to collaborate, use data to improve, and ensure student success. It provides details on the professional learning community work being done to improve curriculum and student achievement.
The document summarizes efforts by the San Francisco Unified School District (SFUSD) to improve student outcomes through the Superintendent's Zone initiative. It discusses establishing two zone offices to provide intensive support to 17 low-performing schools. Key supports include developing teacher and leader capacity, providing clear instructional guidance, strengthening family and community engagement, and utilizing data to continuously improve. State test results show gains in English and math proficiency since implementing the zone model. Upcoming work focuses on developing a coherent instructional core across SFUSD through curriculum alignment, differentiated support, and building teacher professional learning systems.
This document provides guidance for school improvement planning in the Clark County School District in Nevada. It outlines the district's vision of ensuring all students are "ready by exit" from high school to enter college or a career without needing remediation. It also describes key elements that guide the district's school improvement efforts, including the Nevada Growth Model for measuring student achievement and the adoption of Common Core State Standards. The document serves as a manual for schools to develop improvement plans aligned with the district's goals of increased student success.
National leadership in education forum march 2014 for circulation (Louise Sto...Lyderių laikas
This document discusses strategies that other countries have used to improve outcomes for disadvantaged students and develop teacher and leadership quality. It focuses on examples from New Zealand, Austria, Israel, and England. Key strategies included investing in teacher quality through rigorous selection, development and accountability systems, creating new leadership roles to improve instruction, and using coaching models to build leadership skills focused on equity and learning.
With a major focus on character development and single gender instruction, PROFECTUS will prepare the youth of Northwest Jacksonville to be SHARP- Self-aware, Humble, Appreciative, Respectful and Persistent.
PROFECTUS will offer a well-rounded, K-12 single-gender program for males that will hold itself and its students accountable for meeting self-imposed goals, Common Core State Standards and all standards associated with preparing students for success in college.
Inside Urban Charter Schools by Dr. Kay Mersethguestea9d9b
The document summarizes a study of five successful urban charter schools in Massachusetts. The schools were found to share key factors for their success, including a clear mission and strong institutional culture, purposefully selecting teachers and leaders who fit the school culture, and organizational structures and systems that support student learning. While the schools emphasized academic rigor and preparation for college, classroom instruction varied and sometimes focused more on memorization and lower-level thinking. The schools were very successful on state standardized tests but students' performance declined on the SAT, raising questions about preparing students for long-term success.
The document discusses challenges facing the North Carolina K-12 education system, including relatively low per-pupil funding, declining teacher salaries, high teacher turnover rates, and a generally uncompetitive environment for teachers. It notes North Carolina ranks among the lowest funded states nationally and has seen a 10% decline in real per-pupil funding over time, more than double the national average. The document provides national and state-level data on factors like funding, staffing, salaries, and turnover to establish context and illustrate areas in need of improvement.
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
ERS presented its findings from our School System 20/20 diagnostic of DPS on March 15, 2017 to the district's leadership team, board of education, and members of the Denver education community.
The document discusses how schools can improve student outcomes by strategically allocating resources. It provides examples of how two schools/districts were able to do this. District A realized 9th graders had larger class sizes and more novice teachers so they reassigned teachers to reduce 9th grade class sizes. School X found math teachers had higher loads so they revised schedules to pair students with the same teacher for multiple periods to lower individual teacher loads. Reallocating resources like this based on data can boost student achievement compared to the traditional one-size-fits-all approach of the past 50+ years.
1. Districts face challenges accurately reporting per-pupil spending at the school level due to centrally reported costs and shared services. They will need to assess accounting practices and potentially reallocate some central costs.
2. Variation in per-pupil spending across schools is often driven by factors like student need, school programs, and size rather than inequity. Districts must analyze drivers of differences to understand resource allocation.
3. Financial reporting alone does not capture issues like teacher quality that influence equity. Districts should consider broader metrics and strategies to address non-funding factors affecting student outcomes.
This PowerPoint presentation was used in our April 3, 2014 webinar titled, "Student-Based Budgeting: Is it Right for Your District?" Based on ERS' publication of the same name, this webinar featured a detailed conversation on the realities of implementing this funding system. More at http://www.erstrategies.org.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
The document discusses a card game activity called "School Budget Hold 'Em" that is meant to get participants to think creatively about how to restructure a school district's budget and priorities in order to improve performance. The game uses cards representing different investment and savings options that participants can choose to include in their "hand" to meet a 5% budget reduction target. Playing the game is intended to build understanding of transformation opportunities and help promote more strategic discussion around resource allocation.
The document discusses misalignments in how K-12 education funding is currently spent and opportunities to restructure spending to better support student success. Specifically:
1. Spending has doubled since 1970 but the basic school structure has not changed, with 80% of increased funds going to staffing rather than other priorities.
2. Job structures, compensation, and class sizes are "one-size-fits-all" but do not meet the needs of all students. Struggling students in particular do not get enough individual attention and time.
3. Special education placements and models vary widely between states despite serving similar percentages of students.
The document argues states should reallocate resources to needier schools, break down
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
This document discusses an organization's school turnaround investment strategy. It has invested in waves, first supporting charter management organizations (CMOs) and then funding CMOs asked to restart low-performing schools. Successful turnaround operators emulate high-performing CMOs but must also focus more on culture, community engagement, and incremental staff. However, turnarounds face hurdles like district inefficiencies, leadership pipelines, and limited startup funding. The organization's third wave of investments includes new models in various cities focusing on STEM, hybrid approaches, and traditional turnarounds.
This document provides an agenda and background information for a summit on sustaining school turnaround efforts at scale. The summit goals are to explore challenges of implementing turnaround strategies district-wide and identify ways to work together to increase success rates. It includes a list of participating districts and partners, as well as the agenda which focuses on building principal and teacher capacity, using data, extending time, and strengthening community ties. Breakout sessions will generate lessons to share, with the goal of communicating strategies to continue improvement once initial funding ends.
The document discusses reflections on resources for turning around low-performing schools. It suggests:
1) Interventions should address each school's specific needs related to breaking cycles of poor performance.
2) Districts should reconsider existing resources and staffing levels before adding new resources, using turnaround as an opportunity to move toward more equitable funding.
3) Additional resources should focus on building leadership and teaching capacity to provide short-term academic acceleration for students while the school improves.
The document discusses the organizational structures of the CPS Office of School Improvement, Office of Transformation Support, and Office of School Turnaround. It outlines the roles and responsibilities of various positions within these offices to support school turnaround efforts through project management, data analysis, hiring, knowledge management, and teaching and learning. Over 17,000 students are currently being served through turnaround and restart schools managed by these offices using federal reform models.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
3. 2
Every School. Every Child.
Ready for Tomorrow.
ERS is a national non-profit that partners with
district, school, and state leaders to transform how
they use resources (people, time, and money) so that
every school prepares every child for tomorrow,
no matter their race or income.
5. 4
Meet Adrian, a 6th grader at
Status Quo Middle School, who
wants to be an engineer but is
behind in math.
6. 5
Meet Adrian, a 6th grader at
Status Quo Middle School, who
wants to be an engineer but is
behind in math.
My Typical Day
I have 1 period of math and 1 of ELA with
no additional time for help.
I’m one of 120 students that my teacher is
responsible for, and most classes are 25-27
students. Most of my classmates are also struggling.
2 of my 6 teachers are novice, and only 1
was rated highly effective.
9. 8
My Typical Day
I teach 5 out of 6 periods a day and
only get 1 period to plan.
I have 120 students to get to know.
My students have significant skill gaps.
My PLC team meets weekly to review
curriculum, but we rarely look at student
work. No one is helping us to guide
planning or provide lesson feedback.
10. 9
Districts face a triple squeeze:
A higher bar for
student learning and
greater needs
Unsustainable cost
structures
Flat or decreasing
revenue
11. 10
What if we could radically change
Adrian and Ms. Andrews’ experience
without spending more money?
12. 11
What if Ms. Andrews could…
Spend
90 min/ week
planning with her
team
Work with
< 50 students
Be paired with
a co-teacher
What if Adrian could…
Spend
1 hour/ day
in targeted intervention
Be in a class of
< 10 students
Be taught by
highly effective
teachers
14. 13
For example, schools can…
ADJUST CLASS SIZE ADD TEACHER COLLABORATION TIME
Decrease classes in math by increasing
size of non-core classes
Avg. class
size
Status
Quo
Strategic
School
Math
Other core
Non-core
23
23
23
16
23
30
A 7-period schedule can increase
collaboration from 65 to 110 minutes/week
Status Quo Strategic School
Teach 5 of 6
Periods
4 days/week: Teach 6 of 7 periods
1 day/week: Teach 5 of 7 periods
15. 14
Some schools beat the odds.
Queens Metropolitan
New York
Regents Exam rose from 76%
to 83% in Algebra I and from
27% to 40% in Algebra II
Jeremiah E. Burke
Massachusetts
Math & ELA proficiency
rates have more than
doubled since 2010
Ridge Road
North Carolina
Suspension rates decreased
50%, and end of grade test
scores increased by 14%
16. 15
They beat the odds
by “doing school”
in new ways.
STRATEGIC
SCHOOL DESIGN
17. 16
ERS supports
school system leaders
to change the odds so
that every school and
every child can thrive.
THE STRATEGIC
SYSTEM
for strong schools
18. 17
We focus on five
resource-intensive
areas of system
design.
THE STRATEGIC
SYSTEM
for strong schools
20. 19
Connect professional learning to
curriculum, team planning, and feedback
Support principals with talent
management
Compensate teachers for their
contributions
For example...
What could districts do
to change the odds?
Human
Capital
22. 21
For example...
What could districts do
to change the odds?
Allocate resources equitably—
adjusted for student need
Offer schools flexibility and support
to use people, time, and money
strategically
Make resource levels and use
transparent
24. 23
Redesign school planning, staffing,
and budget processes
Differentiate principal support
Maximize service quality and
efficiency
For example...
What could districts do
to change the odds?
27. 26
We offer three forms of support
Workshops,
webinars, and events
Do-it-yourself tools
and research
Partnerships with
districts and states
28. 27
We partner with districts across the country to transform
resource use so that every school succeeds for every student.
Current State Work
Past State Work
Current District
Work
Past District Work
CLICK FOR CITY DETAIL
30. 29
Our track record in multi-year partnerships:
Cleveland Metropolitan School District
Situation: The “Cleveland Plan”
is launched
ERS: Strategic Resource Snapshot;
budgeting model design and
implementation; central office
redesign; school design training
Outcome: All four sections of 2015
Nation’s Report Card improved,
enrollment increased, school leaders
control 71% of spending vs. 2%, high-
needs schools receive 6% more
Cleveland
31. 30
Our track record in multi-year partnerships:
Cleveland Metropolitan School District
Cleveland
“Our work with ERS
has empowered us to truly
own our strategy as district
leaders and become better
partners to the schools
we serve.
”— John Scanlan, former Chief Financial
Officer, CMSD
MORE ON CLEVELAND
32. 31
Our track record in multi-year partnerships:
Baltimore City Public Schools
Situation: $130 million deficit
ERS: Strategic Resource
Snapshot; detailed budget
analysis; resource
reallocations
Outcome: $180 million in
additional funding from city and
state over three years
Baltimore
33. 32
Our track record in multi-year partnerships:
Baltimore City Public Schools
Baltimore
“I’ve been inundated
with so much information,
and this is by far the most
strategic, easiest to
understand and most
useful.
”— Dr. Sonja Santelises, Superintendent of
Baltimore City Public Schools
34. 33
Our track record in multi-year partnerships:
Oakland Unified School District
Oakland
Situation: Improve student
performance and graduation rate,
which was under 65%
ERS: Analysis revealed schools had
schedule structures that prevented a
typical student from taking the
courses he or she needed to graduate
Outcome: All students in Oakland
today can access the courses
required for graduation
35. 34
Our track record in multi-year partnerships:
Oakland Unified School District
“ERS has the scheduling
tools that are applicable,
helpful and reflect best practices
in scheduling.
”— Preston Thomas,
OUSD Network Superintendent
Oakland
36. 35
Our track record in multi-year partnerships:
New York State
Situation: New York designated a
cohort of eight districts to identify
opportunities to realign resources
ERS: Strategic Resource Mapping;
district workshops; state-level analysis
with policy recommendations
Outcome: Identified $24 billion
available to reallocate for greater
student achievement and each district
in the cohort had a final action plan to
realize these opportunities
37. 36
Our track record in multi-year partnerships:
New York State
“When we first started with ERS,
we were a little bit skeptical, but as we
began the work, we saw real areas that
we can address… (this process)
provided an opportunity to challenge our
thinking, to challenge the way that we do
things, in an effort to move our student
achievement to a higher level.
”— Dawn Mirand, Superintendent, Kenmore-Town
of Tonawanda School District (approx. 7,000 students)
39. 38
In partnership with many other organizations that
support district and state leaders and policymakers, like:
• Achievement Network
• Advance Illinois
• American Institutes for Research (AIR)
• The Annenberg Institute on School Reform
• The Aspen Institute
• Association of School Business Officials (ASBO)
• The Center for American Progress
• Center on Reinventing Public Education (CRPE)
• Chiefs for Change
• The Council of the Chief State School Officers
(CCSSO)
• Ed Build
• Education Counsel
• Education First
• The Education Trust
• GO Oakland
• Large Countywide and Suburban District
Consortium
• Leading Educators
• Learning Forward
• The Learning Policy Institute
• National Association of State Boards of
Education
• New Leaders
• New Teacher Center
• The Policy Innovators in Education (PIE)
Network
• Public Impact
• Relay Graduate School of Education
• Strategic Data Project
• Student Achievement Partners
• TNTP
• UnBoundEd
• The Urban Schools Human Capital Academy
• WestEd
40. 39
Our track record in workshops, webinars and events:
Tennessee Dept. of Education
Situation: Incorporate a
performance component into
teacher pay schedule
ERS: Held workshops on
redesigning teacher
compensation systems
Outcome: 83% of districts now
offer differentiated roles and pay
for teachers, 60% offer
differentiated pay for hard-to-staff
positions, 49% offer modified
teacher salary schedules, 40%
offer bonuses
41. 40
Our track record in workshops, webinars and events:
Tennessee Dept. of Education
“This is doable!
”— Tennessee school district leader
after an ERS workshop on redesigning
teacher compensation
42. 41
Our track record in workshops, webinars and events:
School District of Philadelphia
Philadelphia
Situation: Reimagine the
budget team’s role from
transactional to strategic
ERS: Held a “budget partner”
retreat
Outcome: Updated their school
budgeting tool to emphasize
connection between spending
and academic goals
43. 42
Our track record in workshops, webinars and events:
School District of Philadelphia
Philadelphia
“This retreat will help
me engage with site
administration in a different
way, to truly partner and
think through investment
strategies in a better way.
”— Budget Partner Retreat Philadelphia
participant
44. 43
We create DIY tools and research, based on years of
experience, to scale lessons learned
45. 44
We create DIY tools based on years of experience,
which help leaders scale lessons learned
School Designer
46. 45
We create DIY tools based on years of experience,
which help leaders scale lessons learned
47. 46
Our track record in DIY tools:
Marysville, Michigan
Marysville
ERS: Resource Check, our web-
based tool, allows groups to rate
practice across strategies and
analyze responses
Situation: Lagging student
performance and lack of unified
vision
Outcome: Created a group for
cabinet to use tool and published
plan, US News & Report ranked
Marysville top 6% in 2017
48. 47
Our track record in DIY tools:
Marysville, Michigan
Marysville
“ERS’ tool gave us
an effective way to
gauge our strengths and
misalignments against best
practices.
”— Shawn Wightman, Superintendent
49. 48
Nationally recognized team
Why are we uniquely positioned
to play this role?
Unrivaled data systems
Non-profit status enables collaboration
50. 49
We strive to incorporate our core values
into everything we do.
Impact
Teamwork
Candor
Learning
Work-Life Balance
Service
53. In 2012-2014, we partnered with
Cleveland Metropolitan School District (CMSD)
Fall
2012
Summer
2014
Resource Map
Summer 2013 - Summer 2014Fall 2012 - Summer 2013
Central Office
Redesign
Student-Based
Budgeting
Design
School Design
Training
54. First, we used the Strategic Resource Map analysis
to paint a picture of CMSD’s current resource use
Interviews with
District Leadership
Interviews with
Department Heads
HR and Evaluation Data
Student Performance
Expenditure Detail
Course Schedules
Student Enrollment
Payroll Detail
School Data
ANALYS
IS
ANALYS
IS
Strategic
Resource Map
55. The Strategic Resource Map revealed structures
that needed to change for SBB to succeed
Teacher compensation, effectiveness, and engagement:
• High spending on experience pay and education credits, rather
than responsibility and results
• 37% rated below average; 30% absent more than 14
days a year
School portfolio and spending:
• High Special Ed identification rates and high spending
on the program
• Over half of schools are “small schools”—not deliberately
Strategic School Design and school support from Central:
• School leaders lack flexibility, expertise, and time to use people,
time, and money to meet student needs and school goals
• Central office is not transparent or collaborative in how they
distribute resources to schools
56. Teaching effectiveness, compensation,
and career path
We supported CMSD to… define priorities to address teaching
effectiveness, and analyze collective bargaining options
CMSD took steps by…
Signing teachers’ contract in 2013 with 71% approval
• Differentiated compensation with raises based on
responsibility and results
• More scheduling flexibility for schools, to fit longer day
and more collaborative planning time
• Hiring and assignment done by school-based teams
Offering early retirement incentive to teachers
Managing out ~100 low-performing teachers
57. We supported CMSD to… design and implement a student-
based budgeting funding model
Now, in CMSD…
School leaders control 71% of school spending, as
opposed to 2% under the old model
The model includes weights for high and low achievement,
attendance, and mobility as well as special education and
ELL
High-needs schools received nearly 6% more on average in
total dollars per pupil under SBB
Student-Based Budgeting (SBB)
58. School Support redesign and
culture shift at Central Office
We supported CMSD to… create “Network Support Teams”
made up of representatives from finance, HR, special education,
and academics to coach schools as they create strategic school
plans
Now, in CMSD…
The Central Office is shifting from compliance monitor to
strategic partner, working with schools to “get to yes” on
ideas
90% of school leaders reported that clinics with “Network
Support Team” clinics were helpful
59. Strategic School Design training and roll-out
We supported CMSD to… offer resource flexibility and
training in strategic school design to a pilot cohort of schools;
train all CMSD schools in strategic school design;
Now, in CMSD…
School leaders have more flexibility and support to use
their people, time, and money strategically.
8 of 10 pilot schools plan to increase collaborative
planning time or implement targeted or flexible
student groupings
60. Strategic School Design training and roll-out
Allow math interventionist (who is highly effective in
Reading and Math) to push-in to support flexible
grouping and intervention in lower grades
Implement WIN (what I need) block
(intervention/enrichment); students regrouped
every 3 weeks
Reorganize schedule to ensure that teachers have
significant and meaningful time to plan in teams
(including for WIN block)
Utilize 5 extended year days for teaching
professional development and collaboration
Start an orientation program for new students
and parents
Implement a buddy/tutoring program and
“responsive classroom” model
Combined and increased PE class sizes
to support common planning time
Reduced .5 non-core teachers
Reduced substitute
spending
KEY CHANGES NOTABLE TRADE-OFFS
61. Strategic School Design training and roll-out
Allow math interventionist (who is highly effective in
Reading and Math) to push-in to support flexible
grouping and intervention in lower grades
Implement WIN (what I need) block
(intervention/enrichment); students regrouped
every 3 weeks
Reorganize schedule to ensure that teachers have
significant and meaningful time to plan in teams
(including for WIN block)
Utilize 5 extended year days for teaching
professional development and collaboration
Start an orientation program for new students
and parents
Implement a buddy/tutoring program and
“responsive classroom” model
Combined and increased PE class sizes
to support common planning time
Reduced .5 non-core teachers
Reduced substitute
spending
KEY CHANGES NOTABLE TRADE-OFFS
62. 61
We partner with districts across the country to transform
resource use so that every school succeeds for every student.
WEST COAST
California
Sacramento,
Oakland,
Los Angeles
Colorado
Denver
SOUTHWEST 15
Arizona
Arizona Community Foundation
New Mexico
Santa Fe, Albuquerque
Oklahoma
Tulsa
Texas
El Paso, Austin, Aldine, Spring
Branch
MIDWEST
Minnesota
St. Paul
Illinois
Chicago
Indiana
Indianapolis
Ohio
Cleveland, Cincinnati
Michigan
Michigan State University
SOUTH
Tennessee
Memphis, Nashville, Knox County,
TN Dept. of Education
Georgia
Atlanta, GA Dept. of Education
Florida
Duval County, Lake County,
Palm Beach County
North Carolina
Charlotte-Mecklenburg
Louisiana
Avoyelles Parish,
LA Dept. of Education
NORTHEAST
Massachusetts
Boston, Cambridge, Holyoke
Rhode Island
Providence
Connecticut
Hartford, Waterbury, New
Haven, Connecticut Council for
Education Reform
New York
Buffalo, Rochester, Syracuse,
New York City, NY State Dept.
of Education
Pennsylvania
Philadelphia
New Jersey
Newark
Maryland
Baltimore,
Prince George’s County
Washington, D.C.
D.C. Public Schools
Current State Work
Past State Work
Current District Work
Past District Work
63. 62
We partner with districts across the country to transform
resource use so that every school succeeds for every student.
WEST COAST
California
Sacramento,
Oakland,
Los Angeles
Colorado
Denver
SOUTHWEST 15
Arizona
Arizona Community Foundation
New Mexico
Santa Fe, Albuquerque
Oklahoma
Tulsa
Texas
El Paso, Austin, Aldine, Spring
Branch
MIDWEST
Minnesota
St. Paul
Illinois
Chicago
Indiana
Indianapolis
Ohio
Cleveland, Cincinnati
Michigan
Michigan State University
SOUTH
Tennessee
Memphis, Nashville, Knox County,
TN Dept. of Education
Georgia
Atlanta, GA Dept. of Education
Florida
Duval County, Lake County,
Palm Beach County
North Carolina
Charlotte-Mecklenburg
Louisiana
Avoyelles Parish,
LA Dept. of Education
NORTHEAST
Massachusetts
Boston, Cambridge, Holyoke
Rhode Island
Providence
Connecticut
Hartford, Waterbury, New
Haven, Connecticut Council for
Education Reform
New York
Buffalo, Rochester, Syracuse,
New York City, NY State Dept.
of Education
Pennsylvania
Philadelphia
New Jersey
Newark
Maryland
Baltimore,
Prince George’s County
Washington, D.C.
D.C. Public Schools
Current State Work
Past State Work
Current District Work
Past District Work