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.
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 presentation was given by Karen Hawley Miles, President and CEO of Education Resource Strategies, to the National Association of State Boards of Education on March 6, 2018. It was presented in partnership with The Education Trust.
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.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
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 presentation was given by Karen Hawley Miles, President and CEO of Education Resource Strategies, to the National Association of State Boards of Education on March 6, 2018. It was presented in partnership with The Education Trust.
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.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
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/
Thousand Smiles Project: Community Mobilization For School AccountabilitySarthak Satapathy
Thousand Smiles Project aims at mobilizing communities to take ownership of schools and empowering them to become centers of change. This is done in two phases, where parents are trained on health, arts, and financial literacy and then move ahead to form a school development committee. We believe that the key to build an effective school based management system is devolving power.
The Ofsted Annual Report covers early years, schools, initial teacher education, social care and the further education and skills sectors. This presentation brings together the charts from the report.
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/
Thousand Smiles Project: Community Mobilization For School AccountabilitySarthak Satapathy
Thousand Smiles Project aims at mobilizing communities to take ownership of schools and empowering them to become centers of change. This is done in two phases, where parents are trained on health, arts, and financial literacy and then move ahead to form a school development committee. We believe that the key to build an effective school based management system is devolving power.
The Ofsted Annual Report covers early years, schools, initial teacher education, social care and the further education and skills sectors. This presentation brings together the charts from the report.
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.
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
Dr. Fusarelli's presentation on NC State's Principal Preparation program to the Governor's Commission on Access to Sound Basic Education on October 16.
Woodland Preparatory School Alabama #Gulen #SonerTarimGulen Cemaat
Woodland Preparatory School (Washington County Alabama) has hired Soner Tarim of the Gulen Movement out of Texas as their CMO (Unity Student Services) they will handle the marketing, curriculum development, software, website and everything that the inexperienced board members cannot handle. The building of their school is handled out of Utah by another controversial group called ACD American Charter Development. Same old Gulen fraud except this time the ACD (Mormon Mafia) will wipe the floor with the Gulen Muslim Mafia.
https://www.washingtonpost.com/education/2019/05/03/telling-story-about-charter-school-controversy-rural-alabama-county/?fbclid=IwAR0Tefei5Gk4EyuaifszEFXxoePpaKcmIPIy28UQYLFD76vwzXS_QOqSUZg&utm_term=.fb8c1f62c1ed
https://www.alreporter.com/2019/03/27/an-islamic-movement-fraud-and-improper-hires-even-more-and-weirder-questions-arise-about-montgomerys-first-charter-school/
http://www.woodlandprep.blogspot.com
https://gulencharterschoolsusa.blogspot.com/2019/04/washington-county-in-battle-with.html
Killinged.com
Part 1 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.
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.
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.
Last week ERS' Nisha Garg joined Schoolzilla, a data analytics company, to discuss how districts can use data strategically to find out if their resources align to their priorities. Garg shared two case studies where district leaders measured class size, instructional time, and student load per teacher to determine how to reallocate people, time, and money to better meet students’ needs.
Presentation from Dec, 8, 2016 webinar held by Education Resource Strategies, EdCounsel and the Large Countywide and Suburban District Consortium to discuss how districts can use the ESSA transparency requirement to increase equity.
Objectives:
1. Understand key facts about ESSA’s financial reporting requirements and relevant regulations
2. Identify challenges and opportunities that result from these requirements
3. Discuss actions districts can take to link financial transparency to equity
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.
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.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Antifertility, Toxicity studies as per OECD guidelines
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
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Embracing GenAI - A Strategic ImperativePeter 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 libraries can support authors with open access requirements for UKRI fund...
District Resource Strategy: Presentation for SSLF
1. 0
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
3. Resources for SSLF available on the ERS website!
https://www.erstrategies.org/tap/school_systems_leaders_
fellowship_resources
2
Wednesday, February 14, 2018
4. The following CONTENT will be made available for
THIS AUDIENCE
following today’s session
5. Education Resource Strategies is a non-profit that
partners with system and school leaders to transform
how they use resources—people, time, and money
so that regardless of race, income, or ability,
every child is ready for tomorrow.
Our Mission
6. Who we are: ERS partners 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
9. But first… here’s what we heard from you
8
Funding and budgeting best practice
What are the key decisions
successful states make behind how
funding is determined for districts?
What are effective approaches to
building school-based and district-
level budget models?
How do you make difficult
funding choices during times
when there are resource
constraints?
10. But first… here’s what we heard from you
9
Interest in strategic school design and effective school support
How do you effectively align
resources to schools with the
most need – and support
them?
How do you structure professional
development that is both district wide
and school based?
What is the connection between
leadership and teaching?
How do we align the right types
of central office supports to
empower schools leaders?
11. But first… here’s what we heard from you
10
Prioritization and decision-making
What do we do when the data doesn't
provide us with information necessary to
make smart funding decisions (i.e. 99%
of teachers rated effective or highly
effective)?
What do you do if the areas that
need the most improvement are
outside of your wheelhouse?
How do I help districts use their data
to evaluate their needs and then
strategically target their resources?
Where do you start, as superintendent or c-
level, if the vast majority of the resource check
was "sometimes"? Which resources are MOST
important for district transformation?
How do you effectively share
this information with senior
leaders to spark conversation
and action, not controversy?
13. How you see yourselves: Resource Check
12
1
2
4
6
7
4
2
3
1
The district empowers each school leader to organize resources
to support his or her chosen instructional model and student and
staff needs.
Portfolio: The district actively plans school sizes and
configurations, balancing student needs for effective programs
with available staff, facility, and funding resources.
Strongly Disagree Disagree Agree Strongly Agree Don't know
5
3
1
6
8
5
6
4
4
3
5
4
4
1
4
4
4
1
3
The district has a deliberate turnaround strategy for…
The district's central office promotes a supportive culture for
schools and differentiates support and resources based on the…
The district sets clear and meaningful targets for academic
performance growth for all schools.
The district integrates student, teacher, and resource data and…
The district actively manages central costs and service quality.
Never/ Strongly Disagree Sometimes/ Disagree Frequently/ Agree Always/ Strongly Agree Don't know
School
Design
School
Support
14. With that in mind, our goals for today are:
1. Establish a common set of principles about strategic resource
use that apply to all types of school systems
2. Identify ways that innovative schools are organizing people,
time and money most strategically
3. Assess the role district leaders play in supporting and
enabling school-level strategic resource use
4. Simulate the process of identifying and making real-life
resource tradeoffs at the system level
13
15. Norms
Ask questions throughout the day*
Draw on each other’s experiences
Maintain a healthy respect for the clock
* no, there are no dumb ones
14
16. 15
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
17. What is the current state of
education funding?
Setting the stage:
18. Until the great recession hit, real spending on education
had increased nearly every year since 1920
17
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
National Public K-12 Expenditures Per Pupil (1920-2014) ($M)
Current expenditures Per Pupil (Real) Current expenditures Per Pupil (Nominal)*
Source: National Center for Education Statistics: Digest of Education Statistics.
*Nominal expenditures expressed in constant 2016 dollars.
19. Spending varies widely across districts...
18Source: ERS database
$7,800 $8,300
$9,200
$10,200 $10,800
$13,000
$14,100 $14,400
$16,800
$21,100
Aldine,
TX
Charlotte Knox
County,
TN
Fulton
County,
GA
Denver Prince
George's
County,
MD
Baltimore Cleveland D.C. Newark
Per-Pupil Spending on Education
~3x
20. Systemic Budget Gaps
cost structure rises regardless of revenue
19
• Longevity based teaching salaries
grow at ~2-4% annually
• Benefits growing at ~10+%
annually
• SPED spending continues to grow
• Pre-set COLA increases
• Tax revenue falling
• Enrollment declining
• Drop in Federal Funds
23. False: Most urban districts spend less on
central overhead than commonly perceived
22
District Governance, Management of the support
services provide to Schools
Example: Superintendent, Board, Strategy, Dir. of
Math, Dir. of Transportation
Leadership &
Management
“Central
Overhead”
All FTEs, services, and materials allocated
directly to schools in the district expenditures
Example: SBB Allocations, Non-SBB Resources
All FTEs, services, and materials not reported on
the school budget, but support schools on a
regular and predictable basis
Example: Athletics, Prep Kitchens, PSNs
School-
attributed
All FTEs, services, and materials that provide
support to schools in ways that leverage scale
across schools
Example: Transportation, Maintenance
Shared
Services
“School-
Attributed”
This is what ERS uses to
compare spending across
schools.
District X
7%
13%
8%
72%
25. Typically 50-60% of most districts’ budgets is spent
on instruction in schools
24
56% 56% 58% 53% 55% 58% 59%
52% 57%
6% 5%
6%
6% 6%
6% 5%
6%
6%
20% 19%
20%
23% 21%
20% 18%
22% 16%
7% 9% 5% 6% 6% 6% 8% 8% 8%
8% 7% 8% 8% 8% 7% 7% 8% 8%
4% 5% 3% 4% 4% 3% 3% 4% 5%
District
Average
Palm Beach Duval CoutyLake County Aldine Charlotte Fulton PGC Denver
Breakdown of Total Operating Spending: % by Use
Business
Services
Leadership
Pupil Services
& Enrichment
O&M
ISPD
Instruction
Source: SDPBC FY15 Expenditures, ERS analysis, ERS Benchmark Database
Adj. $pp $9.4 $9.8 $8.5 $7.4 $7.9 $9.7 $10.4 $11.6
Year 2014-2015 2009-2010 2011-2012 2012-2013 2013-2014 2010-2011 2012-2013 2009-2010
PreK-12
Enrollment
166 (K) 121 (K) 36 (K) 66 (K) 137 (K) 88 (K) 126 (K) 77 (K)
26. School Spending Quiz:
School level spending goes mostly
to people and consumes what % of
the budget?
1) 60-70%
2) 70-80%
3) 80-90%
27. 80-90% of a schools budget is typically spent on staff;
therefore, strategic budget reform must look first and foremost
at people or “Who does What?”
26
65%
5%
2%
5%
8%
1%
2%
9%
School X
Teachers
Instructional Aides
Student support
Administration
Clerks & Other Staff
Substitutes
Supplies & Contracted
Services
Utilities & Maintenance
28. Linking dollars to student performance:
A one-word research history and the word is “no.”
27
A generation of research: Do resources/inputs matter?
Hanushek summarizes the existing literature to say
“no.”
Dollars per pupil are NOT systematically related to
student outcomes
Very consistent finding over time
Consistently cited as reason to oppose spending
increases
30. Many districts and schools still invest in practices with
little impact on student outcomes
29
Restructuring Resources for High Performing Schools .(2011). Watertown, MA: Education Resource Strategies
Up to $0.40 of every $1 spent is not
correlated with student outcomes
Teacher comp.
not aligned
with student
learning
Whole day
class size
reductions in
all subjects
Students
in overly
restrictive
settings
Time not
varied for
student
proficien
cy
5-15¢ 10-15¢ 3-5¢ 3-5¢
“Resource
Misalignments”
31. Four types of Resource Misalignments
Underinvestment in the
right things
Non-strategic over-
investment in “good
things”
Piecemeal investment in
an integrated solution
Opportunities for
Reallocation
Opportunities for
Strategic Investment
Resources tied up in
the wrong things
32. Example: Investing more time for struggling
students
24% 25% 24%
29%
21%
19% 20%
16%
19%
21%
17%
15% 15% 14%
16%
Fulton Hall Treutlen Vidalia Marietta
% Time in 9th Grade Math, by Prior Year
Proficiency
Did not meet standards Proficient Advanced
Source: ERS
Piecemeal
investment in
an integrated
solution
24%
14%
Math Support Teachers All Math Teachers
% of All Teachers that are Novice
Most GA districts gave additional time to struggling
students….
However, these classes were
disproportionately staffed by novice teachers
33. Reflection (3 minutes)
32
Turn to your neighbor:
What resource misalignments have you seen
in your district, CMO, or across your state?
Why do you think they persist?
34. The status quo persists because re-aligning
resources is hard
Pure operating efficiencies are small and miss
the point
Quick timelines inhibit significant changes
Complex reallocations are multi-year, some
with up-front investment
Hard to mobilize around the “from” without a clear vision for the “to”
Can require eliminating policy barriers and/or changing peoples’ jobs
Realigning resources may not be what the public or board wants
35. Re-aligning resources is necessary
Dramatic, stubborn achievement gaps
Perennially limited resources
Higher standards / Common Core
Demand for information-age learning
Increasing competition for students between traditional
and charter schools
Our pursuit of equity and social justice require us to act
36. Guiding questions – from up on the balcony
1. What is my district’s/CMO’s overall resource picture
with regard to strategic vs. non-strategic use?
2. What process does my district/CMO use for making
resource decisions? How can I influence that
process?
3. What aspects of resource use do I control? How can I
have the most impact with the control I have?
4. What will I do when I get back to work?
Districts and CMOs
37. Guiding questions – from up on the balcony
1. What state policies or practices are intended to
support districts’ strategic resource use? How well do
they currently accomplish that aim?
2. What tools/supports/data does my state offer districts
to support their resource decision-making?
3. How can I influence policies/tools/etc. within and
support their effective use? How can I have the most
impact with the influence I have?
4. What will I do when I get back to work?
States
38. 37
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
41. Transforming outcomes for all students
requires tackling outmoded structures
40
System 20/20 Domain From To
Standards &
Instructional
Resources
Inconsistent or inadequate standards with
little support for teachers.
Rigorous, information-age standards
supported by effective curricula and
assessments.
Teaching
Isolated teachers with limited support,
flexibility, opportunities for growth.
A new way we hire, assign, support, team,
pay, and promote teachers.
School Design
A one-size-fits-all learning environment
that holds everyone back.
A re-imagined school day with new
schedules, dynamic groupings and
targeted instruction.
Leadership
Limited autonomy, flexibility & support to
develop and reward strong leaders.
Clear standards, support, and account-
ability for principals and district leaders.
School Support
& Accountability
Central office staff responsibilities that
focus on compliance and oversight.
The central office is a service and
strategy partner in sharing best practices
and ensuring all schools reach learning
goals.
Funding &
Portfolio
Wide funding variances across schools.
Systems that allocate resources equitably
and flexibly across schools.
Community
Engagement
Schools providing a wide range of
services in addition to their core
educational mission.
Partnering to create innovative and cost-
effective ways to serve students better.
42. 1. Revise funding formulas to achieve greater equity,
transparency and flexibility
2. Implement strategic school designs that personalize
learning for students based on need
3. Restructure investments in PD and teacher time to create
“connected professional learning” for teachers and
leaders
41
Three high-priority levers for transformation:
43. Elements of a healthy school funding system
Flexibility
School leaders
define the
resources they
need to drive
student
achievement
Equity
Resources are
distributed
equitably based on
student need
Transparency
Clear and easily
understood rules
for where, how, and
why dollars flow
45. The extent to which spending levels vary based
on need varies across systems
44
R² = 0.767
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
1.00 1.10 1.20 1.30 1.40
R² = 0.2562
$0
$2,000
$4,000
$6,000
$8,000
$10,000
1.00 1.10 1.20 1.30 1.40 1.50 1.60
R² = 0.499
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
1.00 1.10 1.20 1.30 1.40 1.50
R² = 0.1437
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
1.00 1.10 1.20 1.30 1.40
46. 45
Districts should determine if variation is intentional and
strategic and then adjust accordingly to improve equity
District Strategy
School opening/closure
$
School Level
$
School Type
$
Student Need
Special
Education
$$$
English Language
Learners
$$
Economic
Disadvantage
$$
Other Student Needs
$
Unplanned
Enrollment/
School Size
$$$
Teacher Compensation
$
Building Utilization
$
Enrollment Projections
$
Ad-hoc exceptions
$
47. 1. Revise funding formulas to achieve greater equity,
transparency and flexibility
2. Implement strategic school designs that personalize
learning for students based on need
3. Restructure investments in PD and teacher time to create
“connected professional learning” for teachers and
leaders
46
Three high-priority levers for transformation:
48. 47
Most schools organize people, time, and money the
same way they did 50+ years ago
One teacher
per class
20-30 students
per class
Studying a
particular subject
For a set period of time
(e.g., 50 min/day)
For a set duration
(e.g., full year)
49. 48
ERS’ Strategic School Design Essentials
Expert-led
Collaborative Work and
Professional Learning
Organize teachers into expert-led teams
focused on the design and delivery of
instruction, and provide ongoing growth-
oriented feedback
Talent Management and
Teacher Leadership
Attract and retain the best teachers,
and assign roles and responsibilities
to match skills to school and student
need
Empowering
Curricula, Instruction,
and Assessment
Uphold rigorous, college-and-
career-ready standards and use
effective curricula, instructional
strategies, and assessments
to achieve them
Personalized Time
and Attention
Match student grouping, learning
time, technology and program to
individual student needs
Responsive
Learning Community
Ensure students are deeply known
and more intensive social and
emotional supports are integrated
when necessary
Growth-oriented
Adult Culture
Grow a collaborative culture
where teachers and leaders share
ownership of a common instructional
vision and student learning
50. Most districts have opportunities to
strategically raise class size…
49
Source: Elementary Grades Homeroom file Oct 2009; Includes elementary schools and K-8 schools (grades K0-5); excludes classes that are special
education 60%+, ELL 60%+; includes Advanced Work classes; excludes schools with Two-Way bilingual program; excludes classes with “mixed” grade
(mainly due to teacher data NA); ERS analysis
21
22 22 2222
25
28
31
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
In this District Class Sizes are Far from Maximum
and Do Not Vary by Grade
Average class size Contract max
51. …and to target class sizes to priority subjects
and students
*Core class defined as ELA, Math, Science, Social Studies; Non-core defined as Arts, Computer Literacy, Vocational, Foreign Language
Source: District A and B 9th and 12th grade course data (internal – Resource Mapping presentation); ERS analysis
In these districts class sizes for core subjects are higher than non-core
27
21
18 18
District T District L
Average Class Size by Course Type
9th Grade Core Class Size* 12th Grade Non-Core Class Size
50
52. Most schools have the opportunity to
optimize time by subject…
51Source: ERS analysis
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ES 7-9 10-12
PE
Electives
Foreign Language
Science
Social Studies
Math
ELA
Typical District Percent of Student Time
By Grade and Subject
53. ….And by student need
52
Note: % Time is based on the instructional time throughout the school day. It only includes periods entered in PowerSchool and does not include passing time, lunch, recess or
maintenance/homeroom classes.
Source: ERS Analysis, CMS SY2013-2014 Course Schedule PowerSchool Data, CMS SY2012-2013 EOG Performance Data
22% 22%
22% 22%
16% 14%
16% 14%
2% 5%
Below Basic Proficient
%ofInstructionalTime
Prior Year ELA EOG
Avg. % of Time by Core Subject for Below Basic and Proficient Middle
School Students
Foreign Lang.
Social Studies
Science
ELA
Math
54. Many districts have an opportunity to increase
instructional time by increasing the school day
53
Sources: District figures are from Time and Attention in Urban High Schools: Lessons for School Systems (Frank, 2010) and from ERS analyses for the
Aspen CFO network. Leading Edge school figures are from Shields, R. A., and K. H. Miles. 2008. Strategic Designs: Lessons from Leading Edge Small
Urban High Schools. Watertown, MA: Education Resource Strategies. Charter school figures are from The Boston Foundation report (May 2010) “Out of
the Debate and Into the Schools.” ERS analysis.
963
1080
1110
1120
1125
1138
1160
1170
1180
1200
1210
1250
1250
1260
1276
1476
Chicago
PG County
LA
Boston
Seattle
St Paul
Milwaukee
Washington DC
Rochester
Denver
Baltimore
Pittsburgh
Philadelphia
Atlanta
Leading Edge schools
Boston Charters
Student Hours Per Year
National Avg. = 1170
55. To target individual attention to students, in
the short term, you can...
54
To Support Sustainable Transformation
Invest transition
resources to
Provide expert PD to increase teacher capacity to use individual
attention strategies
Create and use formative assessments and tools to enable targeted
instruction and grouping
Lay the
groundwork for
long-term
change by…
Build understanding of impact of targeted group sizes & teaching
effectiveness in strategic designs
To Reverse Misalignments
Reduce
spending by…
Increasing general class size targets
Increasing class size for specific low need students, grade levels, and
subjects
Leveraging technology for high cost courses and selected lessons
Increase
spending to …
Reduce group size for high need students, skills, grade levels and
subjects
56. How does Revere High’s ninth grade academy
reflect the Strategic School Design Essentials?
Introduction: Revere High School has prioritized the 9th grade student
experience though a 9th grade academy. The academy is designed to
provide additional support and time to students as they face more rigorous
content through flipped learning and flexible groupings.
As you watch, consider:
Which design essentials are most evident in Revere’s ninth grade
strategy?
How do the design essentials identified relate to the larger System 20/20
Framework?
In what specific ways can we draw a connection between the conditions
we as system leaders we create and the empowerment of school
leaders to support students in creative ways?
55
57. Revere 9th grade Academy: Video
56
How does Revere High provide personalized
learning to students?
58. Foundational concepts
1. There are consistent guiding principles for strategic
resource use, regardless of the specific priorities and
sequence of action a single district pursues
2. In successful systems, strategy and resource
allocation decisions connect to actual improvement
in outcomes, however they can
3. Strategic resource decisions have implications at all
levels – for schools, for how you think about
supporting schools, and for each district function
57
60. 59
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
61. Informing Equity: A study of resource allocation across
Oakland’s charter and traditional district schools
Discussion questions:
1. What were the most striking resource misalignments both
between systems of schools and within each system?
2. To what extent do the findings here resonate with your
experience in your home cities/states?
3. What do you see as the key opportunities to begin moving
toward a more equitable system of schools across
Oakland?
60
Connecting to Oakland: Informing Equity
62. 61
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
70. Lawrence: Summary of results
69
Success metric 2011 2014 Change
Math proficiency 28% 41% +13 pts
ELA proficiency 41% 44% +3 pts
SGP: Math 39% 57% +18 pts
SGP: ELA 45% 52% +7 pts
HS graduation 52% 61%
(2013)
+9 pts
Exceed state average
71. Digging into the Denver and Lawrence cases
Take 10 minutes to review how one district has approached
its transformation.
Then, share what you learned with a colleague (5 min each),
addressing the following questions:
1. In your view, what was the most important decision/s the
district made? Why?
2. What did you like most about the choices the district
made? What did you like least?
3. What feedback would you give Tom or Jeff based on
what you have observed?
70
72. Applying lessons in your context
Reflect individually and consider:
1. What would you tell your superintendent/state leadership
about the Denver and Lawrence case examples?
2. District/CMO: What do these cases imply about the
trajectory your district/ CMO is on – both what makes
sense and what the district’s/CMO’s leadership team
might want to re-consider?
3. State: What do these cases imply about your support of
districts – both those in turnaround and those working to
make incremental, strategic change?
71
73. 72
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
74. In one word, how would you describe the
relationship between school leaders and
the central office in your district?
75.
76. Principals in most districts do not rate central office
support highly
75
12% 14% 19% 24% 21%
9%
18%
17%
29% 31%26%
34% 31%
29% 28%
30%
25% 17%
13% 14%24%
9% 16%
5% 5%
Staff evaluation Budget Hiring Curriculum and
Instruction
Professional
Development
Q: On a scale of 1 to 5, with 1 being “Very Poor” and 5 being
“Excellent,” how would you describe the quality of support you receive
from your district’s central office in the following areas?
5
4
3
2
1
Average 3.5 3.0 2.9 2.5 2.5
Source: ERS Survey of Principals, 2014
77. Principals seek more flexibility in many areas
76
Don’t have and don’t want (8)
• Set base compensation and benefits
• Contract with food service vendors
• Contract with transportation partners
Don’t have but want (26)
• Hire non-instructional staff
• Determine how many gen ed teachers are
placed at the school
• Eliminate a position based on school needs
• Exit staff based on philosophy, commitment
or team contribution
• Hire/allocate social/emotional positions
• Set student assessment schedule
• Choose student assessment instruments
Have and want to keep (6)
• Screen general education
teachers for fit and
qualification
• Assign teachers to
leadership positions
• Final say on which teachers
to hire
Have but don’t want (0)
Bulleted items are a sub-set of flexibilities in the category. Have/want based on at least 50% of principals surveyed answering that they have and/or want the autonomy
Source: Principal survey, ERS analysis
Of 40 flexibilities tested in the context of improving student learning,
at least half of school leaders say they…
78. Empowering principals with high-leverage flexibility
77
Don’t have but want (26)
• Hire non-instructional staff
• Determine how many gen ed teachers are
placed at the school
• Eliminate a position based on school
needs
• Exit staff based on philosophy,
commitment or team contribution
• Hire/allocate social/emotional positions
• Set student assessment schedule
• Choose student assessment instruments
Bulleted items are a sub-set of flexibilities in the category. Have/want based on at least 50% of principals surveyed answering that they have and/or want the autonomy
Source: Principal survey, ERS analysis
Why do principals want
these flexibilities?
What can we do to
empower principals in
these areas?
If we can’t provide these
flexibilities, what’s the
root cause? What’s the
workaround?
79. Why focus on improving the quality of school
support?
Perceptions of central office support correlate
with principals’ likelihood to stay in the system
Especially in systems where rules around
flexibility vary, district leaders must ensure that
each school is making the most of the
resources they have
Mistrust between school and district leaders
distracts from everyone’s ability to do what’s
best for our students
78
Retention
Equity
Impact
80. Without a strong central office partnership, schools
are unable to realize their full potential
79
Data/ Reports Process
Policies/
Accountabilities
Tools
Expertise/
Illustrations
StrategicFunctional
The right
information
Clear and
understood
Limited to
requirements
User-
friendly
Compliance-
focused
Benchmark
against best
practices
Design &
needs driven
Aligned with
school
accountability
system
Push
thinking
School design
focused
How strategic district leaders can better support principals
Note that Functional and Strategic are distinct dimensions - it is entirely possible that you are neither, both, some of each, etc.
81. Self-Assessment: How can district leaders best
support principals?
Consider the functional area you have direct responsibility for or the
district’s/ CMO’s support to principals overall (up to you on where you want
to focus) - State Fellows, think of a district in your states or your support of
districts overall:
1. What is one of your bright spots? What examples can you cite within
the framework of effective functional and/or strategic support to
school leaders?
2. What is one of your biggest gaps? What current structures, teams,
processes are furthest from being strategic?
3. What is one barrier to improvement? What is preventing/will prevent
improvement in the area(s) you cite as having the biggest gaps?
4. What is one opportunity for improvement? What can you or your
system/CMO/state readily do that will enable more strategic support
to school leaders?
80
83. 82
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
85. Impact modeling is an ERS R&D initiative that helps connect
actions to student outcome goals districts are setting
Help make the case to district leaders for actions
that will have the most impact on students by
Illustrating the relative impact and cost of different actions
Drawing attention to the magnitude of effort needed to
accomplish goals
Translating research for practitioners and district context
Help District leaders build stronger plans to achieve
their goals that take a holistic approach to
improvement
84
86. Broadly, how we are thinking about this…
What change is the district trying to accomplish?
What are goals around student outcomes?
What improvement is necessary to meet those goals?
How does this compare to what other districts have
accomplished?
To what extent are district initiatives likely to contribute to
meeting its goals?
Detailed: Impact Model, a customized tool that models out
the potential impact of different actions
High level: Budget Hold’em, an interactive exercise that
helps district leaders and stakeholders explore tradeoffs in
building budgets to help all students succeed
85
87. How is this work different from currently available
research/modeling?
86
Other Research/Modeling Our Modeling
Targeted at academics and
practitioners with a deep
understanding of research methods
Targeted at practitioners and
policymakers regardless of
understanding of research methods
One action/intervention in isolation Combinations of actions
Requires translation to context Uses district specific data to estimate
in their context (e.g. student mobility,
effectiveness of new hires)
Scenarios that aren’t always realistic
or scalable (e.g. The average student
impact of permanently removing
teachers below a 5th or 10th percentile
cutoff from the current workforce and
the hiring pool Hanushek, 2009)
Scenarios customized to represent
scenarios more likely to occur (e.g.
increase attrition among bottom 10
percentile of teachers)
88. We estimate district-wide impact by “spreading out”
student-level effects observed in research
87
Improvement
initiative
Per student effect
size (SD*)
% of all Students
Impacted
Districtwide Impact
(SD)
Workforce
Management
0.30 6% 0.02
Tutoring 0.21 7% 0.01
How does this translate to
strategies implemented
across the district?
District-Wide impact depends on
the # of students affected, as
well as the effect size.
Where do we get effect sizes?
Peer-reviewed research
Experimental/Quasi-experimental
Meta-analysis where available otherwise
individual studies
*SD: Standard Deviation
89. Our methodology allows us to estimate the impact of
interventions targeted to different groups of students, such as
by school and performance level
0.21 0.16
- - -
0.14
0.11
0.07 0.05 0.02
0.12
0.11
0.07
0.05
0.03
0.09
0.05
0.02
0.00
0.00
-
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
Lvl 1 Lvl 2 Lvl 3 Lvl 4 Lvl 5
StudentPerformanceImprovement(SD)
Student Performance Level
Small Group Tutoring Reduce Class size to 15
Extend School Day by 60 min Add Pre-K
88
Strategy
Cost
($M)
Implement small group
tutoring of 8:1 for Lvl 1 and 2
students in C,D and F schools
$2.5
Reduce 3rd grade class size
from 18 to 15 in C, D, F
schools
$5.0
Extend school day by 60
minutes to additional C,D,F
schools
$2.0
Add 20% Pre-K seats,
focusing on FRL and ELL kids $7.9
Sub-total Stu.
Perf Improv.
0.56 0.43 0.17 0.10 0.05
Source: ERS analysis.
90. The result is typically aggregated measures of
student performance and teacher effectiveness
89
-1.6
-1.4
-1.2
-1.0
-0.8
-0.6
-0.4
-0.2
0.0
Year
0
Year
1
Year
2
Year
3
Year
4
Year
5
Year
6
Year
7
Year
8
Year
9
Year
10
DistancefromMathProficiency(SD)
Proficiency Gains for Lowest-Performing
Students
Baseline Intervention
56% 59%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Year
0
Year
1
Year
2
Year
3
Year
4
Year
5
Year
6
Year
7
Year
8
Year
9
Year
10
District-wide Change in Math Proficiency
Rates over Time
Intervention Baseline
91. Where we are in this work…
Proof of concept model using Python: models out
changes in, e.g., teacher retention/attrition and small-
group instruction (Complete)
Adding 1-2 additional interventions over the next
several months (Not started)
Sensitivity analysis: How does the quality of the
teacher pipeline impact the efficacy of strategic
retention/attrition? (In Progress)
Learning from others who have related expertise, or
are working on similar problems (In Progress)
90
92. Therefore, for the foreseeable future, system leaders
should…
1. Ensure “Impact/Return on Investment” mindset for
decision-makers:
Clear on the “logic model” and expected impact of
investments, including synergy among initiatives
Focused on maximizing returns across functions v. within
Committed to monitoring results and adapting based on data
2. Ensure budget development processes span
departmental boundaries and include structural
costs/strategies
3. Invest in data collection and analysis opportunistically
to inform discussion of strategic options
91
93.
94. Goal of this exercise:
Help District X use its limited resources strategically to improve
student achievement and meet our goals.
1. Identify the core needs
2. Consider broad range of investment and savings options
3. Weigh investment and savings options
4. Make coordinated, strategic investment and savings decisions
that drive student performance improvement
93
95. Create a “hand” of impact and savings cards that represents
a new budget for District X
Your hand must meet the district’s priorities (see handout)
Your hand must achieve a cost neutral status and improve
student achievement
94
The Object of the Game
96. Add 60 min of learning time
to the school day in the 25%
lowest performing schools
Extended learning time can raise
student achievement if it is
targeted on core instruction with
high quality teachers who are
expert in critical subject and
instructional areas.
1.7%
Student impact
points
Investment (+) or
Savings (-) as % of
budget
Explanation
Note: Extending learning time
can be costly. Ensure that the
schools in which you invest have
leaders and teaching staff who
can deliver high quality
instruction to struggling
students.
Note
There are also wild cards
that let you add more
savings or investment
options.Turnaround schools
Some cards can have
stronger impact when
played together
Time+
What’s a Hold’em card?
97. Things to consider
Select cards thoughtfully – consider your priorities
Consider inter-relationships between cards and try to get
those bonus points
Acknowledge approximation
Be bold
Consider different staffing allocations
Use Wild Cards
Have fun!
96
99. Directions:
98
Step 2
1 min
Choose someone to read the cards and
someone to record decisions online
Step 3
45 min
The card reader will read the cards aloud
(just the title and description), and your
group will collectively sort them into Yes
and No piles. Try to reach consensus,
but if you can’t, put it in a Maybe pile
Step 4
15 min
After your first pass, go back through your Maybe pile and make changes
in order to reach your target. Calculate your budget and student impact.
Step 5
2 min
Take stock: Consider the expected performance outcomes of your choices
– are you maximizing impact given resource limitations and district
priorities?
Step 1
5 min
Read the District X fact sheet individually. Note priorities and challenges.
Online Scoring Instructions
1. Go to:
erstrategies.org/scoresheet
2. Enter your team’s “Access
Token” (on your table)
3. Enter decisions as you go (it
will recalculate your budget
% each time)
101. Discussion questions
100
1. What were the biggest insights and/or surprises in
your choices?
2. Which options are off the table or challenging, but
promising, interesting, or important? What must
change to make them a real option?
3. How did this exercise influence your thinking on:
a. How to improve outcomes with limited resources?
b. The use of impact data for leadership decision-making?
102. 101
Agenda
Time Topic
55 min Introductions and Setting the stage
What we heard from you, and how it shaped our goals and agenda
Why resource strategy matters
40 min System 2020
How we think about resource use and school system transformation
30 min Lunch
15 min Connecting to Oakland: Informing Equity
45 min Strategic Systems in Action
Denver, CO and Lawrence, MA Case Studies
20 min School Support
The role district leaders play in ensuring schools are set up for success
15 min Break
90 min Investing in Innovation and Evaluating Strategies
Impact modeling and Budget Hold ’Em for Districts: Making real-life tradeoffs to
drive success at the system level
20 min Closing Debrief
103. Guiding questions – from up on the balcony
1. What is my district’s/CMO’s overall resource picture
with regard to strategic vs. non-strategic use?
2. What process does my district/CMO use for making
resource decisions? How can I influence that
process?
3. What aspects of resource use do I control? How can I
have the most impact with the control I have?
4. What will I do when I get back to work?
Districts and CMOs
104. Guiding questions – from up on the balcony
1. What state policies or practices are intended to
support districts’ strategic resource use? How well do
they currently accomplish that aim?
2. What tools/supports/data does my state offer districts
to support their resource decision-making?
3. How can I influence the policies/tools/etc. within my
control and support their effective use? How can I
have the most impact with the control I have?
4. What will I do when I get back to work?
States
105. Resources for SSLF available on the ERS website!
https://www.erstrategies.org/tap/school_systems_leaders_
fellowship_resources
104
Wednesday, February 14, 2018
Editor's Notes
Talking points:
1. Speak to the fact there will be 1 break throughout the time (15 min to allow for Hold’em setup – they should log into scoresheets)
Use this time for Fellows to do brief intros too
Note: The question they answered when submitting these comments was:
“Given any learnings or reflections from completing ERS’s Resource Check assessment and exploring the ERS website, what questions or issues would you most like to explore during our session on strategic resource use?”
These quotes are a mix of verbatim responses and other responses that I turned into questions for the sake of this conversation.
Note: The majority of the comments in the survey were about prioritization and decision making. We could have had several slides dedicated to just that, but these represent the key themes we heard.
Things to hit on:
The “!” represents areas of opportunity across this group, while the “thumbs up” highlight your collective strengths
We’re going to look a layer deeper at School Design and School Support, as those are going to be a big focus of our time together today
NOTE! This slide should be quick – the next slide is 20 min of time.
Notes:
The yellow arrow indicates where to focus discussion
Ordering on screen may not match print out = these are sorted for easier review side by side
These data includes everyone who submitted to the group, plus those where we were able to find responses. The important thing is that Fellows are able to reference their own reports during the discussion.
Facilitation: 20 min total ( could cut this time down to 10 min by looking at fewer Qs or cutting table discussion and focusing on whole-group)
Beginning with the School Design Q (then discuss, and repeat this process with School Support Qs)
5 min: At your table:
Someone who shared “Agree” or “Strongly Agree” – Share your reflection on what your CMO, State, or District are doing that led you to select that level. What strengths can you share with the table?
On the other end, where do you see an opportunity to improve – for anyone that didn’t select the top rating? Or, what question do you have for the group that we should capture to talk to today?
5 min: Group discussion:
Popcorn out a strength you heard from someone at your table
Popcorn out a question you have about School Design
To do: Joe facilitating, so Joy to write these Strengths and Questions on two posters to reflect back on throughout the day
Goal: Capture their reflections to use to refer back to as it makes sense throughout the day rather than using this one slide to go super deep on any specific concepts
5 min: At your table - Repeat table and group discussion for School Support
5 min: Group discussion and popcorn
Why? Rights to Education Movement & growth of categorical programs… Gen Ed class sizes haven’t changed much at all…
The Adequacy Movement: How much should we spend on education? And should courts decide? (ex: Michael Rebell: NY’s $6B man)
When we look across spending across districts, we see that spending varies widely. These are a sample of the districts we have worked with. These are geographically adjusted numbers, and so you’ve got Aldine spending $8K and Newark spending $21K. Anyone here from DC or Newark? You might think that the districts with more dollars are being way more strategic with those dollars, but what we tend to see, is that dollars are tied up in similar things across all districts and that some of the places where Newark and DC were spending more, weren’t the highest impact things.
Ie. Newark and DC, spending tied up in benefits, small schools, and special ed…
If someone asks, what about outcomes-
What do you think? (one or two responses)
Hold that thought
Okay, we so what do districts spend their money on? We are going to take a pop quiz to find out. If you get all the answers right, you get the satisfaction of having a deep understanding of district finances
True or false, central admin consumes a large portion of district funding. Raise your hands for true/false
Central office isn’t a large %. When people think about cutting they often think about central office but that will only get you so much.
30% central office reduction is just 2% of total budget…
Question 2: what % of the budget does instruction go to? Show one finger for 1, 2 for 2, 3 for 3
50-60%
Point here:
50-60% of budget is spent on instruction
Another 5 is % is spent on instructional support and professional development (things like coaches, typical PD spending, etc.)
These two things combined, that is really the budget that supts and CAOs can deeply influence. Through your decisions on class size mandates, how you support instruction, etc. This is what your decisions influence. Even if HR is making some of these decisions, it is still your responsibility to advocate for smart decisions in how teachers are compensated and developed…
:
80-90% is personnel, so when we talk about making changes to resource use, we are implicitly talking about changes to peoples jobs. And this makes it really hard sometimes to make change. These are people who have dedicated lives to education and changes resource use may mean, in some cases, getting rid of jobs, or asking people to flex different muscles and take on new roles.
Eric Hanushek at Stanford. Education researcher and economist.
Okay so we mentioned that dollars go towards the wrong things, so let’s take a closer look at common misalignments
In one analysis we did, we found that 40 cents on every dollar is going to things that research suggests are not correlated with student outcomes. So let’s dig into this a little more.
There are two big buckets:
Piecemeal investments- in order to make it work, we need to make three in parallel, but only doing one- will get to in a little bit)… underinvestment, making good decisions but just to an inconsequential degree. The opposite of that is investing in lots of things that go to wrong tings- when we think about wasteful spending, this is it. Non-strategic, yes its nice to have small class sizes but if doing in every single class for every kids, not the most strategic use of resources.
This is an example of piecemeal investment. In Georgia we saw that all districts were giving additional time to struggling students in Math. However, when we looked at who was teaching the class, it was all novice teachers. And we know that in Math, that years of experience is correlated with improved effecetivenss. So they were making a massive investment (a period a day) but weren’t seeing results.
SO WHAT DOES THIS MEAN FOR A WHAT A DISTRICT LEADER MUST KNOW DO AND ASK?
So why do these misalignments persist? Well they don’t exist because people are malicious and don’t know what smart decisions would be. They exist because of perfectly rational reasons. You all have mentioned many of these already I want to highlight the bottom three:
The decisions are tough, and require making decisions that affect people’s jobs (like we talked about)
and this might be really hard to sell to the board or public. Right, it’s tough to say, hey maybe we should shift resources away from giving additional time to struggling students or to increase class sizes.
And it’s even harder to do that if you don’t have a clear vision of what you are moving to. So what are we moving to?
This slide starts blank and is a discussion prompt – why is it necessary? What challenges do we face today?
Notes:
There’s a corresponding set of questions for the state (on next slide)
These are for sharing, not discussion or reflection at this point – we’ll come back to them
Ultimately, the focus is to…
First – understand what I like and don’t like about what we’re doing – how we’re investing our time people and money…
Then…what can I do about this…
Can I influence our decision-making process?
Can I take action where I have control?
What can I do on Monday?
To be clear, we’re saying Monday/ASAP from the perspective of being biased toward action...that said, we’re also intending to share insight and foster your own thinking that may not be immediately actionable
Notes:
For the state, the guiding questions revolve around how well you are setup – with policies and practices – to support districts in strategic resource use
Video length: 2 min 58 sec
Talking point:
These are three high-priority levers -
We will talk through the first two today in some depth in the next 20 or so minutes
For the third, I encourage you to visit the Fellows resource page – there’s some great resources there, including our most recent publication diving very deep into what we call Connected Professional Learning.
Vertical axis = $pp at each school
Horizontal axis = Student based “need index” – a weighted value ERS calculates based on the mix of special education, ELL, and economically disadvantaged students at the school
QUESTION for participants: After looking for the relationship between spending and need, this look at the data can raise questions like… Why do two schools with the same need get very different funding? What’s driving that difference? (tees up drivers of funding variation slide next)
Talking points:
1. Size of text here is intentional – Bigger font = bigger driver
Level 1 students spend same % of day on core as level 3+ peers. In some cases, level 3+ students have even more time on core due to Foreign Language. Level 1 students have extra non-core instead of Foreign Language
Answers:
Flipped Learning
Flexible Grouping
Differentiated Class Size
Block Scheduling
Video length: 8 min 22 sec
Talking point:
Objective = Solidify the core tenants of a Strategic System by examining 2 districts who approached improvement work in different ways
Divide into groups
Re-skim your assigned case for 5 min to get head back into it
Our understanding is that many of you were principals prior to your current role, so perhaps this will be a bit too familiar, but… In one word, how would you describe the relationship between school leaders and the central office in your district?
We probably don’t need to belabor this point, and you may have your own take on it given your own experience, but we believe focusing on improving the quality of school support is grounded in three areas: Retention, equity, and impact
So, how can this support play out? (intro to Support Framework slide)
Facilitation:
[5 min] Self reflection
[10 min] Group discussion
Take a poll to see, across the group, where their bright spot and gaps were.
Raise your hand if you chose Data/ Reports as your biggest Bright Spot (tally #) – How many of you thought it was your Biggest Gap? (tally #)
Repeat for each column
To do: Joy to write on a poster paper the tally of responses
Observe where the group is falling – Are there trends where folks see gaps or bright spots?
Popcorn: Ask Fellows to share out their reflection on their opportunity for improvement
In their share out, tell the group where they fell in Bright Spot vs. Biggest Gap, then go into opportunity (and barrier, if desired)
To do: Joy to write on poster paper the opportunities
Notes:
Use this time to setup Hold’em materials and help folks log into scoresheets – they won’t need them for a little bit, but it’s best to try to access them now vs. later
Fellows will be playing in teams at their current tables (a mixed conversation will be beneficial for sharing perspectives across CMO-District-State)
Notes:
Yes, more cats, since that’s all that’s on the internet
Use this slide to explain what we mean by “impact” and “modeling” as a transition into its purpose on the next slide
Introduce some interesting
Tutoring can be targeted more than workforce management. . .
So the 0.21 from the last slide is translated in the light blue bar on the chart here. (For clarity’s sake, we’ve assumed that there are no level 1 students in A and B schools. . ., while there are some level 2 students in those schools.)
So important to avoid the “lasagna” of initiatives
Use of ROI analysis for school systems is alluring, hard & imperfect
ROI analysis cannot drive decision-making
Instead, leaders must make judgments about the best use of their limited resources driven by an ROI mindset, informed by ROI analysis and qualitative discussions
Note:
Fellows will be playing in teams at their current tables (a mixed conversation will be beneficial for sharing perspectives across CMO-District-State)
Therefore, The object of the game is to create a “hand” of investments and savings cards that help District X meets its target budget (some of your are cost neutral and some of you are operating in a budget deficit) while STILL moving towards improved district performance.
So in other words, you have to weigh the potential investments you want to make against the savings you’ll need to make to pay for them. At the end of the game, you need to have a subset of cards where the numbers at the top – the saving/investment amounts – net to District X goal
You must also improve student achievement (ideally by 5 impact arrows) we’ll explain what we mean in a moment
So, how does Hold’em work?
Each card in the deck shows a category in the upper middle part of the deck with a description of a decision. Detail about the rationale for the decision is in italics below, as well as any specific concerns that you might want to consider.
On the upper right hand side is the percentage of the budget that will be saved or invested as a result of the decision. We approximated these numbers based on the typical data that we’ve seen in school districts around the country.
On the upper left hand side, we have impact on student achievement. These are estimates based on research supported effect sizes for various interventions. So, you’ll want to achieve at least 5 impact arrows.
We ask that you don’t get caught up in the number and instead focus more on the MAGNITUDE of decisions. Cards will have a different impacts on the budget, and we want you to understand the RELATIVE difference across scenarios: one decision might save you only point two percent and another could save you a full 1 percent.
Also, I want to add Hold’em can be more than just a game. For a district that wants to be more precise, they can re-calculate these scenarios and the budget percentages to fit their specific budget. Memphis Public Schools, for example, had great success using Hold’em has part of their budget planning process.
Select cards thoughtfully– not all the choices are strategic; larger hands mean more initiatives in place; some choices might reduce budget but won’t improve stu perf
Consider inter-relationships – Some cards work better when paired with others. So for some cards, we’ve created bundles, meaning you get extra student impact points if you play them together. For example:
Accept approximation – The budget percentages are estimates based on ERS’ work in urban districts over the past 15 years. They are averages and include high-level assumptions. They are meant to be directionally correct. Districts are more than welcome to substitute their own estimates, but for those non-district groups we’ve found that these estimates work well.
Be bold – Don’t avoid a card for fear of feasibility in the real world. A controversial choice may be difficult to implement but well worth the effort in the improvement it can create. And, of course, discussion of the “hard choices” is a key objective of the exercise.
Don’t avoid staffing cuts – Most districts will not be able to reach budget reduction targets without reducing staff. As you may recall from earlier in today’s discussion, personnel costs are typically 80-90% of district budgets. Key is to try to choose the staff reduction options that move toward transformation & support overall priorities.
Use Wild Cards – The card deck includes 5 wild cards. If you have a district priority not found in the Hold’em cards, consider estimating its costs and benefits on a wild card. Remember the value is in discussion, so getting the cost or benefit estimate exactly accurate is not a big priority.
Facilitator’s Notes:
Ideal discussion is as a group, for 5 min (which will lead into broader, deeper reflection on the day next)
If they are quieter or it doesn’t look like anyone will volunteer readily, begin this with a Think-Pair-Share
Choose one of these questions and take one minute to answer silently. Write your answer down.
Then, at your tables, share what you’ve written.
Then, we’ll come together as a full group to share out together.
Potential Pitfalls:
Watch out for piling all sorts of diff stuff. Almost all of these have significant impacts on lives of principals – are we really setting them up for success. Many Area Supt’s (princ supervisors) think of their jobs as protecting principals from central…making resource allocation and strategy decisions centrally without deep consideration of implementation impact on school leaders is an example of why.
Coherence with system strategy & theory of action: Consider not just what the changes mean for school leaders’ ability to implement, but also about what your theory of action is around the role of schools and central and school autonomy.
Are you going to prescribe that all schools implement some specific change like double-blocking? Or are you going to create the enabling conditions tools & supports for schools to differentiate time & attention in ways that make the most sense or them?
The processes that most systems use to make budget decisions tend to result in top-down thinking – and that runs counter to how a lot of districts are now thinking about their school portfolio and school autonomy. So think about what you wan to tell your CFO about what you see as the requirements of a strong budget development process.
The best budget development conversations are actually academic strategy conversations at their core [cite example of a convo is this group about merits of double-blocking, extending time, etc.).
So think about what that means for who you want leading the budget decision-making v. facilitating the budget process (hint: not necessarily the same folks)
Facilitation: (Guiding Q slides to be printed)
[5 min] Self-reflection (on these
[6 min – 3 min each] Pair-share
OPTIONAL: State folks listen in to district/CMO reflections and needs, with an ear toward what you can take away as to how your state could support a district/CMO like them
[5 min] Popcorn out
[4 min] Joe’s closing summary – Reflection on the day and closing thoughts based on what you heard here and reflecting back on the posters where you took down notes from the Resource Check conversation
Also remind them about the resources for them on our website! (See final slide)
Notes:
There’s a corresponding set of questions for the state (on next slide)
These are for sharing, not discussion or reflection at this point – we’ll come back to them
Ultimately, the focus is to…
First – understand what I like and don’t like about what we’re doing – how we’re investing our time people and money…
Then…what can I do about this…
Can I influence our decision-making process?
Can I take action where I have control?
What can I do on Monday?
To be clear, we’re saying when I “get back to work” ASAP from the perspective of being biased toward action...that said, we’re also intending to share insight and foster your own thinking that may not be immediately actionable
Notes:
For the state, the guiding questions revolve around how well you are setup – with policies and practices – to support districts in strategic resource use