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 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.
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 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.
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.
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.
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.
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 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.
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.
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.
This document summarizes a report on teacher professional development tied to teacher evaluations. It finds that while most states require some professional development as part of teacher evaluations, few collect data on how districts provide individualized professional development plans for teachers. The report highlights best practices from Kentucky, Connecticut, New Jersey, and South Dakota, which provide online resources, coaching, and training to support teachers' professional growth goals. However, more data is needed to understand how districts are implementing individualized professional development aligned with teacher evaluations in most states.
The document discusses proposals to reform Washington state's K-12 education system. It outlines recommendations from the Basic Education Finance Task Force (BETF) to redefine basic education, implement a new school funding formula based on prototype schools, and improve teacher compensation and evaluation systems. It also describes a proposal from the Full Funding Coalition to phase in full funding of basic education over 5 years using new funding formulas.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
Annual meeting ppt for schools 16 17.revised.pptxSudha Gopinathan
Title I is a federal program that provides funding to schools and districts with high percentages of economically disadvantaged students. In the 2016-2017 school year, 47 schools in the Wake County Public School System (WCPSS) received Title I funding. Title I funds can be used for teacher hiring, materials/supplies, parental involvement activities, and professional development. WCPSS schools receiving Title I funds seek to actively engage families, share information about programs, involve families in reviewing policies and participating in school/district activities, and partner with families to support student excellence.
This document discusses early learning and the Local Control Funding Formula (LCFF) in California. It provides background on LAUP, an organization dedicated to improving preschool access. It then summarizes data showing LAUP students are better prepared for kindergarten and cites research that high-quality preschool benefits students long-term. The LCFF is introduced as providing more school funding and flexibility to support at-risk students. The document argues that preschool can help meet several LCFF priorities and lists potential uses of LCFF dollars to expand preschool access and quality. It emphasizes that investing in preschool can save school districts money in the long run. Finally, it notes LAUP's work with LA school districts and encourages districts
Governor Sandoval's education plan calls for salary cuts, eliminating programs like full-day kindergarten and class size reduction, ending teacher tenure, and implementing a pay for performance system. The Nevada State Education Association opposes these measures and argues that cutting education funding and salaries will hurt students and Nevada's ability to attract teachers, and that local districts should determine hiring practices and negotiate incentive pay programs.
The document outlines a proposed Commonwealth Commitment program in Massachusetts to increase college access, affordability, and degree completion. It proposes guaranteed admission and a fixed tuition price for students who complete an associate degree through one of 16 eligible Massachusetts Transfer Pathway programs and then transfer to a Massachusetts public 4-year university. The program would start in Fall 2016 with 6 programs and expand to 16 programs in Fall 2017. It aims to incentivize full-time enrollment and help meet the state's projected shortfall of bachelor's and associate degree holders. Key aspects of the proposal discussed include eligible majors, transfer timelines, academic standards, engagement models with UMass campuses, proposed costs and discounts, and potential benefits to students and the state
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
Pat Ashley, cohort director of N.C. State's Educational Leadership Academy, shared an overview of efforts in North Carolina over the last couple of decades to turn around low-performing schools to the Governor's Commission on Access to Sound Basic Education.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
This document outlines the Louisiana Association of Educators' priorities for education funding and reform. It calls for ensuring every student has a qualified and effective teacher by changing tenure laws and holding schools accountable. It also advocates for expanding school choice programs, changing how schools are funded, and increasing overall K-12 funding while cutting other education budgets. The document criticizes the governor's education budget for the fourth straight year of no funding growth for schools and outlines new programs that were added. It lists key education programs that were funded and describes a new bill preventing public employee payroll deductions from supporting political campaigns.
Maria Pitrie-Martin Redesign of DPI District SupportEducationNC
Maria Pitrie-Martin, deputy state superintendent, shares how DPI is redesigning its support to school districts based on need to the Governor's Commission on Access to Sound Basic Education.
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
Scott Marion- Balanced Assessment SystemsEducationNC
Scott Marion, executive director of the National Center for the Improvement of Educational Assessment, shared this presentation at the Governor's Commission on Access to Sound Basic Education in North Carolina.
Analysis of estimated undergraduate enrollment in Massachusetts public colleges and universities, comparing the early estimates of fall 2015 enrollment with historic data. Presented to the Massachusetts Board of Higher Education on October 27, 2015.
This document provides a summary of the 2014-15 proposed budget for the Ossining School District. It outlines budget strategies to ensure student achievement and equitable outcomes, which include continuing advocacy efforts to increase state foundation aid and maintaining budget transparency. It also highlights the district's achievements and priorities such as maintaining class sizes and programs. However, the proposed state budget does not adequately address the district's funding needs, as foundation aid per pupil would decrease. The district has implemented cost savings measures but faces insolvency if funding is not increased.
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.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
This document summarizes a report on teacher professional development tied to teacher evaluations. It finds that while most states require some professional development as part of teacher evaluations, few collect data on how districts provide individualized professional development plans for teachers. The report highlights best practices from Kentucky, Connecticut, New Jersey, and South Dakota, which provide online resources, coaching, and training to support teachers' professional growth goals. However, more data is needed to understand how districts are implementing individualized professional development aligned with teacher evaluations in most states.
The document discusses proposals to reform Washington state's K-12 education system. It outlines recommendations from the Basic Education Finance Task Force (BETF) to redefine basic education, implement a new school funding formula based on prototype schools, and improve teacher compensation and evaluation systems. It also describes a proposal from the Full Funding Coalition to phase in full funding of basic education over 5 years using new funding formulas.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
Annual meeting ppt for schools 16 17.revised.pptxSudha Gopinathan
Title I is a federal program that provides funding to schools and districts with high percentages of economically disadvantaged students. In the 2016-2017 school year, 47 schools in the Wake County Public School System (WCPSS) received Title I funding. Title I funds can be used for teacher hiring, materials/supplies, parental involvement activities, and professional development. WCPSS schools receiving Title I funds seek to actively engage families, share information about programs, involve families in reviewing policies and participating in school/district activities, and partner with families to support student excellence.
This document discusses early learning and the Local Control Funding Formula (LCFF) in California. It provides background on LAUP, an organization dedicated to improving preschool access. It then summarizes data showing LAUP students are better prepared for kindergarten and cites research that high-quality preschool benefits students long-term. The LCFF is introduced as providing more school funding and flexibility to support at-risk students. The document argues that preschool can help meet several LCFF priorities and lists potential uses of LCFF dollars to expand preschool access and quality. It emphasizes that investing in preschool can save school districts money in the long run. Finally, it notes LAUP's work with LA school districts and encourages districts
Governor Sandoval's education plan calls for salary cuts, eliminating programs like full-day kindergarten and class size reduction, ending teacher tenure, and implementing a pay for performance system. The Nevada State Education Association opposes these measures and argues that cutting education funding and salaries will hurt students and Nevada's ability to attract teachers, and that local districts should determine hiring practices and negotiate incentive pay programs.
The document outlines a proposed Commonwealth Commitment program in Massachusetts to increase college access, affordability, and degree completion. It proposes guaranteed admission and a fixed tuition price for students who complete an associate degree through one of 16 eligible Massachusetts Transfer Pathway programs and then transfer to a Massachusetts public 4-year university. The program would start in Fall 2016 with 6 programs and expand to 16 programs in Fall 2017. It aims to incentivize full-time enrollment and help meet the state's projected shortfall of bachelor's and associate degree holders. Key aspects of the proposal discussed include eligible majors, transfer timelines, academic standards, engagement models with UMass campuses, proposed costs and discounts, and potential benefits to students and the state
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
Pat Ashley, cohort director of N.C. State's Educational Leadership Academy, shared an overview of efforts in North Carolina over the last couple of decades to turn around low-performing schools to the Governor's Commission on Access to Sound Basic Education.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
This document outlines the Louisiana Association of Educators' priorities for education funding and reform. It calls for ensuring every student has a qualified and effective teacher by changing tenure laws and holding schools accountable. It also advocates for expanding school choice programs, changing how schools are funded, and increasing overall K-12 funding while cutting other education budgets. The document criticizes the governor's education budget for the fourth straight year of no funding growth for schools and outlines new programs that were added. It lists key education programs that were funded and describes a new bill preventing public employee payroll deductions from supporting political campaigns.
Maria Pitrie-Martin Redesign of DPI District SupportEducationNC
Maria Pitrie-Martin, deputy state superintendent, shares how DPI is redesigning its support to school districts based on need to the Governor's Commission on Access to Sound Basic Education.
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
Scott Marion- Balanced Assessment SystemsEducationNC
Scott Marion, executive director of the National Center for the Improvement of Educational Assessment, shared this presentation at the Governor's Commission on Access to Sound Basic Education in North Carolina.
Analysis of estimated undergraduate enrollment in Massachusetts public colleges and universities, comparing the early estimates of fall 2015 enrollment with historic data. Presented to the Massachusetts Board of Higher Education on October 27, 2015.
This document provides a summary of the 2014-15 proposed budget for the Ossining School District. It outlines budget strategies to ensure student achievement and equitable outcomes, which include continuing advocacy efforts to increase state foundation aid and maintaining budget transparency. It also highlights the district's achievements and priorities such as maintaining class sizes and programs. However, the proposed state budget does not adequately address the district's funding needs, as foundation aid per pupil would decrease. The district has implemented cost savings measures but faces insolvency if funding is not increased.
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.
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
This document summarizes a presentation on how states can help school districts promote restructuring during difficult financial times. It identifies seven priorities for restructuring, including restructuring teacher compensation to link pay to performance, rethinking standardized class sizes to target individual attention, and redirecting special education spending to early intervention. The presentation uses an interactive budgeting game to illustrate how districts could meet an 8% budget cut target while still moving toward improved performance through strategic investments and savings in areas like instructional time and leadership development. Participants discussed insights around opportunities for district transformation during budget cuts and ways states can support and incentivize priority restructuring actions.
The document discusses educational trends towards online, hybrid, and collaborative learning models. It notes that the abundance of online resources and relationships is challenging educators to revisit their roles. These trends are reflected in the strategic plan of focusing on differentiated learning, developing a range of curricular options and delivery models, and exploring hybrid learning. Currently, most classes are taught traditionally, but both high schools are exploring hybrid models and teachers are experimenting. Steps for implementation include developing new courses, funding hybrid learning positions, providing professional development, and developing metrics to determine success.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
The document discusses alternatives for a preschool, Forever Growing, to address challenges in obtaining financial resources and improving academic standards through the use of media and instructional technology. It proposes three alternatives: 1) having university students develop instructional videos for specific skills, 2) establishing social media accounts to expand the community and identify resources, and 3) creating a school website for communication and visibility. The recommendations are that utilizing media and technology in these ways can help solve the school's financial and instructional problems by increasing awareness, connections, and opportunities to acquire resources.
This document from the Illinois State Board of Education provides guidance on developing and implementing a schoolwide program. It explains that a schoolwide program aims to improve academic achievement for all students, particularly the lowest-achieving students, by upgrading the entire educational program of a school. Developing a comprehensive schoolwide plan requires conducting a needs assessment, establishing goals and strategies to address priority needs, and evaluating and revising the plan annually. The plan must describe how the school will coordinate and integrate federal, state, and local resources to improve instruction for all students.
Leandro teachers work group priorities - September 2019EducationNC
This document provides recommendations from a Teacher Work Group regarding staffing North Carolina schools with qualified teachers. It recommends:
1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
4. Eliminating the teaching pay penalty over 5 years and providing differentiated compensation for teachers in high-need fields/schools
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
The document discusses various models for school turnaround and improvement including definitions, requirements, and notes about each model. It provides information on:
1) Definitions of school turnaround and improvement from a book on the topic.
2) The requirements and options for the transformation, turnaround, restart, closure, whole school reform, and early childhood models. Notes are included to provide additional details on elements of each model.
3) Data on previous School Improvement Grant cohorts including number of schools awarded, funding amounts, and school types.
4) Details of the requirements for the upcoming Cohort IV grants including eligible schools, award amounts, and differences from previous cohorts.
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
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
This document provides guidelines and guardrails for selecting school improvement interventions in Indiana. It outlines Mass Insight's framework for high-quality, high-poverty schools which interventions should align with. Interventions must also align with the US Department of Education's turnaround principles and implementation plans must describe how interventions will be targeted or highly-targeted. The document includes a case study example and information on using Title I funds and school improvement grants to support interventions.
This document provides an overview of the North Carolina State Board of Education's (SBE) fiscal year 2020-2021 budget presentation to the state legislature. It outlines the order of the presentation, the SBE's legislative priorities and 2025 strategic plan, and budget requests to support priorities like early grade reading, teacher preparation and compensation, principal preparation and compensation, and supporting student mental health. Specific funding requests include increases to teacher and principal pay, expanding pre-K access, and providing culturally responsive training for educators. The presentation establishes the SBE's strategic vision and aligns budget requests to priorities around eliminating opportunity gaps, improving school performance, and increasing educator preparedness.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
The document outlines Hickory Public School District's process for developing a district-wide school improvement plan focused on improving instruction. Key aspects included defining the district's instructional core through research and teacher input, vertically aligning the curriculum using a wiki for collaboration, and conducting school-level gap analyses to identify differences between current practice and the instructional core. The goal was to establish a collaborative, data-driven system for school improvement accountable for student success.
This document discusses how school districts can continue improving teaching quality during tough economic times. It recommends that districts rethink how they spend money on professional development by aligning spending with long-term strategies, reallocating funds from non-strategic areas, and ensuring internal practices support teaching quality goals. Stimulus funds should support sustainable reforms rather than ongoing costs.
The document outlines the 2014-2020 social studies curriculum plan for Brazosport ISD. It details the district and social studies visions, missions, and curriculum goals. The K-8 curriculum structure focuses on key themes at each grade level guided by the TEKS. At the high school level, the social studies graduation requirements will change with House Bill 5. The curriculum is aligned with the BISD strategic plan to provide a rigorous and differentiated K-12 curriculum through relevant professional development and collaboration opportunities for teachers. A curriculum audit scores the social studies curriculum based on clarity of objectives, congruence with assessments, delineation of prerequisites, and instructional resources.
Similar to Maximizing Resources for School Improvement, Part 2 (20)
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 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 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 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.
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.
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.
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.
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.
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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
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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.
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Resource Allocation Studies
1
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ESSA also requires resource allocation studies that may
prove to be excellent resources for states
“…The State education agency shall periodically review resource allocation to
support school improvement in each local education agency in the State
serving—
(I) a significant number of schools identified for comprehensive support
and improvement… and
(II) a significant number of schools implementing targeted support and
improvement plans…”
2
States are required to review resource allocation and provide technical support to districts with
many low-performing schools.
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While ESSA regulations on specific resource allocation analyses have
been rescinded, states can analyze key conditions and support districts
in specific ways
States can analyze—
Resource inequities among districts and
schools.
Access by student subgroup to
experienced & effective teachers.
Access by school & district to advanced
coursework.
Access to kindergarten and pre-k.
Access to instructional support personnel
like counselors & social workers.
Differences in spending per-pupil across
schools & districts.
District budgeting practices (at LEA’s
discretion).
3
States can support districts in—
Redressing identified resource inequities &
supporting LEAs in redressing inequities.
Developing & implementing comprehensive
support plans.
Develop or use tools to conduct school
needs assessments.
Identifying evidence-based practices.
States are also required to describe their resource allocation studies in their ESSA plans.
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To support a sustainable school improvement strategy,
resource allocation studies need to accomplish five things
4
School level District level
1. Identify opportunities to
reallocate school resources
2. Help school leadership teams
create integrated budget,
staffing plans, and schedules
that align long-term resources
toward a vision for success
1. Determine whether districts
are allocating resources
equitably
2. Identify specific opportunities
to reallocate system
resources
3. Help systems create the
enabling conditions of long-
term success
There are also state-level opportunities to identify resource allocation patterns and opportunities.
6. Draft – do not cite or disseminateSchool Level Example #1
Identify opportunities to reallocate school resources:
Class and group sizes
7. Draft – do not cite or disseminateSchool Level Example #1
Identify opportunities to reallocate school resources:
Time and teacher effectiveness
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
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
8. Draft – do not cite or disseminateSchool Level Example #2
Help school leadership teams create integrated budget, staffing plans, and
schedules that align long-term resources toward a vision for success
Planning for the following year happens in alignment with major decision-making milestones.
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Determine whether districts are allocating resources
equitably
Resource allocation studies can also identify whether or not schools are receiving an
equitable amount of resources, accounting for student need
8
$0
$2,000
$4,000
$6,000
$8,000
$10,000
School Attributed Dollars per Weighted Pupil ($pwp)
Magnet Traditional Traditional with Magnet Program
Elementary JH/MS High School
Source: TPS SY1415 Expenditures
In Tulsa, we found significant variation in spending across schools, even after adjusting for student need
District Level Example #1
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Identify specific opportunities to reallocate system resources
District Level Example #2
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Identify specific opportunities to reallocate system resources
District Level Example #2
12. Draft – do not cite or disseminateDistrict Level Example #3
Help systems create the enabling conditions of long-term
success
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In summary, sustainable school improvement requires
addressing system-wide resource allocation challenges
A tale of two districts:
Imagine two districts, both attempting to turn around similar low-performing
schools.
Both schools improve, but six years later, the school in District A keeps getting
better, while the District B school has regressed back to where it was before
the intervention.
What made the difference?
12
District A
• Designed a school improvement
strategy in conjunction with district
policies and theory of action
• Retained teaching talent in the school
• Addressed churn of students out of the
school
• Prioritized the development tools to
boost teacher capacity
District B
• Failed to consider district context when
planning school improvement
• Human capital policies facilitate teacher
transfers, including forced placements
• The most engaged families continue to
leave the school
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Next Steps
13
Maximize the opportunity created by ESSA’s resource
allocation study mandate:
Write a strong RFP, setting up a process that improves
resource allocation throughout your state and in your low-
performing schools
Incorporate these principles into your state plan and look for
opportunities to promote effective resource use
ERS is currently working with CCSSO on sample RFP
language which should be available soon…
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