- 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.
ERS articulates for states what we know about district resource use and how states' policies can best help district efforts. ERS Director Don Hovey’s gave this presentation in Miami at the Governors’ Education Policy Advisors (GEPA) Institute for the National Governor’s Association on April 26. The presentation focused on helping states to understand our perspective on strategic resource use, the district transformational strategies and the top ten ways that states can support and enable strategic resource transformation.
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
ERS articulates for states what we know about district resource use and how states' policies can best help district efforts. ERS Director Don Hovey’s gave this presentation in Miami at the Governors’ Education Policy Advisors (GEPA) Institute for the National Governor’s Association on April 26. The presentation focused on helping states to understand our perspective on strategic resource use, the district transformational strategies and the top ten ways that states can support and enable strategic resource transformation.
Building a high-quality teaching profession - lessons from around the worldEduSkills OECD
Andreas Schleicher (Special advisor to the Secretary-General of the OECD on Education Policy - Head of the Indicators and Analysis Division of the OECD Directorate for Education)
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
Presentation by Montserrat Gomendio, Deputy Director of Education and Skills, OECD, for the launch of School Leadership for Learning, organised by The Alliance for Excellent Education and the OECD, 20 September 2016, Washington, DC
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
School Leadership for Learning launch - Presentation by Montserrat Gomendio -...EduSkills OECD
Presentation by Montserrat Gomendio, Deputy Director of Education and Skills, OECD, for the launch of School Leadership for Learning, organised by The Alliance for Excellent Education and the OECD, 20 September 2016, Washington, DC
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
Based on ERS research and experience, this presentation presents four strategies for urban districts that offer the most promise for systemic and sustainable impact to improve instruction.
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/
We Must Have Even Higher Expectations For Teachersnoblex1
Setting high standards for student learning is important, but if we are to attain true excellence in our schools, we must have even higher expectations for teachers. Traditional preparation and certification programs are failing to provide sufficient quality and are deterring many talented candidates from entering the classroom. Source: https://ebookschoice.com/we-must-have-even-higher-expectations-for-teachers/
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.
MANTRA's School Transformation and Empowerment Project(STEP) - October 2014 B...Anoop Erakkil
School Transformation and Empowerment Project(STEP) is an initiative of MANTRA Social Services - Bangalore, Through STEP, we strive to promote and improve quality of education in schools serving the socioeconomically disadvantaged population of the country.
In the current academic year(2014-2015), MANTRA engaged with 9 schools for the first stage of STEP with a need assessment and report for clarifying and aligning to school’s purpose.
This report captures our work on the ground hitherto – highlighting the first stage of STEP,our key learning and strategic intent going forward.
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.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
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
Governor Kitzhaber has proposed moving Oregon to an education system that cares more about outcomes that seat time and that abandons Oregon’s siloed approach to setting budgets for PreK, K-12, higher education and community colleges. It’s a major transformation, but it is necessary for the health of our communities and economy.
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.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How libraries can support authors with open access requirements for UKRI fund...
How States Can Support Transformation in Tough Times
1. How States Can Support Transformation in Tough Times Moving Forward Conference January 13
2. ERS is a non-profit consulting firm, head-quartered in Boston We work with leaders of public school systems to rethink the use of district and school-level resources We analyze district spending, human resources, school organization and performance data to generate insight around resource strategies We leverage this insight to design new ways to allocate and organize resources at the district and school level Our work is grounded in over a decade of experience, working with school districts across the country Education Resource Strategies, Inc. 2 Education Resource Strategies
3.
4. 80% of increase went toward adding staff positions and increasing benefits while educator salaries remained flat in real dollars*
5. Spending on special education programs has gone from 4 to 21% of district budgets while regular education spending has dropped from 80% to 55%**Despite increased spending achievement gaps persist From to : 1970 2005 * Parthenon group analysis, 2008 **Richard Rothstein, Where has the money gone? 2009 Education Resource Strategies, Inc.
6. Source: Digest of Education Statistics 2007: Tables 61, 64, and 66 Overall class sizes have decreased, but basic structure of schooling has remained the same 4 Education Resource Strategies, Inc.
16. CompensationReducing compensation spending by managing teaching work-force mix and differentiating instructional roles Class size models to target individual attentionStrategically raising class sizes and rethinking one-size-fits-all class size models for providing individual attention Special EducationRedirecting special education spending to early intervention and targeted individual attention for all students TimeStrategically using existing time and extending where needed to meet student learning needs 8 Four of the biggest areas of “misalignment” that states influence include: Education Resource Strategies, Inc.
17. Build understanding of the needed changes Create the right incentives Remove barriers Support and invest in new strategies and structures Change legislation Provide political cover 9 How can states support transformation at the district level?
18. Education Resource Strategies, Inc. 10 High-performing schools are about team, not just individual performance Deliberate assignments to teaching team Each school’s specificcurricular,faculty, andstudent needs School-based expert support Collaborative planning time Formative assessments
19. Education Resource Strategies, Inc. 11 Most districts spend little to reward increased teacher responsibility and contribution $88,052 $78,232 Benefits Responsibility & Results Longevity Education Base District ABalanced work-force District BSenior work-force Compensation cost adjusted to District A area Source: ERS District Aspen District Analysis FY 2009
20. Stop or reduce increases for steps and credits to redirect compensation spending toward increased responsibilities and contribution Aggressively manage low performers out of the system Revise compensation structures to link pay to increases in responsibility and contribution as well as individual results Revise work rules to insure flexibility in teacher assignment to match team and school needs 12 What can be done to optimize compensation spending? Start Now Build Toward Education Resource Strategies, Inc.
21. Education Resource Strategies 13 Class Size Models Special Education Source: Elementary Grades Homeroom file Oct 2009; Includes elementary schools and K-8 schools (grades K0-5); excludes classes that are special ed 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) Most districts have opportunities to strategically raise class size…
22. Education Resource Strategies 14 *Core class defined as ELA, Math, Science, Social Studies; Non-core defined as Art, Computer Literacy, Vocational, Foreign Language Source: District A and B 9th and 12th grade course data (internal – Resource Mapping presentation) …and to target class sizes to priority subjects and students Class Size Models Special Education In these districts class sizes for core subjects are higher than non-core
23. Education Resource Strategies, Inc. 15 Districts have more teaching staff, but use those FTEs for specialist positions outside of the core classroom Class Size Models Special Education
24. Education Resource Strategies 16 A cycle of isolation and specialization pulls students with additional needs out of regular education classrooms Class Size Models Special Education Large, diverse classes Overextended teachers Remove “problem” student fromclassroom Current Structure of SWD & ELL services Provide additional support: - Social services - Pull-out instruction Administration to coordinate, monitor special services Resources and responsibility move outside regular classroom
25. Education Resource Strategies 17 Moving students into rigidly defined programs diverts dollars from early intervention and targeted small groups for all students Class Size Models Special Education Poverty Increment Note: Excluded are all district Alternative/Adult schools. Sources: SY10 October enrollment, district budget as of 10/09. Excludes students who did not report; ELL includes those currently in programs, excludes students who opted-out
26. Education Resource Strategies 18 *Rochester SWD enrollment includes all students with a designated category of disability. Source: ERS Benchmark Database, National data from U.S. DOE Programs, SDP Special Ed student data (PIMS); Self contained typically defined as 60% or more time in special education setting. Districts vary widely in how many students they place in special education settings Class Size Models Special Education FY06: National ID rate: 9%
34. Highlight the class size vs. teacher quality trade-off Strategically raise class sizes in non-core classes and later grades Review special education spending to reduce compliance spending and unplanned extra spending on subscale programs Encourage movement away from class size mandates in state regulations and contracts Clarify rules on maintenance of effort spending Champion revisions to special education funding that create incentives for more integrated services Explore improved ways to measure special education outcomes 21 What can be done to rethink one-size-fits-all class size model and redirect special education spending to targeted individual attention for all students? Education Resource Strategies, Inc. Start Now Build Toward
35. 22 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.” Many districts have an opportunity to increase instructional time by increasing the school day National Avg. = 1170 Education Resource Strategies, Inc. 3. Making every minute count
36. 23 ….by varying time by grade and subject 3. Making every minute count Typical District Percent of Student Time By Grade & Subject 100% PE 80% Electives Foreign Language 60% Science Social Studies 40% Math 20% ELA 0% ES 7-9th 10-12th Education Resource Strategies, Inc.
37. CompensationReducing compensation spending by managing teaching work-force mix and differentiating instructional roles Class size models to target individual attentionStrategically raising class sizes and rethinking one-size-fits-all class size models for providing individual attention Special EducationRedirecting special education spending to early intervention and targeted individual attention for all students TimeStrategically using existing time and extending where needed to meet student learning needs 24 Four of the biggest areas of “misalignment” that states influence include: Education Resource Strategies, Inc.
38. CompensationReducing compensation spending by managing teaching work-force mix and differentiating instructional roles Class size models to target individual attentionStrategically raising class sizes and rethinking one-size-fits-all class size models for providing individual attention Special EducationRedirecting special education spending to early intervention and targeted individual attention for all students TimeStrategically using existing time and extending where needed to meet student learning needs 25 Four of the biggest areas of “misalignment” that states influence include: Education Resource Strategies, Inc.
39. Build understanding of the needed changes Create the right incentives Remove barriers Support and invest in new strategies and structures Change legislation Provide political cover 26 How can states support transformation at the district level?
40. Revise funding systems to promote equity and flexibility Revamp teacher compensation, including benefits and pensions, to increase compensation for teachers who have the best results and contribute the most to improving student performance Overhaul regulations that strictly define specific staff positions and use of school time Rethink graduation requirements that are linked to taking specific courses rather than demonstrating skills and knowledge EDUCATION RESOURCE STRATEGIES, INC. 27 Top 10 things states can do in “tough times” to focus resources to their most productive uses …
41. Create new models of accountability and support for special education and English language learners that redirect resources to more integrated settings Insist on turnaround strategies that restructure existing resources and consider district-wide impact, including the challenge of displaced teachers Invest in statewide leadership development and succession planning, including providing information tools EDUCATION RESOURCE STRATEGIES, INC. 28 Top 10 things states can do…
42. Remove barriers to creative provision of education and support services by untraditional providers Promote the use of technology as a productivity improvement tool in education and school support services Report useful comparative data on school and district resource use that includes information on spending by student as well as on the use and organization of resources EDUCATION RESOURCE STRATEGIES, INC. 29 Top 10 things states can do…
44. 31 The Baltimore City Schools Transformation Strategy—a three-year journey Under new teacher contract, decisions about trade-offs to pay higher salaryfor teaching quality will be made at school level Education Resource Strategies, Inc. Transformation Restructuring Decentralization Consolidation
45. Real per pupil spending varies widely across districts, but spending patterns similar Note: Dollar amounts are adjusted for inflation (using BLS inflation adjusters) and for cost of living (NCES-CWI); all dollars from K-12 operating budgets. Uncoded dollars in Philadelphia are dollars spent on alternative schools and additional EMO payments Source: RCSD 2009-2010 budget data; RCSD BEDS enrollment; Oakland Unified School District annual report 2008; ERS Benchmark database 32 Education Resource Strategies, Inc.
46. Assumptions:Net step increase of 3.5% (4% average discounted for staff turnover)Lane increase of 2.5% Benefits increase 7.5% annually One district example: If the district must pay COLA at 3.5%, this number nearly doubles to equivalent of 360 average cost teachers next year or 600+ first year teachers by 2015 33 Education Resource Strategies, Inc.
47. Education Resource Strategies, Inc. 34 The way districts reward salary increase over a teaching career varies; merit pay is rare, primary increase is for leadership roles and NBPT Total Possible Raises Over Teacher’s Career Methodology: Experience and Education derived from salary schedules. Stipends aggregated from contracts – leadership roles conservative avg of multiple stipends (e.g. dept head, lead tchr, curricdevel) Source: Salary Schedules and Teacher Contracts.
Source: ERS Library SlidesJDAUG08Location: \\\\Minerva\\ers_data\\Internal ERS\\Slide Library Documents\\1-ERS Slides
File: BPS09 ES Contract Analysis.xls (sheet = Avg by Grade)
Excludes Alternative and SWD school types.Actual and target class sizes are based on a weighted average.
Source file: BPS budget; tab=Weights FA
Source file: Summary sheet $per pupilBoston charter schools: average an 8.2 hr day according to the tBF report on charters, p.25.
Add data table underneath showing size, demographics
Leadership Roles corrects for the fact that some leadership stipends are not additive. For example, you wouldn’t receive money for being a department head and for being a lead teacher.Leadership roles included…Department chairBuilding leadership teamCurriculum DevelopmentLead TeacherMentoring New Teachers