After one year of in-depth resource analysis, ERS released a report on Duval County Public Schools (DCPS), Realigning Resources for District Success. The report provides a blueprint for the district, presenting in detail significant opportunities where the district can improve student outcomes despite dire budget realities through better alignment of resources to priorities. This presentation was given along with the report.
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.
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.
This document outlines a foundation degree program in business and education management for university administrators. The program aims to provide professional development for staff without degrees and improve skills. It is a three-year blended learning program with classes one day per week and work-based assignments. Students gain broader business knowledge and apply concepts to their roles, improving performance and confidence. The university benefits from more knowledgeable staff better able to contribute. Evaluations found high student satisfaction, progression in studies and careers, and little attrition.
This document outlines a staff development proposal for teachers to learn how to integrate technology and meet state standards. It proposes a teacher institute day with breakout groups to learn tools like Prezi, Google Earth, and iMovie. The goals are for teachers to understand standards, create a technology-based lesson, and learn to use new apps. Assessments include evaluating lessons and teacher feedback. The budget outlines costs for standards books and materials. The conclusion states the goals are to prepare students for success by incorporating new skills and tools.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
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.
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.
This document outlines a foundation degree program in business and education management for university administrators. The program aims to provide professional development for staff without degrees and improve skills. It is a three-year blended learning program with classes one day per week and work-based assignments. Students gain broader business knowledge and apply concepts to their roles, improving performance and confidence. The university benefits from more knowledgeable staff better able to contribute. Evaluations found high student satisfaction, progression in studies and careers, and little attrition.
This document outlines a staff development proposal for teachers to learn how to integrate technology and meet state standards. It proposes a teacher institute day with breakout groups to learn tools like Prezi, Google Earth, and iMovie. The goals are for teachers to understand standards, create a technology-based lesson, and learn to use new apps. Assessments include evaluating lessons and teacher feedback. The budget outlines costs for standards books and materials. The conclusion states the goals are to prepare students for success by incorporating new skills and tools.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
Teacher Compensation and Advanced Teaching Roles RFP Grantees and FundingAnalisa Sorrells
The document outlines North Carolina's Request for Proposal for a pilot program to develop advanced teaching roles with increased compensation. It provides information on the timeline for submitting proposals, purpose of the pilot program, available funding of $1 million, proposal reviewers, and evaluation rubric. The goal is to allow highly effective teachers to take on additional roles and students to improve performance and provide salary supplements, while enabling innovative compensation models.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Accelerating Transitions Powerpoint December 3 2014Allen Call
This document outlines strategies for accelerating student transitions from basic skills programs to postsecondary education. It discusses the importance of gaining buy-in from partners, collaboratively designing instruction, providing student supports, and working with internal partners. For getting buy-in, it recommends establishing an advisory board to maintain communication between stakeholders. Collaborative instructional design involves curriculum planning, contextualized learning, support classes, and team teaching. Student supports include advising, advocacy, assistance navigating resources, and employability training. Building relationships with other college departments can help break down barriers for students.
This document provides an overview of the introductory lecture for a course on knowledge management. The lecture introduces the topic and objectives of the course, which are to understand how to assess the credibility of information sources and manage large amounts of data. It also discusses key concepts like the knowledge economy and definitions of knowledge management. The course will address topics such as intellectual capital, leveraging knowledge through strategy, and knowledge management tools. Students will complete an individual assignment analyzing an issue using credible sources and data.
This document discusses strategic leadership of ICT in schools. It emphasizes that school leaders play a key role in translating visions of technology integration into reality through strategic planning. Effective strategic goals focus on student outcomes and are SMART. Strategic plans should involve collecting evidence, defining issues, setting goals, and determining actions, monitoring, and evaluation. Leaders must enable and support teacher professional development and technology literacy for 21st century learners.
Strategic Plan Presentation to School BoardJay Marino
The document outlines the strategic planning process undertaken by Dunlap Community Unit School District #323. A committee of 38 representatives from teachers, administrators, staff, parents and community members met over 6 meetings to develop the strategic plan. Key themes in the plan focus on preparing students with 21st century skills and engaging learning. Next steps include formalizing the mission statement, creating action plans, measures of progress, and ensuring alignment between the district plan and school/classroom goals. Schools and classrooms will track data and student progress to monitor implementation and outcomes.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
The document provides an overview of a webinar on collaborative professional learning and professional development planning in New Jersey. The webinar covered establishing goals for professional learning, defining student achievement, analyzing student data, aligning professional development and student learning goals, providing structures and resources for professional learning, evaluating professional development plans, and timelines for professional development plans and accrual of hours. Key aspects included using protocols and tools to guide collaborative work, focusing professional development on improving teacher practice and student achievement, and emphasizing accountability for results in professional development planning.
This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.
Rebuilding the Plane While Flying: Library/Vendor Strategies for Approval Pla...Charleston Conference
This document summarizes Loyola Marymount University's process to comprehensively revise their approval plan profile in consultation with YBP Library Services. The university formed subject pods to provide training to their 22 liaison librarians and build expertise in collection development. They conducted an in-depth title-by-title review of the approval plan profile with input from liaisons. This resulted in the creation of multiple new subject-specific profiles to better meet the needs of the collection. The new profiles have reduced the number of books received on approval while improving coverage of the collection. Ongoing assessment will evaluate the impact of the changes.
Stephen Rice has over 17 years of experience in education reform. He is dedicated to designing and implementing innovative programs to improve student outcomes. As Director of Project Degree Initiatives, he launched two large grant-funded projects that served over 7,200 underserved students. Previously, he held various roles implementing education programs and providing student support services.
This document outlines best practices for community college budgeting. It discusses Oregon's goals for higher education attainment by 2025 and the agencies responsible for advising on higher education policy. It also describes internal changes at Portland Community College (PCC), including defining goals, identifying gaps between current performance and goals, developing strategies to close gaps, prioritizing spending to enact strategies, and participating in a best practices budgeting pilot program. PCC's Completion Investment Council makes recommendations to invest in improving student success, such as enhancing pathways, developmental education, and professional development.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
- 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 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.
Analyzing the College Experience: The Power of Dataaccenture
By unleashing the power of analytics, institutions align resources, systems and strategy to use data to drive decisions related to key areas such as enrollment, student success and academic performance.
Analyzing the College Experience: The Power of Data in Higher Educationaccenture
By unleashing the power of analytics, institutions align resources, systems and strategy to use data to drive decisions related to key areas such as enrollment, student success and academic performance. Learn more: https://accntu.re/2JEY0wL
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.
Academic Recruitment Best Practices -Project Report-Final 7.8.15Brian Groeschel, MA
The document provides a summary of a project conducted by GLW Consultants for the UC Davis Academic Affairs department to develop best practices for academic recruitment. It includes:
1. An introduction describing the objectives of identifying common practices and inconsistencies across UC Davis schools to develop recruitment best practices.
2. A description of the challenges faced, including limiting participation in focus groups and the decentralized structure of academic recruiting at UC Davis.
3. The outcomes of best practices charts, tip sheets for the UC Recruit system, and a draft online toolkit.
4. Recommendations to conduct additional focus groups to develop a more comprehensive best practices list, and to organize resources into an online toolkit to increase accessibility.
Teacher Compensation and Advanced Teaching Roles RFP Grantees and FundingAnalisa Sorrells
The document outlines North Carolina's Request for Proposal for a pilot program to develop advanced teaching roles with increased compensation. It provides information on the timeline for submitting proposals, purpose of the pilot program, available funding of $1 million, proposal reviewers, and evaluation rubric. The goal is to allow highly effective teachers to take on additional roles and students to improve performance and provide salary supplements, while enabling innovative compensation models.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Accelerating Transitions Powerpoint December 3 2014Allen Call
This document outlines strategies for accelerating student transitions from basic skills programs to postsecondary education. It discusses the importance of gaining buy-in from partners, collaboratively designing instruction, providing student supports, and working with internal partners. For getting buy-in, it recommends establishing an advisory board to maintain communication between stakeholders. Collaborative instructional design involves curriculum planning, contextualized learning, support classes, and team teaching. Student supports include advising, advocacy, assistance navigating resources, and employability training. Building relationships with other college departments can help break down barriers for students.
This document provides an overview of the introductory lecture for a course on knowledge management. The lecture introduces the topic and objectives of the course, which are to understand how to assess the credibility of information sources and manage large amounts of data. It also discusses key concepts like the knowledge economy and definitions of knowledge management. The course will address topics such as intellectual capital, leveraging knowledge through strategy, and knowledge management tools. Students will complete an individual assignment analyzing an issue using credible sources and data.
This document discusses strategic leadership of ICT in schools. It emphasizes that school leaders play a key role in translating visions of technology integration into reality through strategic planning. Effective strategic goals focus on student outcomes and are SMART. Strategic plans should involve collecting evidence, defining issues, setting goals, and determining actions, monitoring, and evaluation. Leaders must enable and support teacher professional development and technology literacy for 21st century learners.
Strategic Plan Presentation to School BoardJay Marino
The document outlines the strategic planning process undertaken by Dunlap Community Unit School District #323. A committee of 38 representatives from teachers, administrators, staff, parents and community members met over 6 meetings to develop the strategic plan. Key themes in the plan focus on preparing students with 21st century skills and engaging learning. Next steps include formalizing the mission statement, creating action plans, measures of progress, and ensuring alignment between the district plan and school/classroom goals. Schools and classrooms will track data and student progress to monitor implementation and outcomes.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
The document provides an overview of a webinar on collaborative professional learning and professional development planning in New Jersey. The webinar covered establishing goals for professional learning, defining student achievement, analyzing student data, aligning professional development and student learning goals, providing structures and resources for professional learning, evaluating professional development plans, and timelines for professional development plans and accrual of hours. Key aspects included using protocols and tools to guide collaborative work, focusing professional development on improving teacher practice and student achievement, and emphasizing accountability for results in professional development planning.
This document discusses standards for teacher preparation programs in the Houston area. It establishes expectations for educator preparation providers (EPPs) in areas like screening candidates, required training, technology training, classroom observations, and student teaching experiences. EPPs are expected to provide evidence that candidates meet standards in these areas. The document also outlines quality standards for teachers, including teamwork, critical thinking, and communication. School districts will use these standards to improve the quality of new teachers in the workforce.
Rebuilding the Plane While Flying: Library/Vendor Strategies for Approval Pla...Charleston Conference
This document summarizes Loyola Marymount University's process to comprehensively revise their approval plan profile in consultation with YBP Library Services. The university formed subject pods to provide training to their 22 liaison librarians and build expertise in collection development. They conducted an in-depth title-by-title review of the approval plan profile with input from liaisons. This resulted in the creation of multiple new subject-specific profiles to better meet the needs of the collection. The new profiles have reduced the number of books received on approval while improving coverage of the collection. Ongoing assessment will evaluate the impact of the changes.
Stephen Rice has over 17 years of experience in education reform. He is dedicated to designing and implementing innovative programs to improve student outcomes. As Director of Project Degree Initiatives, he launched two large grant-funded projects that served over 7,200 underserved students. Previously, he held various roles implementing education programs and providing student support services.
This document outlines best practices for community college budgeting. It discusses Oregon's goals for higher education attainment by 2025 and the agencies responsible for advising on higher education policy. It also describes internal changes at Portland Community College (PCC), including defining goals, identifying gaps between current performance and goals, developing strategies to close gaps, prioritizing spending to enact strategies, and participating in a best practices budgeting pilot program. PCC's Completion Investment Council makes recommendations to invest in improving student success, such as enhancing pathways, developmental education, and professional development.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
- 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 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.
Analyzing the College Experience: The Power of Dataaccenture
By unleashing the power of analytics, institutions align resources, systems and strategy to use data to drive decisions related to key areas such as enrollment, student success and academic performance.
Analyzing the College Experience: The Power of Data in Higher Educationaccenture
By unleashing the power of analytics, institutions align resources, systems and strategy to use data to drive decisions related to key areas such as enrollment, student success and academic performance. Learn more: https://accntu.re/2JEY0wL
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.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Comprehensive Leadership Development, By Mike Heffner and Sid HaroSid Haro
This document discusses comprehensive systems for teacher induction. It argues that effective induction requires a strategic, systemic approach that engages multiple stakeholders and utilizes various components and levers, including rigorous recruitment, strong induction programs, meaningful evaluation, and career opportunities. It outlines the New Teacher Center's theory of action for comprehensive induction systems, which aims to accelerate teacher effectiveness in order to improve student learning outcomes. Key aspects of the theory include defining the goals of impacting teacher performance, retention, and leadership; designing programs with strong instructional mentoring, principal support, and evaluation; and ensuring conditions like professional mentors, program funding, and alignment with other district initiatives.
The document discusses the Master Educator role in DCPS-TNTP IMPACT. Master Educators are a select group of expert teachers who evaluate and support other teachers across the district. Their responsibilities include conducting observations of teachers and providing feedback. DCPS invests significant resources into recruiting, selecting, training and supporting Master Educators to fulfill this important instructional leadership role.
The document discusses Denver Public Schools' implementation of a performance management system to improve student achievement. It describes how DPS built a culture of data-driven decision making by providing timely data and tools to educators, establishing goals and accountability, and focusing on continuous improvement. Key aspects of the DPS system included an accountability framework to measure growth, a data portal giving educators access to student information, and metrics to track performance at the district, school, classroom, and student levels. The document outlines how DPS worked to gain support for the new system and help educators use data to target instruction and interventions to student needs.
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.
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.
This document provides guidance on planning and forecasting a school budget effectively over a 3-5 year period. It discusses the benefits of budget planning, including reduced financial risks, ensuring the right resources are available to support curriculum needs, and maintaining a good reputation through sound financial management. The document then outlines the key stages in budget preparation, including assessing historical spending patterns, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It emphasizes creating a range of budget forecasts to account for uncertainty and determining a realistic 3-5 year outlook. Accessing budget planning tools can make the complex process quicker, easier and reduce errors.
American education is facing challenges including budget cuts, increased standards, and high teacher attrition. Effective talent management can help districts improve teacher effectiveness and retention by providing personalized learning, tracking performance, and supporting career growth. Integrated talent management systems allow districts to deliver differentiated instruction to educators through all stages of their career. These systems make talent management more efficient and data-driven while empowering teachers with customized development opportunities. Case studies show districts that implement talent management software see benefits like increased compliance, insight into training needs, and improved outcomes.
This document outlines an agenda and process for a Smarter School Spending project in the SAUSD district. The project team includes Darren Armstrong as project manager and Dr. Maureen Saul and Dr. Katy Schneider as finance coaches. The document provides context on budget challenges in California schools and introduces the Smarter School Spending process to align resources with academic goals. It describes the team structure and roles. The process will refine academic priorities, identify opportunities to reallocate spending to support priorities, and engage stakeholders. The stated goal is to reclassify 75% of English Learners within 5 years through initiatives focused on early literacy, professional development, and leadership around English Learner education.
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.
This document provides guidance on planning and forecasting a school budget effectively. It discusses assessing historical budget data, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It also recommends creating a range of budget forecasts that model different potential outcomes based on uncertainty around future funding, pupil numbers, staffing costs and other factors. Effective budget setting tools can make the budget planning process quicker, easier and reduce errors.
This document provides guidance on planning and forecasting a school budget effectively. It discusses assessing historical budget data, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It also recommends creating a range of budget forecasts that model different potential outcomes based on uncertainties around future funding, pupil numbers, staffing costs and curriculum changes. The use of budget planning tools is suggested to make the budgeting process quicker, easier and reduce errors.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funds are typically allocated, and the relationship between spending levels and student performance. While past research found no clear link between spending levels and outcomes, more recent studies show sustained spending increases can improve student achievement and attainment, especially for low-income students, if funds are used strategically. The document emphasizes that how well resources are used matters more than just how much is spent, and clarity on resource use is key to making the case for greater investment in education.
The document discusses 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.
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.
The document discusses equitable school funding and resource allocation. It defines equitable funding as schools receiving resources comparable to student needs and what is required to reach high learning goals, rather than equal funding based only on size. It shows funding inequities between states, districts, and schools. Schools with more students in poverty often receive less funding and have lower student outcomes. The document advocates for allocating more resources to schools with higher student needs to support all students reaching high standards. Districts should ensure equitable and transparent funding across schools.
The document discusses 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.
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.
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.
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.
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 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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Realigning Resources for District Success - Duval County Public Schools Final Report to Board of Education
1. Realigning Resources for District Success Duval County Public Schools Final Report to Board of Education September 20, 2011
2. Raise the bar & close the gap Common core, FCAT 2.0 increase challenge for all Student achievement levels not rising at pace with strategic goals Decreasing revenue & increasing constraint $90 M budget gap and tightening rules on class size in FY11-12 Continued shortfalls expected Civic capacity as strength Fordham report named Jacksonville one of top cities in the nation for school reform* DCPS partnered with ERS to identify opportunities to do more with less “Rethinking the status quo, by definition, can be unsettling. But . . . the alternative is to simply end up doing less with less.”—Arne Duncan, U.S. Secretary of Education** Project Goal: Identify opportunities to improve alignment of resources with goals & strategic resource principles *Hess, Frederick, Stafford Palmieri, and Janie Scull. “America’s Best and Worst Cities for School Reform: Attracting Entrepreneurs and Change Agents.” The Thomas B. Fordham Institute. August, 2010. **The New Normal: Doing More with Less. Secretary Duncan’s remarks at the American Enterprise Institute, Nov 17, 2010.
3. Project Background Context for Resource Use in DCPS Recommendations Summary of Resource Implications Agenda
4. Non-profit consulting firm, head-quartered in Boston Work with leaders of public school systems to rethink the use of district and school-level resources Analyze district data to generate insight around resource strategies Work is grounded in over a decade of experience, working with leading school districts across the country Who We Are
5. Teaching EffectivenessBuild teaching effectiveness through teams that maximize combined expertise and have time and support for effective collaboration Individual AttentionCreate targeted individual attention for students and foster personal relationships between students and teachers Academic TimeOrganize and use time strategically, maximizing time on core academics, and linking learning to needs ERS has found that strategic schools organize resources around three guiding principles… STUDENT PERFORMANCE NEEDS - TEACHER LEARNING NEEDS STUDENT OUTCOMES FLEXIBLE RESOURCES TRANSFORMATIONAL LEADERSHIP Teaching Effectiveness Teaching Effectiveness Individual Attention Academic Time Instructional Model
6. And that districts use seven transformational resource strategies support high performing schools at scale… FUNDINGequitable, transparent, and flexible TEACHER COMPENSATION & JOB STRUCTURErecognizes, rewards, and builds contribution SCHOOL DESIGNschedules and staffing match needs High Performing Schools at Scale INSTRUCTIONAL SUPPORTstrategically aligned LEADERSHIPsupported and rewarded CENTRAL OFFICE SERVICESaccountable, efficient PARTNERS & TECHNOLOGYleveraged
7. Analysis of SY0910 resource use heavily quantitative, supplemented with qualitative data Note: Data sources included DCPS FY0910 expenditures, payroll, human resources, course schedule, enrollment, and performance data
8. Major findings presented over series of working sessions and report-outs Final Working Session: Synthesis & prioritization August Project Kick-Off, Data Collection, LT Interviews Preliminary Report to Board February Report to Board: Sept High School Design Budget Realloc. Simulation School Funding Elem. School Design Middle School Design Human Capital Turnaround Monthly Working Sessions
9. Project Background Context for Resource Use in DCPS Recommendations Summary of Resource Implications Agenda
10. District-wide, academic progress has not kept up with district improvement goals Source: DCPS District Strategic Plan version 2.0 from DCPS website: http://www.duvalschools.org/static/aboutdcps/superintendent/downloads/Strategic_Plan_Version_2_Final.pdf
11. Low performers are not closing the gap, growing least in high needs schools Source: ERS analysis of DCPS 0809-0910 FCAT data for SY0910 9th and 10th graders Note: % of a year’s growth measured in developmental scale score points based on FL DOE target for one year’s growth Average percent of a year’s growth Percent of Incoming 9th Graders NOT Proficient
12. At 8.5K per pupil, DCPS K-12 operating spending lower than most ERS partner districts State class size legislation means limited resources are less flexible *Dollars adjusted to Cost of Living in Duval County and 2009-10 year; Source: ERS analysis of DCPS FY0910 Expenditures, Survey 2 enrollment Data
13. DCPS has prioritized resources to many strategic areas, spending less on central and more on instruction Cross District Comparison of Operating Expenses by Type Low $/pp High $/pp WHAT THIS MEANS: DCPS must restructure existing investments, target resources to highest need areas, and leverage partners Source: ERS analysis of DCPS 0910 Expenditure data
14. Project Background Context for Resource Use in DCPS Recommendations Summary of Resource Implications Agenda
15. MEASURING TEACHER EFFECTIVENESS: Launch leadership development effort to support implementation of new evaluation system, which will then inform hiring, assignment, professional development, career growth and compensation STRENGTHENING TEACHING TEAMS: Build highly effective teaching teams that collaborate regularly with expert support by bringing together pieces of DCPS’s current >$100 million investment in instructional support TARGETING TIME AND ATTENTION: Improve individualization of instruction by scheduling students more flexibly and aligning interventions LEVERAGING TURNAROUND : Restructure and increase investment in turnaround schools to attract and develop top talent and better support students’ readiness to learn MATCHING FUNDING TO NEED: Free up resources invested in smaller school size to increase funding based on prioritized need Executive Summary of Recommendations Fully maximizing resources in each area will require reducing costs, restructuring the way resources are used, making new investments, and accessing private/community funding
16. Project Background Context for Resource Use in DCPS Recommendations Measuring Teaching Effectiveness Strengthening Teaching Teams Targeting Time and Attention Leveraging Turnaround Matching Funding to Need Summary of Resource Implications Agenda
17. New teacher evaluation is key improvement, though effective implementation is still “TBD” Future work related to ensuring evaluation is accurate, rigorous, accessible, and used well is essential to impact of new tool and will require ongoing investment in implementation.
18. Most essential investments relate to effective support and monitoring for principals/evaluators Example: Additional time commitment may warrant smaller management ratios, reduction of other responsibilities, etc. Recent New Teacher Project report named five key areas of investment:* Estimated Evaluator time required under 09-10 and 10-11 teacher evaluation systems* Strategic Practice: TNTP Report “Smart Spending for Better Teacher Evaluations” *Source: The New Teacher Project, “Smart Spending for Better Teacher Evaluation Systems” June 2011 **Note: min. evaluator time is estimate based on requirements in evaluation manual, but should be revised as expectation of evaluator role is clarified.
29. Evolve hiring strategyThe Opportunity Source: ERS analysis of DCPS HR, expenditure, and payroll data; ERS district benchmark database
30. Measuring Teacher Effectiveness – Summary of Opportunities & Resource Implications Strategic Practices: Hillsborough Co. FL; Achievement First Charter Network
31. Project Background Context for Resource Use in DCPS Recommendations Measuring Teaching Effectiveness Strengthening Teaching Teams Targeting Time and Attention Leveraging Turnaround Matching Funding to Need Summary of Resource Implications Agenda
32. Improving teaching effectiveness requires four elements of school-based support that promote effective collaboration Improved instruction, individualized to student needs Long-term improvements in teacher effectiveness With transition to common core & increasing use of data, effective team collaboration is growing even more essential
33.
34. But, like many districts, existing investments not organized to fully support effective collaboration Fully Implemented Partially Implemented Not Implemented
35. Teacher time outside the student day is not consistently used for collaboration Total Investment in School-based Teacher Development Time Faculty Meetings Early Release Time 5% 5% Teacher Planning Time (includes planning period & hrs. pre/post instructional day) Pre/Post & Qrtly. Planning Planning time is currently designated in DTU contract as “teacher initiated” – principals perceive this as barrier to systematic use for expert supported team collaborative time. Total investment: $101 Million Principal controlled, but not consistently devoted to teacher team collaboration. 90 min/wk of collaboration (14%) 73% Investment in school-based development time is 2.6x all other teacher PD combined Source: DCPS teacher contract; school hours
36. Strengthening Teaching Teams – Summary of Opportunities & Resource Implications Strategic Practices: Devonshire ES, Charlotte, NC; OSI Turnaround Schools, Chicago, IL
37. Project Background Context for Resource Use in DCPS Recommendations Measuring Teaching Effectiveness Strengthening Teaching Teams Targeting Time and Attention Leveraging Turnaround Matching Funding to Need Summary of Resource Implications Agenda
38. Teaching effectiveness: Build teaching effectiveness through teams that maximize combined expertise and have time and support for effective collaboration Individual Attention: Create targeted individual attention for students and foster personal relationships between students and teachers Academic Time: Organize and use time strategically, maximizing time on core academics, and linking learning to needs Two remaining school design principles ensure people and time are organized to match student need STUDENT PERFORMANCE NEEDS - TEACHER LEARNING NEEDS STUDENT OUTCOMES FLEXIBLE RESOURCES TRANSFORMATIONAL LEADERSHIP Teaching Effectiveness Teaching Effectiveness Individual Attention Academic Time Instructional Model
39. Class size & teacher load not well differentiated to prioritize resources to high-need areas Avg. HS Gen Ed Core Class Size & Teacher Load By Subject Ability to differentiate core class size limited by state class size requirement Avg. load at “Leading Edge” HS Number of Students * * Class size Teacher Load (# of unique students per teacher) Source: ERS analysis of DCPS 09-10 Course Schedule data *PE excluded from non-core
40. Some opportunity to reallocate non-instructional resources to increase individual attention Students per Staff (High Schools) Low $/pp High $/pp DCPS secondary schools have comparatively high numbers of front office staff. A typical HS of 2000 in Charlotte, for example, has six front office staff, compared to 14 at a similar high school in DCPS. Source: ERS benchmark database; ERS analysis of DCPS 0910 expenditure, payroll, and enrollment data
41. But little opportunity to better utilize teachers % of Instructional Staff Deployed as Primary Gen Ed Classroom Teacher During the Average Period (High Schools) Low $/pp High $/pp DCPS faces unique challenge of creatively deploying classroom teachers within and across classrooms to provide targeted individual attention Source: ERS benchmark database; ERS analysis of DCPS 0910 expenditure, payroll, and enrollment data
42. Duval MS & HS students spend less total time in school than other ERS partner districts MS/HS average: 1190 Total Student Hours per Year (MS/HS) “Leading Edge” HS average: 1276 As with classroom teaching staff, Duval must strategically target limited time based on need. Source: ERS benchmark database and TR3 Database; DCPS middle and high school hours
43. While L1 students receive more time, need to improve use of time and increase focus on L2 & L3 % of freshman ending year proficient by incoming performance level Source: ERS analysis of DCPS 0910 course schedule & student performance data Example: SY 09-10 % of Time on ELA (MS/HS General Ed only) Percent of Instructional Time Trend in math follows same pattern, with L1 students taking 2 math classes, most others taking 1.
46. Separate accountabilityCompass Odyssey Intensive Reading Individualized student intervention plans can help align interventions to one set of individualized learning goals to which all programs are accountable. Source: ERS school visits and student focus groups, Dec 2010-Jan 2011 and August 2011
47. Targeting Time and Attention – Summary of Opportunities & Resource Implications Strategic Practice: Ashley Park Elementary, Charlotte, NC; Cincinnati Public Schools Source: ERS analysis of DCPS 0910 course schedule and expenditure data Note: “Non-core” excludes PE
48. Project Background Context for Resource Use in DCPS Recommendations Measuring Teaching Effectiveness Strengthening Teaching Teams Targeting Time and Attention Leveraging Turnaround Matching Funding to Need Summary of Resource Implications Agenda
49.
50.
51. $2.4 million investment in bonuses not attracting more effective teachers to turnaround schools Average MAP Percentile for Teachers in TA Schools by Source Average percentile rank 105 34 5 5 46 5 3 89 11 3 4 15 3 3 5 Number of teachers in group Note: Reading shows similar trend Source: DCPS 08-10 HR data, 0910 MAP data
52. 1. Leadership bench not deep enough for sustained improvement Highly effective turnaround leaders are too few in number and not set up for success Source: ERS analysis of DCPS 2008-2010 HR and school performance data; August 2011 community focus groups Note: 11 principals moved to Turnaround schools from 0809 to 0910, but only have YOY data for 9 principals included in analysis. Performance Pattern at Schools of Exit 2. And, leaders not positioned for success “I was very impressed with the principal, but it seems like a really hard job. She was all over doing so many different things. With so many things going on, how can they really focus on what they need to do?” —Community participant in Principal for a Day
53. TA strategy investment high in teaching effectiveness, low in other foundational* areas $16.5M($651 pp) $8.4M(+$908 pp) Strategic investment also depends on increased flexibility of resources to respond to school need and evidence of success and failure. Source: ERS analysis of DCPS 2010-11 Turnaround and SIG funding *Note: ERS has found that districts invest in six strategic turnaround intervention areas, and that four are key foundations for all other investments
54. Leveraging Turnaround – Summary of Opportunities & Resource Implications Strategic Practices: Strategic Staffing Initiative, Charlotte, NC; Turnaround Specialist Program, University of VA; Boston Public Schools turnaround initiative, Boston, MA
55. Project Background Context for Resource Use in DCPS Recommendations Measuring Teaching Effectiveness Strengthening Teaching Teams Targeting Time and Attention Leveraging Turnaround Matching Funding to Need Summary of Resource Implications Agenda
56. Duval allocates fewer dollars based on student need than other districts Cross District Comparison of Per Pupil Expense by Student Type (fully allocated) Low Overall $/pp High Overall $/pp Low overall funding and class size requirement impact ability to match funding to need Source: DCPS FY0910 Expenditures, Survey 2 enrollment Data, ERS analysis. Dollars adjusted to Cost of Living in Duval County and 2009-10 year
57. Additional variation exists, after controlling for differences in funding based on student type School Attributed $/Pupil(adjusted for student need) Median $7.3K Hi-Lo Spread 2.1X Median $6.5K Hi-Lo Spread 1.7X Median $6.3K Hi-Lo Spread 1.7X ES/K-8 MS HS/SS Key question: Is variation deliberate, addressing school & student need? Source: DCPS FY0910 Expenditures and Survey 2 Enrollment; ERS analysis
58.
59. 31 are < 50010% above Median School-Attributed (adjusted $/pp) Median Funding Level Enrollment Elementary size and turnaround drivers explain most funding variation in schools >10% outside median Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
60. Separating additional spending on ES size & turnaround, Duval spends ~$26M on size, mostly on instruction Spending on Size by Functional Area Total “size premium” = $26.1 million Source: DCPS 0910 expenditure & school enrollment data
61. Duval has significantly more small ES (<500) than Charlotte does; its ES portfolio is more comparable to the higher-funded districts ERS has studied 48% of ES are <500 * * * Low $/pp High $/pp *Note: District has undertaken significant school closures since year of analysis Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
62. Matching Funding to Need – Summary of Opportunities & Resource Implications *Note: Estimate excludes any revenue generated through leasing of building space in schools that are closed.
63. Project Background Context for Resource Use in DCPS Recommendations Summary of Resource Implications Agenda
64. Summary of Primary Resource Implications *Italics indicate opportunity for community partnership
Editor's Notes
Last bul is segue into frameworks on next two slides
Refer to 7 strategies
1. Launch leadership development effort to support systematic implementation of new eval2. Revise account sys, contract and teacher assignment practices to leverage $100 mil investment in teacher planning time, coaching & formative assessments to Multiply the number of effective teacher by leverage $100 mil investment in teacher planning time, coaching & formative assessments to 3.
Smart, efficient & data-drivenTools &systemsto guide and support evaluation processTraining for evaluators &key district staffCommunications to key audiences, especially teachers and school leadersMonitoring to ensure consistent implementation across schoolsSustainability of new system conversation about performance and improvementEvery investment area related to effectivemonitoring & support for principals to ensure effective use of tool & accuracy of information
Ensure top talent sees turnaround as the most exciting and prestigious place to be in the districtPrioritize resources to key investment areas and ensure they can be customized to approaches defined based on student and school needUse data within a cycle of continuous improvement to analyze early indicators of success and failure and evolve strategy and resource use