The survey received over 1,400 responses and was representative of the district population. It found that parents are highly satisfied with most LAEF-funded programs, especially class size reduction. However, some areas could use improvement, such as increasing hands-on science, consistent library hours, and offering more electives at the junior high level. While committed to supporting education, parents want fiscal responsibility and clear communication about how funds are allocated.
This survey of over 1,400 parents in the Los Altos School District sought feedback on satisfaction with programs funded by the Los Altos Education Foundation (LAEF) in the 2013-14 school year and priorities for 2014-15. Key findings included high overall satisfaction with funded programs across all grades, strong support for continuing small class sizes and the STEM program, and a desire for expanded junior high electives. The survey also gauged attitudes about donating to LAEF, finding that most donors give because they feel it is important to support the district. Areas identified for improvement included increasing communication about LAEF programs and exploring potential program changes.
Sat & priorities survey results 14 15 web version2laef_laef
The survey received 1,772 responses, similar to previous years. Parents remain largely satisfied with LAEF-funded programs but some shifted from "satisfied" to "neutral", possibly due to question changes. Key priorities included smaller class sizes, especially in early grades, and more PE. For transitional kindergarten, reducing class sizes from 30 to 25 was viewed as the best use of funds but some wanted more emphasis on PE, STEM, and social-emotional learning.
At the Jacksonville Public Education Fund's 2015 ONE by ONE Convention, Dr. Nikolai Vitti, Superintendent of Duval County Public Schools, presented an update on the progress of public education. The event took place on January 31, 2015.
Respondents in a 2017 Gallup poll said they have little confidence in the public schools today with only 36 percent having a “great deal” or “quite a lot” of confidence in the schools. While the rising tide of mediocrity so often mentioned in educational research pushes for more funding— smaller class sizes and higher teacher salaries, this research and that of others shows money may not be the leading factor in success in a scholastic media environment. When 310 of the most successful scholastic broadcast, yearbook, newspaper and online programs were examined, the qualifications of the teachers, the location of the school and the racial diversity of the school were more likely to predict success than per pupil revenues or low student/teacher ratios.
Student Fees - A Bay Village Citizens Advisory StudyBaySchoolsOH
The Bay Village Schools Citizens Advisory Committee studied Student Fees as their 2010-2011 research topic for the Board of Education. Study included quantifying fees in similar districts and surveying Bay parents.
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.
PowerPoint presentation of the 2016-2017 Annual Public Education Perceptions Poll. The poll of Duval County residents was released on January 31, 2017. For more information and complete results visit jaxpef.org.
This survey of over 1,400 parents in the Los Altos School District sought feedback on satisfaction with programs funded by the Los Altos Education Foundation (LAEF) in the 2013-14 school year and priorities for 2014-15. Key findings included high overall satisfaction with funded programs across all grades, strong support for continuing small class sizes and the STEM program, and a desire for expanded junior high electives. The survey also gauged attitudes about donating to LAEF, finding that most donors give because they feel it is important to support the district. Areas identified for improvement included increasing communication about LAEF programs and exploring potential program changes.
Sat & priorities survey results 14 15 web version2laef_laef
The survey received 1,772 responses, similar to previous years. Parents remain largely satisfied with LAEF-funded programs but some shifted from "satisfied" to "neutral", possibly due to question changes. Key priorities included smaller class sizes, especially in early grades, and more PE. For transitional kindergarten, reducing class sizes from 30 to 25 was viewed as the best use of funds but some wanted more emphasis on PE, STEM, and social-emotional learning.
At the Jacksonville Public Education Fund's 2015 ONE by ONE Convention, Dr. Nikolai Vitti, Superintendent of Duval County Public Schools, presented an update on the progress of public education. The event took place on January 31, 2015.
Respondents in a 2017 Gallup poll said they have little confidence in the public schools today with only 36 percent having a “great deal” or “quite a lot” of confidence in the schools. While the rising tide of mediocrity so often mentioned in educational research pushes for more funding— smaller class sizes and higher teacher salaries, this research and that of others shows money may not be the leading factor in success in a scholastic media environment. When 310 of the most successful scholastic broadcast, yearbook, newspaper and online programs were examined, the qualifications of the teachers, the location of the school and the racial diversity of the school were more likely to predict success than per pupil revenues or low student/teacher ratios.
Student Fees - A Bay Village Citizens Advisory StudyBaySchoolsOH
The Bay Village Schools Citizens Advisory Committee studied Student Fees as their 2010-2011 research topic for the Board of Education. Study included quantifying fees in similar districts and surveying Bay parents.
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.
PowerPoint presentation of the 2016-2017 Annual Public Education Perceptions Poll. The poll of Duval County residents was released on January 31, 2017. For more information and complete results visit jaxpef.org.
Fredericksburg Academy Parent Meeting 2015bhunsinger
This is a presentation delivered by Fredericksburg Academy Head of School Karen Moschetto to FA parents in February 2015. It shares the feedback provided by parents in our 2014-2015 FA Parent Survey, updates the school's progress on the Strategic Plan, and puts Fredericksburg Academy in context by providing statistics about independent schools in Virginia and the U.S.
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.
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.
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.
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how 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 provides outcomes and performance data for several early childhood and family programs funded by the Juvenile Welfare Board of Pinellas County. It shows the number of children served, program budgets, cost per client, and results on standardized tests of kindergarten readiness. Most programs served between 30-100 children and had budgets between $100,000-$800,000. Test results generally showed 70-95% of children achieving readiness benchmarks, though some small programs combined 3 years of data. The board's investments aimed to improve school performance by addressing behavioral issues, homelessness, language barriers and other risk factors early on.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
This document outlines the Building Respect and Ending Bullying and Cruelty in Your School presentation. It was developed by experts from Harvard and the University of Nebraska, along with the National Guard, to help schools address bullying. The presentation explores bullying behaviors through case studies and discussion of core values like respect. It encourages students to intervene safely if they witness bullying and to become leaders who promote inclusion. The goal is to empower students and start discussions to create safer learning environments.
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
CTE programs have the potential to increase student engagement, achievement, and transition to postsecondary education or careers. CTE courses see higher graduation rates and fewer absences than traditional academic courses. They also improve academic outcomes in reading, math, and science. CTE students are more likely to enroll in further education after high school and earn industry-recognized credentials. However, obstacles like poverty can prevent students from accessing and completing CTE programs. Presenters advocated for strengthening CTE delivery models to help more students achieve economic mobility.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
Chicago AMA | April 19 Event Featuring Ben Underwood, Christopher HouseChicago AMA
Christopher House is a 100-year old non-profit that provides services to 3,400 children and families annually through 5 family resource centers. It has expanded its use of outcome measurement and data sharing with partner agencies to better coordinate services. Key activities include using a common assessment tool, professional development based on results, and program improvements from shared data. Data is also used to focus staff, communicate impact to clients and donors, and set goals for the following year as Christopher House expands its benchmarking collaborative.
Buchanan Speaker Series: Education, Inequality, and IncentivesMercatus Center
The F. A. Hayek Program for Advanced Study in Philosophy, Politics, and Economics welcomed Roland G. Fryer, Jr., the Henry Lee Professor of Economics at Harvard University and faculty director of the Education Innovation Laboratory, for the inaugural Buchanan Speaker Series event on “Education, Inequality, and Incentives.”
The document summarizes information about the MATHCOUNTS program, which inspires excellence in math for middle school students. It discusses that the North Suburban Chapter of the Illinois Society of Professional Engineers sponsors the local MATHCOUNTS competition each February. It then provides details about the competition and club programs, how students can get involved, the program's reach, and top career paths of alumni.
Analysis of the summer participation, future summer plans, and barriers to summer programs for a Boston area middle school’s students (grades 6 – 8) and areas for action.
Read Fort Worth Strategic Plan presentation to the Fort Worth ISD Board of Education. Video of the presentation is available at http://fortworthisd.granicus.com/MediaPlayer.php?view_id=2&clip_id=4043
This document compares Flagler College to several colleges in the Western United States across various metrics. It analyzes data on college size, demographics, SAT scores, tuition rates, alumni giving, acceptance rates, and more. The analysis finds that Flagler differs significantly from most Western schools in its acceptance rate, alumni giving, tuition costs, academic profiles of students, and ratio of male to female students. However, it notes that Flagler is similar in size to most of the other schools compared, and also has a higher female than male enrollment like several other colleges.
Transplantation Science: Teaching the Science Behind Organ, Eye and Tissue Do...Kathryn Cicerchi
Transplantation Science is Donor Alliance's educational program teaching 7th through 12th grade students in Colorado and Wyoming about the science behind organ, eye and tissue donation and transplantation. This presentation includes an overview of the program, curriculum, reach and measurement, marketing, budget and challenges and was presented at the 2014 Donate Life America Meeting's Educational Breakout Session on June 16, 2014.
The Math Buddies initiative aims to address declining math skills in incoming grade 8 students by having high school peer tutors visit feeder elementary schools once a week to provide math tutoring. The goals are to improve basic math skills, build relationships to promote the importance of learning, and give students individual attention. Peer tutors will be recruited and trained, elementary students in need of support will be identified, and the program's success will be monitored through feedback from teachers and reflections from tutors and students. The initiative seeks to enhance math learning through partnerships between secondary and elementary schools.
The survey received 1927 responses from parents in the Los Altos School District, representing 60% more responses than in 2010. The survey found that parents continue to be heavily influenced in their decision to move to Los Altos by the quality of the local schools. Regarding donations to the Los Altos Education Foundation (LAEF), parents expressed strong support but felt stretched by increasing fundraising demands. While committed to supporting education programs, some parents wanted more transparency in how funds are allocated and a broader base of community support. The survey provided feedback on specific programs to help LAEF and the district address parent concerns and priorities.
Sat and priorities survey website versionlaef_laef
The survey response summary provides information about a satisfaction and priorities survey conducted in 2011-12. Over 1,400 parents completed the survey, which focused on satisfaction with programs in 2011-12 and funding priorities for 2012-13. Key findings included high overall satisfaction with programs across grades, though some parents wanted increased communication about program curriculums. Class size reduction in early grades was a strong priority, but some felt other programs suffered as a result, such as physical education and library hours. The summary outlines several action items around communication and potential program changes.
Fredericksburg Academy Parent Meeting 2015bhunsinger
This is a presentation delivered by Fredericksburg Academy Head of School Karen Moschetto to FA parents in February 2015. It shares the feedback provided by parents in our 2014-2015 FA Parent Survey, updates the school's progress on the Strategic Plan, and puts Fredericksburg Academy in context by providing statistics about independent schools in Virginia and the U.S.
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.
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.
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.
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how 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 provides outcomes and performance data for several early childhood and family programs funded by the Juvenile Welfare Board of Pinellas County. It shows the number of children served, program budgets, cost per client, and results on standardized tests of kindergarten readiness. Most programs served between 30-100 children and had budgets between $100,000-$800,000. Test results generally showed 70-95% of children achieving readiness benchmarks, though some small programs combined 3 years of data. The board's investments aimed to improve school performance by addressing behavioral issues, homelessness, language barriers and other risk factors early on.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
This document outlines the Building Respect and Ending Bullying and Cruelty in Your School presentation. It was developed by experts from Harvard and the University of Nebraska, along with the National Guard, to help schools address bullying. The presentation explores bullying behaviors through case studies and discussion of core values like respect. It encourages students to intervene safely if they witness bullying and to become leaders who promote inclusion. The goal is to empower students and start discussions to create safer learning environments.
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
CTE programs have the potential to increase student engagement, achievement, and transition to postsecondary education or careers. CTE courses see higher graduation rates and fewer absences than traditional academic courses. They also improve academic outcomes in reading, math, and science. CTE students are more likely to enroll in further education after high school and earn industry-recognized credentials. However, obstacles like poverty can prevent students from accessing and completing CTE programs. Presenters advocated for strengthening CTE delivery models to help more students achieve economic mobility.
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
Chicago AMA | April 19 Event Featuring Ben Underwood, Christopher HouseChicago AMA
Christopher House is a 100-year old non-profit that provides services to 3,400 children and families annually through 5 family resource centers. It has expanded its use of outcome measurement and data sharing with partner agencies to better coordinate services. Key activities include using a common assessment tool, professional development based on results, and program improvements from shared data. Data is also used to focus staff, communicate impact to clients and donors, and set goals for the following year as Christopher House expands its benchmarking collaborative.
Buchanan Speaker Series: Education, Inequality, and IncentivesMercatus Center
The F. A. Hayek Program for Advanced Study in Philosophy, Politics, and Economics welcomed Roland G. Fryer, Jr., the Henry Lee Professor of Economics at Harvard University and faculty director of the Education Innovation Laboratory, for the inaugural Buchanan Speaker Series event on “Education, Inequality, and Incentives.”
The document summarizes information about the MATHCOUNTS program, which inspires excellence in math for middle school students. It discusses that the North Suburban Chapter of the Illinois Society of Professional Engineers sponsors the local MATHCOUNTS competition each February. It then provides details about the competition and club programs, how students can get involved, the program's reach, and top career paths of alumni.
Analysis of the summer participation, future summer plans, and barriers to summer programs for a Boston area middle school’s students (grades 6 – 8) and areas for action.
Read Fort Worth Strategic Plan presentation to the Fort Worth ISD Board of Education. Video of the presentation is available at http://fortworthisd.granicus.com/MediaPlayer.php?view_id=2&clip_id=4043
This document compares Flagler College to several colleges in the Western United States across various metrics. It analyzes data on college size, demographics, SAT scores, tuition rates, alumni giving, acceptance rates, and more. The analysis finds that Flagler differs significantly from most Western schools in its acceptance rate, alumni giving, tuition costs, academic profiles of students, and ratio of male to female students. However, it notes that Flagler is similar in size to most of the other schools compared, and also has a higher female than male enrollment like several other colleges.
Transplantation Science: Teaching the Science Behind Organ, Eye and Tissue Do...Kathryn Cicerchi
Transplantation Science is Donor Alliance's educational program teaching 7th through 12th grade students in Colorado and Wyoming about the science behind organ, eye and tissue donation and transplantation. This presentation includes an overview of the program, curriculum, reach and measurement, marketing, budget and challenges and was presented at the 2014 Donate Life America Meeting's Educational Breakout Session on June 16, 2014.
The Math Buddies initiative aims to address declining math skills in incoming grade 8 students by having high school peer tutors visit feeder elementary schools once a week to provide math tutoring. The goals are to improve basic math skills, build relationships to promote the importance of learning, and give students individual attention. Peer tutors will be recruited and trained, elementary students in need of support will be identified, and the program's success will be monitored through feedback from teachers and reflections from tutors and students. The initiative seeks to enhance math learning through partnerships between secondary and elementary schools.
The survey received 1927 responses from parents in the Los Altos School District, representing 60% more responses than in 2010. The survey found that parents continue to be heavily influenced in their decision to move to Los Altos by the quality of the local schools. Regarding donations to the Los Altos Education Foundation (LAEF), parents expressed strong support but felt stretched by increasing fundraising demands. While committed to supporting education programs, some parents wanted more transparency in how funds are allocated and a broader base of community support. The survey provided feedback on specific programs to help LAEF and the district address parent concerns and priorities.
Sat and priorities survey website versionlaef_laef
The survey response summary provides information about a satisfaction and priorities survey conducted in 2011-12. Over 1,400 parents completed the survey, which focused on satisfaction with programs in 2011-12 and funding priorities for 2012-13. Key findings included high overall satisfaction with programs across grades, though some parents wanted increased communication about program curriculums. Class size reduction in early grades was a strong priority, but some felt other programs suffered as a result, such as physical education and library hours. The summary outlines several action items around communication and potential program changes.
Maven Info Services is an IT and telecom recruitment firm with over 2.5 years of experience. They have placed over 200 candidates across junior, mid, and senior levels for clients in various industries including corporate, education, and hospitality. Maven looks forward to providing excellent recruitment services and personal relationships with clients, assisting HR teams with immediate responses to requirements, and helping with campus recruitment if needed.
This document provides an overview and agenda for using LinkedIn effectively. It discusses building a strong LinkedIn presence through a professional profile, engaging with customers by sharing content and updates, and staying informed using LinkedIn's publishing and group features. The key benefits of LinkedIn for personal branding, search engine optimization, business opportunities and job prospects are outlined. Guidelines are provided for sharing different types of content updates and posts to engage connections and followers.
Lincoln bonus years catalysts, retirement v3.1Phil Burgess
Baby boomers are retiring at a rate of 10,000 per day, marking a new era of later life. Rather than winding down, many boomers will experience "kaleidoscope years" with multiple stages triggered by catalysts. Longevity means retirements may last decades, requiring new scripts centered around continued social engagement. Boomers expect to work in retirement in paid jobs, volunteering, or other productive pursuits. Their varied lifestyles will evolve in response to opportunities and challenges from economic, health, and other catalysts throughout the retirement years.
This document summarizes the results of a parent survey conducted by the Los Angeles Education Foundation (LAEF). Key findings include: 1) Parents appreciate LAEF but perceive its value as slipping; 2) Most think LAEF's advocacy level is appropriate but some want more; 3) Opinions are mixed on whether LAEF grants provide good value. The survey also gauges parent interest in potential new programs and solicits general feedback.
The Center for Creative Leadership is a nonprofit organization that provides leadership development programs and services to organizations globally. It serves over 3,000 organizations annually, including two-thirds of the Fortune 500. The Center believes leadership can be learned and is a shared process, and takes a holistic, experiential approach to developing leaders through assessment, challenge, and support. It conducts research on leadership and provides expertise in individual and organizational leadership development.
Lincoln bonus years catalysts, retirement v3.1Phil Burgess
Baby boomers are retiring at a rate of 10,000 per day, marking a new era of later life. Rather than winding down, many boomers will experience "kaleidoscope years" with multiple stages triggered by catalysts. Longevity means retirements may last decades, requiring new scripts centered around continued social engagement. Boomers expect to work in retirement in paid jobs, volunteering, or other productive pursuits. Their varied lifestyles will evolve in response to opportunities and challenges from economic, health, and other catalysts throughout the retirement years.
The document provides an overview of a company that offers various marketing solutions such as shop branding, signage, events, display solutions, bags, corporate gifts, external events like conferences and road shows, and experimental marketing designs and collaterals. It lists some clients and examples of work, and thanks the reader at the end.
The Center for Creative Leadership is a nonprofit organization that provides leadership development programs and services to organizations globally. It serves over 3,000 organizations annually, including two-thirds of the Fortune 500. The Center believes leadership can be learned and is a shared process, and takes a holistic, experiential approach to developing leaders through assessment, challenge, and support. It conducts research on leadership and provides expertise in individual, difference-based, and organizational leadership development through open enrollment programs, custom solutions, assessments, and coaching services.
Lincoln Bonus years catalysts, retirement, aging, seniors v3.1Phil Burgess
This PowerPoint – prepared as background for a keynote address to the Annual Meeting of Lincoln Financial Advisors Resource Group for their annual conference in Las Vegas – focuses on the forces shaping the new realities of aging in America, the different lifestyles followed by those living in their Bonus Years, and the many lifestyle and life-situation changes that shape and reshape the lives of Americans after 60, resulting in a highly-segmented 60-90 age cohort.
This document provides information about Vietnam, Korea, and China under several categories: religion, climate, language, cuisine, tradition, and festivals. It notes that the main religions in Vietnam include Buddhism and Christianity. The climate varies from tropical in the south to temperate in the north. Vietnamese, Korean, and Mandarin Chinese are the primary languages. The cuisines incorporate rice and noodles and make use of regional ingredients. Traditional clothing, arts, and foods express the distinct cultures. Major festivals celebrated in some or all of the regions include Lunar New Year, Dragon Boat Festival, and Mid-Autumn Festival.
The 2013-14 Annual Report of the Los Altos Educational Foundation (LAEF) summarizes that LAEF raised $3.2 million, the highest amount in its history, to enrich the education of K-8 students in the Los Altos School District during the 2013-14 school year. The funds were used to reduce class sizes, support library and STEM programs, and fund art, music, and physical education instructors through the $2.45 million Baseline Grant. The $750,000 Innovation Grant funded STEM teachers and coaches to implement hands-on learning and new technologies in classrooms. Expenses were only 7% of funds raised, with 93% directly funding education programs. The report expresses
The survey of over 1,700 parents on the satisfaction of a school program found:
- Elementary satisfaction was similar to last year while junior high satisfaction decreased by 5%
- Parents desire smaller class sizes, especially in lower grades, and better communication on student progress
- Critical thinking, communication, and real-world experiences were seen as most important skills for students
- Most supported project-based learning alongside lecture-based approaches
- The majority felt the current funding level for the program was appropriate
The document discusses research conducted by the Center for Educational Effectiveness on schools that have been identified as Schools of Distinction in Washington state. The research examined staff perceptions at repeat winner schools compared to other schools on nine characteristics of high performing schools. The findings showed that repeat winner schools demonstrated significantly stronger perceptions across all nine characteristics, with key differences in areas like monitoring teaching and learning, quality curriculum and instruction, and collaborative practices. The research aims to identify distinguishing factors that contribute to improvement in these high performing schools.
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.
Symposium on Parent Engagement - Session 3 "How Family Engagement Impacts Stu...Schoolwires, Inc.
One of the nation’s leading experts in educational leadership and partnership shares critical findings from her extensive research on family engagement and how it impacts student achievement. Gain a deeper understanding of how to implement a capacity-building framework to engage families more effectively, and explore the specific components required to create successful family engagement initiatives.
Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
The document summarizes information about the Elon Academy program, which aims to support underrepresented students in accessing college. It discusses the mission and structure of the program, identifying potential first-generation college students, students of color, and students from lower socioeconomic backgrounds as underrepresented groups. The program provides academic strengthening, leadership development, college preparation, and civic engagement. It outlines aspects of the program that have led to success, such as academic coursework building student confidence, near-peer mentoring relationships, college visits, and clearly defined staff roles. Challenges and resources for supporting underrepresented students are also discussed.
Effective retention strategies to keep your current families enrolled, rick n...Rick Newberry
This document discusses strategies for re-recruiting and retaining current families at a school. It recommends appointing a retention champion to lead the effort and focusing on transition grades between levels. Schools should conduct internal marketing during re-enrollment periods and measure retention rates. Annual parent satisfaction surveys and exit interviews with non-returning families can provide feedback. Implementing personalized outreach, internal communication of successes, and interventions for at-risk families can help schools recommit current students for another year.
Families CAN Make A Difference
2014 Summer Institute – Equity in the Era of Common Core
Metropolitan Center for Research on Equity and the Transformation of Schools
- The document provides survey results from P.S. 147 Isaac Remsen Elementary School regarding various aspects of school climate and culture based on responses from parents, teachers, and students.
- Teachers generally reported high levels of satisfaction across most categories, including supportive learning environments, rigorous instruction, and collaborative staff. However, some areas had lower percentages, such as developing students' conceptual understanding in math.
- Response rates for parents and teachers on the survey were high, but student response data was noted as "N/A".
- Over time, parent, teacher, and student responses improved or stayed the same across most categories surveyed.
Minneapolis Public Schools, Title I and No Child Left Behindmlcvista
The document discusses the provisions of Title I funding and NCLB waivers in Minnesota Public Schools (MPS). Key programs funded by Title I include tutoring through RAMPP and family engagement activities. MPS must adhere to federal regulations under ESEA, including Titles I, II, and III. Schools receive Title I funding based on their poverty levels and funds must supplement, not supplant, existing programs. Under the new NCLB waiver accountability system, schools will receive an annual rating based on multiple measures of proficiency, growth, achievement gap closure and graduation rates.
The document discusses theories of action and ecosystem analyses in education. A theory of action articulates the levers needed to achieve a vision for students and roles different organizations can play. An ecosystem analysis examines the current state of educational opportunities and barriers, the community vision, and the educational system. It is important to involve stakeholders like staff, alumni, and partners in the analysis to determine different organizations' roles in pulling levers to achieve the vision. The document provides examples of theories of action that take more direct or holistic approaches to systemic change.
This document discusses transition services in Michigan and the future direction of transition. It summarizes the structure of transition services in Michigan, including the Michigan Department of Education, Office of Special Education and the Michigan Transition Projects led by June Gothberg. It also discusses the Office of Special Education Programs' emphasis on quality transition outcomes and systemic improvement. Finally, it outlines Michigan's plans to pilot new tools to emphasize quality transition planning and student engagement, including gathering stakeholder input and piloting a student data dashboard.
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Bluffton-Harrison Elementary School's School Improvement Plan covers 2019-2022 and includes basic information such as the school's address, contact details, and requirements for the plan. It also lists the planning committee which consists of teachers, administrators, parents, and community members. The committee will focus on curriculum, assessment, environment, technology, culture, involvement, and career development.
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2. Executive Summary
Survey Response
• 1,449 starts and 1,237 completed surveys
• Focus of the survey was on the satisfaction of programs in 2012-13 and
program priorities in 2013-14.
• Survey responses similar to 2011-12.
• 22% less than 2010-11 when parents were concerned about pink slips.
• Representative sample by school and by grade
• Non-donors are under-represented.
3. Executive Summary
Donation Attitudes
-Year 3 of LAEF’s $1,000 per student suggested donation amount.
• Respondents hope all families will donate what they can afford, with
broad understanding that not all families are able to donate equally.
•“District Counts on Me” remains the predominant sentiment for why
donors give
•Among respondents, 96% report they donate annually
4. Program Satisfaction
• Overall satisfaction high across all grades & most programs
• Increased communication to improve parent understanding of program
curriculum needed for most programs
• K-3 class size remains a priority for parents. Satisfaction levels indicate
parents agree class size reduction is a good use of their donation.
• Overall satisfaction is high at Blach and Egan across all LAEF-funded
program
Executive Summary
5. Pressure Points
• Science- desire for more hands-on science at the elementary level.
• Library- dissatisfaction in comments regarding lack of class time and
libraries which are not open consistently at recess and lunch.
• Math- what is the path to provide geometry in 8th grade?
• Music- can more instruments be offered?
Executive Summary
6. Executive Summary
Board & Grant-Making
• Parents give LAEF Board good marks for communicating about funding
and reasons to give.
• Majority of parents believe LAEF grant is distributed equally among
schools and grade levels.
• Parents are still unclear about how LAEF works with District to
develop LAEF grant & how funds are allocated.
7. Executive Summary
Funding & Fundraising
• Most parents remain committed to supporting high-quality, well-
rounded education (smaller class sizes, enrichment programs) via
donations.
•While committed to high quality public education, parents recognize
changes need to be made to public education funding
• Ex: property tax inequities and state taxes.
•Concerns over rising expenses
•Ex: health care costs
• Parents expect fiscal responsibility, accounting for funds.
8. Executive Summary
Action Items
Communication:
-Despite high marks on communication, many comments note lack of
information about LAEF programs
• LAEF Board needs to remain visible on campus, improve outreach to
school communities
• Increase communications about LAEF programs
• Regular program updates from LAEF-funded staff would be greatly
appreciated by parents
Investigate Program changes w/ District:
• Science- how can we support the classroom teachers’ delivery of the
science curriculum?
14. Which statement best represents your attitude
about donating to LAEF?
0%
15%
30%
45%
60%
Non Donor Tax Deduction Not High Priority Try Every Year Count on Me Every Family
2010 2011 2012 Advocacy 2012 Program 2013
n = 1,436
“Counts on Me” response captures strongest sense of community “greater
good”
While respondent pool changes over time, attitudes are highly consistent
15. Which statement best represents your attitude
about donating to LAEF?
Top Themes Comments Share
Amount- too high/too low
Every family should give something
Taxes- already paying high taxes
Other Themes
Praise for LAEF
Financial Hardship- donate time
Would like targeted donations
Spend their money on outside programs
23 24%
13 13%
10 10%
Comments Share
9 9%
9 9%
7 7%
7 7%
n = 97
17. Rate LAEF Board Members
n = 1,351
0% 25% 50% 75% 100%
The LAEF Board of Directors strives to represent all of the families in
our school district. Please read the following statements and provide a
rating that reflects your thoughts/feelings about LAEF.
Strongly Disagree Disagree Neutral Agree Strongly Agree
LAEF Board members are parents
like me who are interested in
keeping our schools strong.
LAEF Board members at my school
are accessible and open to hearing
my input.
LAEF Board members effectively
communicate with the parent
community on funding issues.
18. Top Themes Comments Share
Don’t Know my Board member
Not Enough Communication/Details from board
Thank You LAEF!
24 32%
13 17%
10 13%
n = 75
Rate LAEF Board Members Comments
19. Rate LAEF Board Members
n = 1,324
0% 25% 50% 75% 100%
The LAEF Board of Directors strives to create a balanced grant. Please
read the following statements and provide a rating that reflects your
thoughts/feelings about the LAEF grant.
Strongly Disagree Disagree Neutral Agree Strongly Agree
LAEF grants are spread fairly across
all the SCHOOLS in our district.
LAEF grants are spread fairly across
all GRADES in the district so that all
students benefit equally.
LAEF's current level of fund raising
and funding to the school district is
about right.
20. Top Themes Comments Share
Don’t Know- don’t have the info to evaluate
Spending Too High- reduce the grant/ask
Spending Too Low- increase the grant/ask
Spend On Other Things- we want “x” program
85 49%
21 12%
20 12%
20 12%
n = 173
Rate LAEF Board Members Comments
22. Kindergarten Program Satisfaction
n = 216
How satisfied are you with the following LAEF funded Kindergarten
programs?
** (The total cost to deliver each program this year to EVERY
Kindergarten at ALL 7 elementary schools)
0% 25% 50% 75% 100%
Very Dissatisfied Dissatisfied Do Not Know Neutral Satisfied Very Satisfied
Reduce Class Size from 30 to 25
or less ($225,000)**
Library ($37,000)**
Art Docent Lessons ($7,000)**
Living Classroom Science
Docents Lessons ($5,000)**
23. Top Themes Comments Share
Class Size Reduction- classes are still too large
Library
Living Classroom
Art Docents
Other Themes
Miscellaneous
22 52%
8 19%
8 19%
7 17%
Comments Share
5 12%
n = 42
Kindergarten Satisfaction Comments
24. n = 217
Class Size Reduction Program
How is it going?
LAEF spent $900,000 (or 38% of its grant) on class size reduction in
grades K-3.To reduce class size from 30 to 25 or less costs $225,000 for
kindergarten.
Do you believe this is a good use of your donation?
0% 25% 50% 75% 100%
Strongly Disagree Disagree Neutral Agree Strongly Agree
25. Top Themes Comments Share
Class Sizes Could Be Even Smaller
Happy With Class Size Reduction/Good Use of Funds
Extra Aides and/or ELL Support Needed
Other Themes
Full-Day Kindergarten Needed
Money Should Be Spent on Other Programs
23 64%
8 22%
6 17%
Comments Share
2 6%
2 6%
n = 36
Class Size Reduction Comments
27. Grade 1-3 Program Satisfaction
n = 675
n = 480 Small Group
Below is the list of LAEF funded programs provided to your children in
Grades 1-3.The total cost to deliver each program this year to grades
1-3 at all 7 elementary schools is indicated in parentheses. How satisfied
are you with these programs?
0% 25% 50% 75% 100%
Very Dissatisfied Dissatisfied Do Not Know Neutral Satisfied Very Satisfied
Reduce Class Size from 30 to 25
or less ($225,000)**
Library ($37,000)**
Art Docent Lessons ($7,000)**
Living Classroom Science
Docents Lessons ($5,000)**
Physical Education ($140,000)**
Small Group Instruction Time,
Grades 1 & 2 ($92,000)**
28. Top Themes Comments Share
Class Size Reduction
More PE
Library
More Science
Other Themes
Small Group Instruction Information
Living Classroom
More Aides/More Small Group Instruction
20 16%
19 15%
18 14%
18 14%
Comments Share
12 9%
12 9%
10 8%
Grade 1-3 Program Satisfaction
Comment Summary
n = 127
29. n = 676
Class Size Reduction Program
How is it going?
LAEF spent $900,000 (or 38% of its grant) on class size reduction in
grades K-3.To reduce class size from 30 to 25 or less in grades 1-3 costs
$675,000.
Do you believe this is a good use of your donation?
0 25 50 75 100
Strongly Disagree Disagree Neutral Agree Stongly Agree
30. Top Themes Comments Share
Support Class Size Reduction
Reduce Class Size More
Fund Other Programs Instead
35 45%
22 28%
8 10%
Class Size Reduction Program
Comment Summary
n = 78
32. Grades 4-6
Program satisfaction
0% 25% 50% 75% 100%
Very Dissatisfied Dissatisfied Not Familiar Neutral Satisfied Very Satisfied
PE ($280,000)**
Instrumental and Vocal Music ($350,000)**
Library ($79,000)**
Art Docent Lessons ($21,000)**
Living Classroom Science Docents Lessons
($15,000)**
cSTEM- grade 6 ($28,000)**
How satisfied are you with the LAEF-funded programs provided to your
children in grades 4-6? **(The total cost to deliver each program this year to
EVERY student in grades 4-6 at ALL 7 elementary schools)
n = 649
n = 209 cSTEM
33. Grades 4-6
Program satisfaction
Top Themes Comments Share
Change Music
More Library
Change PE
Other Themes
More Science
Less PE
24 19%
15 12%
13 10%
Comments Share
11 9%
11 9%
n = 127
34. Instrumental &Vocal Music
LAEF provided $400,000 for Instrumental andVocal Music for students in
Grades 4-6 at all 7 elementary schools this year. How satisfied are you
with the LAEF funded Music Programs in Grades 4-6 this school year?
0% 25% 50% 75% 100%
Very Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied
4th grade - Weekly Vocal Music (Fall) /
Recorder (Spring)
5th grade - Twice weekly Instrumental Music
(1st semester Vocal and Instrumental, 2nd
semester Instrumental)
5th grade - Twice weekly Vocal Music (if your
student is not in Instrumental Music)
6th grade - Twice weekly Instrumental Music
6th grade - Twice weekly Vocal Music (if your
student is not in Instrumental Music)
35. Instrumental &Vocal Music
Comments
Top Themes Comments Share
Desire Program Changes
Not Getting Benefit/already take private lessons
Love It
33 39%
17 20%
16 19%
n = 147
37. Junior High
Program Satisfaction
Each year LAEF designates 22% of its grant to the 2 Junior Highs who
represent 22% of the district students. Below is a list of Junior High
programs with LAEF's contribution is indicated in parentheses. How
satisfied are you with these programs for this school year?
0% 25% 50% 75% 100%
Very Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied
Science CSR ** $90,000
Math CSR ** $90,000
Social Studies CSR ** $90,000
English CSR ** $90,000
Library ** $70,00
Electives ** $125,000
38. Top Themes Comments Share
More High-Caliber Electives
Library Underutilized
Classes Still Too Large
Lack of Geometry
15 29%
10 19%
9 17%
5 10%
n = 52
Junior High
Program Satisfaction
39. Did your Junior High Student receive
one of their top 3 electives choices?
n = 364
0
50
100
150
200
Blach Egan
No I don’t know Yes
40. Top Themes Comments Share
Pleased with Electives
Want More Electives
Study Hall
Leadership Class Should be 8th Grade Only
6 32%
4 21%
3 16%
3 16%
n = 19
Junior High Elective Comments
41. Innovation Grant
n = 1322
This year, LAEF allocated $460,000 towards an Innovation Grant, which supports:
* Instructional Coach to empower innovation in how students learn- including using technology in the classroom
* Instructional Coach to bring more STEM (Science, Engineering,Technology and Math) to the classroom
* Small-group Language Arts support for grades 1-2
* Library Innovation- centralizing resources and access to ebooks year round
* iLearn- a professional development opportunity designed to empower teachers to innovate and increase
student engagement
* iLearn for resource teachers- providing iPads and specialized training for teachers working to meet the needs
of all students
* "ReThink" Professional development days- project based learning strategies for K-4 teachers
What statement best describes your awareness of these programs:
0
225
450
675
900
Not Aware Somewhat Aware Very Aware
42. Top Themes Comments Share
Unaware/Would Like More Info
We Support
E-Books
Not a Good Use of Funds
Other Themes
Wary of Technology as a Substitute for Innovation
STEM
44 34%
25 20%
17 13%
16 13%
Comments Share
13 10%
9 7%
n = 128
Innovation Grant
43. Innovation Grant
n = 1295
Programs like those funded by the Innovation Grant typically
require the investment of resources over several years to
realize measurable results.While exposure to these programs
will vary based on your child's grade, how important is it to
continue funding our Innovation in Education Grant?
0
175
350
525
700
Not Important Somewhat Important Extremely Important
44. Top Themes Comments Share
Support
Need to Measure Effectiveness
Unaware/Would Like More Info
Technology is Overrated
Other Themes
STEM
Fund Other Priorities
41 31%
20 15%
19 14%
18 14%
Comments Share
14 11%
12 9%
n = 132
Innovation Grant
45. Innovation Grant
n = 1296 - 1306
Teachers are rethinking and innovating their instructional practices as part
of the Innovation Grant.The goal is to increase student engagement and
ensure teachers are providing relevant learning experiences for all
students.We'd like to hear how aware you are that your child has been
exposed to the following tools:
0% 25% 50% 75% 100%
Not Aware Somewhat Aware Very Aware
Student Presentation
Web Publishing
Collaboration & Communication
Student Creativity
Multimedia
Leveled Electronic Reading
Materials
Student Creativity had the largest “outage”
Reading Materials had the highest awareness
46. Top Themes Comments Share
Wary of Technology as a Substitute for Innovation
Not Aware
Limited Exposure in Lower Grades
We Support
RazzKidz
34 24%
25 18%
25 18%
22 15%
20 14%
n = 142
Innovation Grant
47. Innovation Grant
n = 477
What areas of innovation in the classroom is your child
excited about?
Top Themes Comments Share
iPad
Google Docs
RazzKidz
Filmmaking
Edmodo
Presentation Tools
69 14%
59 12%
53 11%
51 11%
48 10%
36 8%
48. LAEF Annual Report
No- Prefer paper
I never read it
More likely to read paper
Would read either
Yes- online
0 275 550 825 1100
LAEF is considering transitioning to an electronic
Annual Report How do you feel about receiving our
Annual Report electronically?
49. Thank you to all the parents who provided
feedback, and thank to the LAEF volunteers who
spent many hours analyzing the results.
Your comments have been sent to the Board of
Trustees, LASD Superintendents, School Principals
and PTA Presidents.
Your feedback will determine how the LAEF
donations will be granted for 13-14.