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Rethinking Resources for Student Success
Leading Education Reform in an Era of Limited ResourcesNational Conference of State LegislaturesJune 14, 2012
Education Resource Strategies 2National Conference of State Legislatures
Agenda: An Interactive Exploration
1. Restructuring Priorities 60 Minutes
2. School Budget Hold ‘em Game 40 Minutes
3. Discussion: Takeaways & Action Implications
20 Minutes
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Education Resource Strategies: Who we are
ERS is a non-profit dedicated to helping school systems spend and organize time, talent and technology to create great schools at scale
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Growth in Per Pupil Expenditure (1970 to 2005)
Increase in number of Non-Teachers (excl. SPED)
Increase in Number of Teachers (excl. SPED)
Increase in SPED staff
All other non-staff
Increase in Benefits Rate
Source: The Parthenon Group, 2007 from NCES; Educational Research Service; Parthenon Analysis
Prior to the economic downturn, spending had more than doubled, but the basic structure of schooling has remained the same
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Public education jobs have continued to grow through recessions and are only now starting to fall
Source: Marguerite Roza
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Budget gaps will continue due to a fundamental cost structure that continues to rise regardless of revenue
Source: Marguerite Roza, November 2011
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• New compensation, work place organization and job design
• Common Core learning standards
• Revamped Teacher Evaluation
• New technologies and different models of instructional delivery
Meanwhile the context demands new systems...
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Typical responses preserve current structures and attempt to do less with less
Furlough days
Frozen salaries
Across the board cuts
Incremental staffing ratio adjustments
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We know what it takes to create high performing schools
Strategic School Design
Aligned Standards, Curriculum, & Assessments
• Effective Teaching Teams• Targeted Individual Attention• Maximized, Flexible Academic Time
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Too often, schools have to work around district and states to create these models
TEACHING COMPENSATION & JOB STRUCTURE discourage effectiveness
INSTRUCTIONAL SUPPORTnot strategic
LEADERSHIPunsupported, underinvested
CENTRAL OFFICE SERVICESinefficient, unresponsive
SCHOOL DESIGNantiquated schedules and staffing
PARTNERS & TECHNOLOGYunderleveraged
FUNDINGinequitable, unintelligible, rigid
A FewHigh Fliers
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To make exceptional schools the norm, we need new systems…
TEACHER COMPENSATION & JOB STRUCTURElinked to contribution
INSTRUCTIONAL SUPPORTstrategically aligned
LEADERSHIPsupported and rewarded
CENTRAL OFFICE SERVICESaccountable, efficient
SCHOOL DESIGNschedules and staffing match needs
PARTNERS & TECHNOLOGYleveraged
FUNDINGequitable, transparent, and flexible
High-PerformingSchools at Scale
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1. Restructure job and compensation structure to attract needed expertise, promote teamwork, and link to contribution
2. Rethink standardized class size model to target individual attention by strategically raising class sizes and rethinking one-size-fits-all class size models for providing individual attention
3. Shift special education spending toward early intervention and targeted individual attention in general education settings where possible
4. Optimize existing time and extend where needed to meet student and teacher needs
The four highest priorities for restructuring:
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High-performing schools are about team, not just individual performance
Collaborative planning
time
Formative assessment
s
School-based expert support
Deliberate assignments to teaching team
Each school’s specific
curricular,faculty, and
student needs
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Extra teacher time is typically “unspecified”, with little structure over how that time is used
Source: The New Teacher Project, “The Widget Effect” 2009
*Release time not addressed in collective bargaining agreement
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A typical district devotes less than 2% of all teacher compensation spending to reward increased contribution or performance
District with Senior Teacher Force
0%
20%
40%
60%
80%
100%
120%
$500 Million
42%
7%
27%
24%
>1%
Benefits
Responsibility & Results
Longevity
Education
Base
Source: ERS Analysis
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Longevity driven compensation can also create odd investments across position types…
Average Salaries and Ratios
1.0
Dpty Supt for T&L$160k
2.82.01.10.4
Dir of Literacy$116k
Principal$114k
Teaching Assistant $25k
0.6 1.6
AP$90k
Coach$64k
Secretary $34k
Teacher$57k
Secretary Salary Range: $20k-$75k
Teacher Salary Range: $40k-$105k
Coach Salary Range: $45k-$108k
AP Salary Range: $75k-$140k
Principal Salary Range: $88k-$152k
Salary Ranges10% of Secretaries make more than the average Teacher; highest paid Secy makes almost 2x as a new teacher.
10% of APs make more than the average Principal
27% of Teachers make more than the average Coach
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Limit compensation directed towards steps and lanes
Actively manage low performers out of the system using existing evaluation tools
Build new evaluation systems to accurately measure teacher effectiveness
What can districts and schools do to optimize job structure and compensation spending?
Increased time for team collaboration
Compensation for increased responsibilities and contribution
Flexibility in teacher assignment
Start Now
Build Toward
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The four highest priorities for restructuring:
1. Restructure job and compensation structure to attract needed expertise, promote teamwork, and link to contribution
2. Rethink standardized class size model to target individual attention by strategically raising class sizes and rethinking one-size-fits-all class size models for providing individual attention
3. Shift special education spending toward early intervention and targeted individual attention in general education settings where possible
4. Optimize existing time and extend where needed to meet student and teacher needs
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Typical districts have opportunities to target class sizes to priority subjects and students
*Core class defined as ELA, Math, Science, Social Studies; Non-core defined as Art, Computer Literacy, Vocational, Foreign LanguageSource: District A and B 9th and 12th grade course data (internal – Resource Mapping presentation)
District T District L
27
21
18 18
Average Class Size by Course Type
9th Grade Core Class Size* 12th Grade Non-Core Class Size
In these districts class sizes for core subjects are higher than non-core
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Districts have more teaching staff, but use them for specialist positions outside of the core classroom and planning during the day
District A District B District C District D District E District F District G
25
22
26
18
22 20
22
14 13
14 14 16
12
15
ERS Estimated Average General Ed Class Size Average Total Student-to-Teacher Ratio
Source: ERS analysis and district data
GENERAL EDUCATION CLASS SIZE VERSUS STUDENT-TEACHER RATIO
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Special education placements and delivery models vary widely across states
Note: A recent nation-wide estimate of education placement in urban settings put the national average and the urban average at 12%.
US
Idah
o
Califo
rnia
Nevad
a
Alaba
ma
Was
hing
ton
Conne
cticu
t
Tenn
esse
e
North
Car
olina
Miss
issippi
Virginia
Orego
n
Mich
igan
New M
exico
Iowa
Wisc
onsin
Florid
a
Sout
h Dak
ota
Miss
ouri
Nebra
ska
New H
amps
hire
Kent
ucky
Wyo
ming
Indian
a
Maine
Rhode
Island
0.0
5.0
10.0
15.0
20.0
25.0
Special Education Placements (ages 3-21 as percent of public school
enrollment)
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Traditional pull-out/resource model doesn’t maximize resources for small group support
20K
1
2
3
4
5
17
20 19
22
20 19
23
29
SPED Resource 1
SPED Resource 2
GenEd Resource
Avg ~2 SPED students/class
Pullout
Costs of Pull-out models vs. Push-in models Small-group instruction disconnected from core More difficult to match teacher expertise to student need Flexible, skill-based groupings more challenging to implement SPED students not in LRE
Elementary school
with SPED firewall
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Aligning SPED and GenEd resources facilitates push-in model at same resource level
K
1
2
3
4
5
Push-in Specialist 1
Push-in Specialist 2
Push-in Specialist 3
Implementation Imperatives: Templates & support for flex.
groupings and strategic class size organization
Revised staffing process to better coordinate SPED & Gen Ed staffing
Processes to support strategic student groupings
Increased collaborative planning time
Dual certification for SPED and Gen ED teachers
Elementary school
without SPED Firewall
20 17
20 19
22
20 19
23
29
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Systems with low fill rates may be able to reallocate toward earlier intervention w/out impacting outcomes or compliance
Fill rate is a measure of efficiency of instructional staffing
Fill rate Example
1 teacher of FT Autism ES students
District staffing policy says 10:1
student:teacher ratio
If the teacher only has 7 of her 10 “spots” filled
with students, the class fill rate is 70%
Self-Contained and Resource Fill Rates Across Sample Districts
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Highlight class size vs. teacher quality trade-off
Strategically raise class sizes when appropriate
Reduce SPED spending on subscale programs and compliance
Move away from class size mandates
Investments in early intervention
Clear rules on maintenance of effort spending
SPED funding incentives for more integrated services
What can districts and schools do to rethink one-size-fits-all class model and redirect special education spending to targeted individual attention for all?
Start Now
Build Toward
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The four highest priorities for restructuring:
1. Restructure job and compensation structure to attract needed expertise, promote teamwork, and link to contribution
2. Rethink standardized class size model to target individual attention by strategically raising class sizes and rethinking one-size-fits-all class size models for providing individual attention
3. Shift special education spending toward early intervention and targeted individual attention in general education settings where possible
4. Optimize existing time and extend where needed to meet student and teacher needs
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Typical schools and districts still allocate time in rigid blocks that don’t change based on need or priority
TYPICAL DISTRICT PERCENT OF STUDENT TIME
BY GRADE & SUBJECT
0%
20%
40%
60%
80%
100%
ES 7-9th 10-12th
PE
Foreign Language
Electives
Science
Social Studies
Math
ELA
Source: ERS Analysis
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Carnegie Units, based on hours, reinforce the traditional definition of “class” that inhibits creativity and flexibility…
vs.
Larger Class
Larger Class
Larger Class
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Longer blocks in key subjects for struggling students
Measure mastery of course content in smaller increments
Regularly adjust time and staffing according to student progress
Leveraged technology to redefine instruction
Ensure schools with the neediest students get more resources and increase schools’ flexibility to organize time and staff
Extended school day in the lowest performing schools (while ensuring the right staff)
What can be done to optimize the use of student and teacher time?
Start Now
Build Toward
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By taking on tough choices, schools can move toward transformed practice
For the same cost a typical 25,000 student urban district can:
ERS’ District Reallocation Modeler (DREAM)
Reduce class sizes grades 4-12 by 2
Pay the top contributing 15% of teachers 10K more
OR
Give all teachers annual step increase
Allow benefits spending to increase
by 10%OR
Provide half-day pre-K for 50% of Kindergarten
students
Add 60 minutes to the school day in the
25% lowest performing schools
OR
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Hold ‘Em Experience
Rochester, NY
Duval County, FL
Prince George’s County,
MD
Memphis, TN
Aspen CFO/CAO network
Council of Chief State
School Officers
PIE Network
Now it’s time to play …
School Budget Hold’em
An interactive game to help districts make thoughtful trade-offs as part of the budgeting process
Encourages transparency and accessibility
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Why a card game?
Removes us from the traditional budget process of fighting for resources within silos
Focuses on investing in district priorities by freeing resources from low value- added “historic” uses
Enables teams to engage in open exploration of a range of options available to the district in a low stakes environment
Builds understanding of relative size of different options
Playing cards frees “non-spreadsheet” types to interact in new ways with the budgeting process
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ERS Resources:School Budget Hold 'em is more than a game …
... it's an interactive exploration of the thoughtful trade-offs school administrators have to make in these challenging
budget times.
Description of savings or investment option
Explanation
FYI: Additional information
Class Size 2.0%Category Investment or Savings as % of
budget
What is a Hold ‘Em Card?
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The Object of the Game Use the Hold’em cards provided to create a “hand” of investment and savings options to create a budget that moves toward improved district performance while still meeting a budget reduction target of 5%.
Instructions
How to play:
Step 1 Assign Roles and Review Process 5 min
Step 2 Read: Quickly read through the sample deck and create piles for “yes,” “no,” or “maybe” for each option.
10 min
Step 3 Review priorities and select your investments: As a group review the scenario and priorities presented and then identify the top investments you would like to include in your hand.
15 min
Step 4 Finalize your hand: Identify new budget total and find savings to meet it.
10 min
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1. What were the biggest insights and/or surprises regarding opportunities for district transformation during budget-cutting times?
2. What particular investments or savings would be feasible or challenging in your state?
3. What role can the state play to achieve desired investments and savings?
4. What action will you take?
Discussion Questions
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Play Hold’em: holdem.erstools.org– Encourage your network to consider a new conversation
around trade-offs
– Facilitators’ Guide allows groups to play independently
– Online version allows you to share your hand
Use your role in the legislature to advance reform– Change the debate over how to navigate tough times
– Continue to advocate for changes in state laws that limit effective resource use
Take Action
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1. Play using the complete deck with 60 cards that we will be handing out at the end
2. Play online at holdem.erstools.org
Want to play again?
Please return the “mini-decks” to us!
1
2
Education Resource Strategies 38National Conference of State Legislatures
Education Resource Strategies 39National Conference of State Legislatures
Please return the “mini-decks” to us!