© Education Resource Strategies, Inc., 2014

Confidential Draft: Not for Distribution

Human Capital Key Insights

and Wrap UpJuly 20, 2016

Confidential Draft: Not for Distribution

1. Re-ground on scope

2. Major findings from human

capital analysis

3. Implications for SDPBC from

our year of collaboration

1

Workstream Sep Oct Nov Dec Jan Feb Mar Apr May June

Data collection and

validation

System 2020 Review

Strategic Resource Map

• School funding and

equity

• Strategic school

design

• Human capital

strategy

Synthesis and

prioritization

Project timeline

2

Ph

ase

IP

has

e II

Major findings from human capital analysis

SDPBC faces an increasingly challenging recruitment environment, which

has helped shape early strategic plan initiatives

However, creating a talent strategy that propels its students to higher levels of

achievement requires addressing root causes of retention and attrition,

particularly for the most effective teachers and in the highest need schools

This implies strengthening the “value proposition” for educators to teach in Palm

Beach County, including:

Expanding support for novice teachers

Creating opportunities for the best teachers to earn more and extend

their impact:

More differentiated evaluation

Expanded leadership roles for the most effective teachers

Support principals in being strategic developers and managers of talent

3

Even with lower attrition and more applicants than many

districts, SDPBC is feeling pressure in recruitment

4

2826

24

11

3

9

12-13 13-14 14-15 Aldine Tulsa NYC

Applicants per teaching position

Sources: SDPBC SY1213-SY1415 Staff Database; ERS Comparison Database; ERS analysis

Methodology note: Teaching force attrition = teachers leaving SDPBC, teachers retiring, and teachers transferring to non-teaching role

9.6% 10.3% 9.8%

13.5%

17.6%

5.8%

12-13 13-14 14-15 Aldine Tulsa NYC

Teaching Force Attrition

SDPBC SDPBC

SDPBC

ERS-studied districts

Retired

SDPBC 14-15

10.7%

11.2%11.3%

Recruitment Challenge

Although budgets are released in March, 60% of

teachers are hired during the summer months

5

0%

5%

10%

15%

20%

25%

30%

% of Palm Beach Teacher Hires by Month

Budgets are

released

Ideal target for

completing

hiring

Source: NCTQ “Teacher Quality Roadmap: Improving Policies and Practices in the School District of Philadelphia”; 2013 and TNTP “Missed Opportunities” ; 2003;

SDPBC SY1213-SY1415 Staff Database

• Fewer than half of SDPBC

principals agree that “the district’s

hiring timeline allows me to attract

top talent to my schools”

• Studies show that late timelines

drive applicants out of the

process, especially those with

higher GPAs and relevant degrees

• SDPBC could hire earlier via:

― Earlier notification for

vacancies

― Adjusted teacher union

transfer requirements

― Adjusted budget timelines

Recruitment Challenge

Teachers who leave their schools are increasingly also

leaving the district, not moving to another SDPBC school

6

6.8%

8.6%

5.6%

4.1%

2.1%

1.2%1.0%1.4%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

11-12 12-13 13-14 14-15

% of Teachers Leaving District, Leaving Teaching Role, or Transferring Schools

Left the district

Transferred to anotherSDPBC school

Transferred to a non-teaching role in SDPBC

Retired

Left SDPBC = teachers who left the district + teachers who retired. Moved within SDPBC = transfers to teaching positions in other schools or non-teaching roles

Sources: SDPBC SY1213-SY1415 Staff Database; ERS analysis

Left SDPBC 7.8% 8.6% 9.2% 10.1%

Moved w/in SDPBC 7.8% 7.5% 7.0% 5.3%

Retention Challenge

15.8%

11.2%

9.1%

5.1%

14.0%

0.0%

5.0%

10.0%

15.0%

20.0%

0-2 yrs 3-7 yrs 8-15 yrs 16-24 yrs 25+ yrs

Att

riti

on

rat

e

Years of experience

Teacher Attrition from SDPBC, by years of experience

SDPBC is losing early career teachers at much higher

rates

7

How can Palm Beach support its early career teachers and retain them,

particularly in high need schools?Note: attrition is for all teachers, not just those with VAM

Sources: SDPBC SY1213-SY1415 Staff Database; ERS analysis

SDPBC overall = 10.8%

Retention Challenge

Transfer and retention patterns create less stability in

the lowest-performing schools

8

45%56% 59%

69%

30%23% 20%

13%

25% 21% 20% 18%

Lowest-performingschools

2nd quartileperformance

3rd quartileperformance

Highest-performingschools

Stability of 2015-2016 Teaching Force by School Need, since 2012

Transfers

New Hires

In The SameSchool

Sources: SDPBC SY1213-SY1415 Staff Database; SDPBC SY1213- SY1415 VAM data; ERS Comparison Database; ERS analysis

Avg Yrs

of Exp10.3 12.1 13.2 14.7

Retention Challenge

Creating a powerful value proposition can help SDPBC

attract, retain, and grow an effective teaching force

Initiatives underway

Develop recruitment system that

attracts high quality and diversity

Apply added rigor in selection and

hiring processes

Address challenges with teacher

evaluation

Establish and implement

recognition and differentiated

compensation systems

9

Additional potential high-impact strategies

1. Address strategic retention challenges by

expanding support for novice teachers

2. Create opportunities for the best teachers

to earn more and extend their impact:

a. Increase compensation for effective

teachers through more

differentiated evaluation

b. Create and pay for expanded

leadership by the most effective

teachers

3. Support principals in being strategic

developers and managers of talent

Value Proposition

Confidential Draft: Not for Distribution

1. Re-ground on scope

2. Major findings from human

capital analysis

3. Implications for SDPBC from

our year of collaboration

10

What will it take to realize our five-year goals?

11

51%

75%

54%

75%

85%90%

62%

75%

13 14 15 17 18 19 20 21 13 14 15 17 18 19 20 21 13 14 15 17 18 19 20 21 13 14 15 17 18 19 20 21

SDPBC Path to Strategic Plan Goals, 2013-2021

3rd grade reading

proficiency

High school

readiness index

High school

graduation rate

Post-secondary

enrollment

Prior year results

Future year targets

What will it take to realize our five-year goals?

1. Clearly defining what makes working in the School

District of Palm Beach County unique, compelling

and sustainable for great teachers

2. Major shifts in how we organize resources to educate

English Language Learners and Special Education

students

3. Change in how we organize our lowest-performing

schools and how we educate our lowest-performing

students

12

Strategies to get there

Continue shifting ELL resources from non-instructional functions to instruction

Adjust Special Education staffing ratios to better reflect how high-functioning schools support students with special needs

Self-contained vs. resource/inclusion settings

Manageable fill rates for special ed teachers

Consult-only roles focus on teacher support

Tighten implementation of RTI to avoid over-identification of students with special needs

13

Confidential Draft: Not for Distribution

To:

A re-imagined school day.

Restructured schedules

and dynamic grouping

strategies that respond to

learning needs and create

new opportunities for

instructional collaboration.

From:

A one-size-fits-all learning

environment that holds

everyone back. Rigid

schedules and class sizes

that don’t accommodate a

range of learning needs

and force teachers to work

in isolation.

Strategic School Design

Targeting resources means deliberately and pro-actively

prioritizing resources based on student need

Supports and interventions adjust frequently based on data of student progress

Students are placed in learning environments that meet their needs,

while maintaining opportunities to learn from peers

15More details on the impact of proactive interventions can be found here: Karoly, Lynn A., M. Rebecca Kilburn and Jill S. Cannon. Proven Benefits of Early Childhood Interventions. Santa Monica, CA: RAND Corporation, 2005. http://www.rand.org/pubs/research_briefs/RB9145.

Time Attention Talent Technology

Longer blocks in

prioritized subjects

or courses, and/or

Intervention/

enrichment block

to pre-teach some

while enriching

others.

Additional talent

assigned to lower

group size and

reduce students

per teacher in

prioritized subjects

and/or in

foundational grades.

The most effective

teachers are

assigned to priority

grade levels or

courses.

Blended curriculum

and/or assessments

enable rapid and

efficient

adjustments to

groupings, time, and

program based on

student need.

Strategies to get there

Ensure teachers have – and effectively use –

weekly collaborative planning time with their

peers who teach the same content

Provide more intensive support for the lowest-

performing schools

Ensure all school teams have – and use – the

flexibility to target resources to students with the

greatest need

Help school leadership teams create and

implement “break-the-mold” designs with the

greatest potential for impact on student growth16

Confidential Draft: Not for Distribution

In conclusion…

• Many foundations for growth are in place/in progress

• Change requires making strategic resource tradeoffs – we can

do anything but we can’t do everything

• Opportunities:

1. Help SDPBC school teams create and sustain strategic

designs that advance student learning

2. Re-structure ELL and ESE resources to better support

student growth?

3. Make SDPBC a system where great teachers want to

come, stay and grow

17