Tennessee School Design Class

Rethinking Resources for Student Success

New Paradigms for High-Performing Schools: Choices and Trade-offsTennessee McIntyre ClassMay 11, 2012

Education Resource Strategies 2Tennessee School Design Class

Source: ERS

High-performing schools shift the industrial age school paradigm in 4 ways

From teachers as widgets

To teaching teams with combined expertise and

differentiated responsibilities and rewards

From small one-size-fits-all class size models

To targeted individual attention to match

student need

From standard time blocks for all students and

subjects

To varied time matching student and teacher

needs

From school employees as sole provider To Making Every Minute Count


Source: ERS

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


Compensation cost adjusted to District A areaSource: ERS District Aspen District Analysis FY 2009

Most districts spend little to reward increased teacher responsibility and contribution

Base

Education

Longevity

Responsibility & Results

Benefits

Rochester Northeast District A $-

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

51% 42%

3% 7%

20%

27%2%

0% 25%

24%

Total Dollars per Teacher

$ p

er

tea

ch

er

District ABalanced work-force

District BSenior work-force

$78,232

$88,052


Hiring staff to fit school needs in terms of expertise, philosophy and schedule

Organizing teachers to grades and subjects—matching expert teachers to high need areas

Creating teacher teams that balance experience, training, and expertise to build internal capacity

Using all human resources flexibly and creatively to improve student achievement

Source: ERS

High-performing schools maximize human resources through hiring and assignment


Source: ERS Analysis

How does the mix of teachers’ experience and training match against the hiring needs of the school?

What type of teacher should the school hire?





Using all human resources in school flexibly and creatively to improve student achievement

Source: ERS

High-performing schools maximize human resources within their buildings


ELA MATH

Grades% Proficient

& aboveLevel of Teacher

expertise % Proficient & above in math

Level of Teacher expertise

9 40% Low 44% Medium

10 46% Medium 42% Low

11 59% High 56% Medium

12 63% High 60% High


Where are the high need areas in the school?

How should expert teachers be matched to high-need areas?






Source: ERS



Grade level

TeacherYrs.

ExperienceLevel of

implementationEvaluation rating

1

A 2 Low Satisfactory

B 23 Medium Satisfactory

C 1 Low Unsatisfactory

2

D 8 High Satisfactory

E 4 High Satisfactory

F 13 High Satisfactory

3

G 25 Medium Satisfactory

H 32 Low Unsatisfactory

I 1 Low Not yet rated

Source: ERS

Which team of teachers has the greatest capacity?

How should teachers be teamed to build internal capacity?






Source: ERS



Source: ERS







student need


subjects


needs



Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

21 22 22 222225

2831

In this District Class Sizes are Far from Max-imum

and do not Vary by GradeAverage class size Contract max

Source: Elementary Grades Homeroom file Oct 2009; Includes elementary schools and K-8 schools (grades K0-5); excludes classes that are special ed 60%+, ELL 60%+; includes Advanced Work classes; excludes schools with Two-Way bilingual program; excludes classes with “mixed” grade (mainly due to teacher data NA). ERS Analysis.

Most districts have opportunities to strategically raise class size…


ELA

Fore

ign

Lang

uage

Mat

h

Scienc

e

Social S

tudies

Art/M

usic

Compu

ter Lite

racy

PE/Hea

lth

Vocat

iona

l/Car

eer

-

5

10

15

20

25

30

35

26 26 26 27 27 26 26 28 24 24

26 24 25 25 24

19

29

22

G6-8 G9-12

Source: ERS

Average GenEd Class Sizes by Subject

Cla

ss S

ize

…and to target class sizes to priority subjects and students

Core Classes Noncore Classes


District S

District M

District E

District B

District A

District C

District P

District R

District G

29

25 22

26

18

22

29

20 22

17 14 13 14 14

16 16

12 15

General Education Class Size versus Student-Teacher Ratio

ERS Estimated Average General Ed Class Size Average Total Student-to-Teacher Ratio


Districts have more teaching staff, but use those FTEs for specialist positions outside of the core classroom


Source: ERS

A cycle of isolation and specialization pulls students with additional needs out of regular education classrooms

Large, diverse classes

Overextended teachers

Remove “problem” student from

classroom

Administration to coordinate, monitor special services

Resources and responsibility move outside regular

classroom

CurrentStructure of SWD & ELL services

Provide additional support:- Social services- Pull-out instruction


General Ed ELL SWD Resource SWD Sub Sep$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

$45,000

$11,725.7 $15,230.4$19,949.1

$42,567.2

District Spending by Student Type2009-2010

LEP

Note: Excluded are all district Alternative/Adult schools. Sources: SY10 October enrollment, district budget as of 10/09. Excludes students who did not report; ELL includes those currently in programs, excludes students who opted-out. ERS Analysis.

Moving students into rigidly defined programs diverts dollars from early intervention and targeted small groups for all students

Enrollment: 37.8K 6.6K 5.4K 5.5K

Weight: 1.0 1.2 1.7 3.5

PovertyIncrement


Source: ERS







student need


subjects


needs



Chicago

LA

Seattle

Milwaukee

Rochester

Baltimore

Philadelphia

Leading Edge schools

963

1080

1110

1120

1125

1138

1160

1170

1180

1200

1210

1250

1250

1260

1276

1476

Student Hours per Year

Sources: District figures are from Time and Attention in Urban High Schools: Lessons for School Systems (Frank, 2010) and from ERS analyses for the Aspen CFO network. Leading Edge school figures are from Shields, R. A., and K. H. Miles. 2008. Strategic Designs: Lessons from Leading Edge Small Urban High Schools. Watertown, MA: Education Resource Strategies. Charter school figures are from The Boston Foundation report (May 2010) “Out of the Debate and Into the Schools.” ERS Analysis.

Many districts have an opportunity to increase instructional time by increasing the school day National Avg. =

1170


Source: ERS Analysis of district course file

But there is huge opportunity to make better use of existing time…by reducing unassigned or non-instructional time

-10%

-5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

12TH GRADE STUDENTS: RANGE IN UNASSIGNED TIME(As % of Total School Day)

Average = 12%

1/3 of 12th graders have <6% of their school day unassigned

1/3 of 12th graders have 6-

17% of their school day unassigned

1/3 of 12th graders have

17-40% of their school day unassigned



…by varying time by grade and subject

ES 7-9 10-120%

10%20%30%40%50%60%70%80%90%

100%PE

Electives

Foreign Language

Science

Social Studies

Math

ELA

TYPICAL DISTRICT PERCENT OF STUDENT TIME

BY GRADE & SUBJECT


STUDENT A STUDENT B

Proficiency at end of 8th grade

Below proficient Below proficient

Semester-long math classes in grades 9-10

• Algebra 1A• Algebra 1B• Technical Math 1• Geometry

• Introductory Math• Introductory Math• Introductory Math

Cumulative investment $1,362 $1,341

Average investment per distinct class $341 $1,341

Status in grade 11 On track/college ready Dropped out

Source: ERS analysis of district data

…by matching instruction to student needs so that course time isn’t wastedBecause student B repeated the same course, this district invested

400% more per distinct math class in Student B, AND achieved a significantly worse outcome

Education Resource Strategies 23Tennessee School Design Class23

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

Kindergarden students

Add 60 minutes of school day in the

25% lowest performing schools

OR


Educational vision and design come first

“All money is green”

Find your friends

Not all budget decisions are democratic

“Just say no”

Source: ERS

Lessons Learned

We can do anything we want, Just not everything

Tennessee School Design Class

Education

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