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March, 2011 CSO Meeting. 11 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective.

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Presentation on theme: "March, 2011 CSO Meeting. 11 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective."— Presentation transcript:

1 March, 2011 CSO Meeting

2 11 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

3 22 Objectives for today Discuss Support Program updates Understand effective practices for communications and work on the communications and stakeholder engagement part of your plan Understand effective practices for resource allocation and work on the activities to remove part of your plan

4 33 Support Program Updates (1/4) – Common Guidance All districts received a Common Guidance document based on the February 28 submissions A few additional themes emerged from last weeks phone calls with Chiefs: Districts need to have one plan Plans need to be focused and comprehensive Plans should be specific, not long-winded Consider having a community member read your full draft plan for clarity and understanding

5 44 DRAFT Agenda:90 minutes 1.Welcome and agenda overview 5 minutes 2.District presentation on the plan 10 minutes 3.Q&A on the plan development and success factors 20 minutes 4.Q&A specific to the individual districts plan 40 minutes 5.Wrap-up and agree on next steps 15 minutes Support Program Updates (2/4) – May meetings Scheduling: All districts received dates and times from Margie Participants: Teams must include the Chief, teacher representation and board representation – districts are invited to bring other team members as desired Preparation: All districts will receive a detailed agenda three weeks in advance, including guidance for the presentation and specific questions

6 55 Support Program Updates (3/4) – Resources Visits All visit materials are online Please let us know how we can support districts in incorporating the lessons from visits April Chiefs Meeting The April Chiefs meeting has been cancelled due to the substantial amount of plan work Please use the time to prepare for the May meetings Please also use that time to complete a brief survey on the LEA Support Program Resources DOE has compiled a resource index handout aligning all resources to the plan components Please contact your facilitator or liaison if you have any questions

7 66 Date Chief meeting September 23 Chief meeting November 16 Activity October 11, 12, or13 County workshop December 6, 7, or 8 County workshop December 14 Chief meeting January 27 Chief meeting February 7, 8, or 9 County workshop February 24 Chief meeting March 7, 8, or 9 County workshop March 24 Chief meeting October 28 Chief meeting Support Program Updates (4/4) – Program Calendar Completed April 11 Submit full draft of plan In-person meetings with Secretary Lowery May Submit final draft of plan May Receive funding decision from DOE Early June Participants will receive up to 30 clock hours, based on attendance

8 77 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

9 88 State Communications Initiatives Program overviews Recently completed one- to two-page backgrounders on each major initiative Soon to be posted on DOE website, updated regularly Teacher e-blasts New outlet to communicate directly on a regular basis with teachers, so as to share updates on RTTT and other initiatives LEA PIO meetings State public information officer meeting with district communications staff to share information, get feedback on how DOE can better coordinate with LEAs Website redesign Early stages of planning to revamp states website, making it easier to navigate and more useful to the public, with an RTTT-specific webpage Media coordination Daily media inquiry summaries sent from the state to all districts/ charters to keep LEAs informed of potential news stories before they appear in print UpdateInitiative Media training workshop Workshop on April 12 th for districts and charters without public information officers to discuss effective practices for engaging the media

10 99 District Expectations for Communications 1) Stakeholder engagement to develop your plan (past) From the plan template: How did you engage stakeholders in the process of developing this plan? From the plan rubric: LEA should: Ensure that all stakeholders understand the plan and that representatives from all stakeholder groups have had an opportunity to provide input into the plan 2) Communications and stakeholder engagement (ongoing) From the plan template: What stakeholders will you need to engage in your implementation efforts? What mechanisms will you use to effectively engage with them on an ongoing basis? What are the key messages that will need to be delivered, and how do these differ by stakeholder? From the plan rubric: LEA should: Have a plan for ensuring that all stakeholders understand their roles in ensuring the plans success Develop a communications plan for ongoing dialogue with stakeholders At a minimum, all districts should share their draft plans after the April 11 submission Todays breakout will give districts time to make progress on this part of their plans

11 10 Framework for Communications and Guiding Questions Develop the messages Identify the stakeholder groups Determine the objectives Provide feedback mechanisms Select the channels Establish the timing Which groups do we need to engage? Which groups do we need to inform? What does each group need in terms of communication? What are we trying to achieve with each group? Why are we changing? How are we changing? What does this mean for each group? How will the messages be delivered - written or face-to-face, and through what venue? When will the messages be delivered, and how frequently? How will we get feedback? How will we know whether our objectives have been achieved?

12 11 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

13 12 Caesar Rodney School District Newsletter What are the state requirements for Race to the Top? What is Race to the Top? How is the Department of Education leading the change? What are some Race to the Top terms? How does all of this change affect me and my students? Why a Success Academy and Freshman Academy at CRHS? What is a Success Academy? What is a Freshman Academy? For more information:

14 13 Learning Focused Unit and Lesson Planning Common Assessments Intervention Programs Literacy and Numeracy In School and Out of School Using Data Reportable Timelines What data? Culture of Learning Vision/Mission Norms/Loose/Tight Culture Instructional Feedbacks Professional Learning Communities Teams as a basic Unit Learning, Collaboration and RESULTS District Team/Principals Team/ Building Leaders Team/Content or Grade State Standards Guaranteed and Viable Curriculum SMART Goals Data to Compare Data Coaches Triangle of Interventions Master Schedule Professional Development Matches Needs/Effective Learning Focused/Assessment of/for Solution Tree/Stetson Time Studies/SAMS Effective Teacher and Leaders Instructional Monitoring DPAS II/Development Coaches Teacher & Leader Surveys Student Achievement Recruit, Train, Promote, Retain, Remove Communicate and Engage Families and Community Expand Rigorous Coursework Caesar Rodney School District Race to the Top Implementation Priorities

15 14 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

16 15 WhatHowMaterials Discuss your communication and engagement plan for one stakeholder group With your district Flip charts, markers, and handouts 20 Time Share the above, as well as your districts effective practices for communications With your table Flip chart with notes 15 Facilitated breakout on communications Stakeholder groups Which groups do we need to engage? Which groups do we need to inform? Objectives What does each group need in terms of communication? What are we trying to achieve with each group? Messages Why are we changing? How are we changing? What does this mean for each group? Channels How will the messages be delivered - written or face-to-face, and through what venue? Timing When will the messages be delivered, and how frequently? Feedback Mechanism How will we get feedback? How will we know whether our objectives have been achieved?

17 16 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

18 17 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

19 18 Resource Allocation and the Relationship to District Plans 1) Activities to remove From the plan template and rubric: Background: Implementing new, more effective strategies/activities, by definition, means ceasing to do less effective ones. This section is intended to help LEAs think through what ineffective activities they will stop doing. In particular, LEAs are encouraged to identify those ineffective activities they are implementing that are using up significant monetary and non-monetary resources. Districts should use the planning process to discuss strategic resource allocation – which activities will be prioritized or de- prioritized, to ensure the success and sustainability of the overall effort DOE understands that these funds provide an opportunity for experimentation; sustainability should be approached from the perspective of how your district will evaluate program effectiveness and ensure that effective programs continue 2) Sustainability (per objective) From the plan template and rubric: How will LEA ensure that this is sustainable once RTTT funds are gone? Sustainability can be achieved through increased capacity or additional funds.

20 The District Management Council 70 Franklin Street Boston MA, Tel: 877.DMC The District Management Council Strategic Resource Allocation March 24, 2011

21 © 2011 І District Management Council І 20 Agenda Approach to Strategic Resource Allocation Examples Discussion

22 © 2011 І District Management Council І 21 School District Strategy & Execution Aspirational Vision Initiatives Action Plan ResponsibilitiesTimelines GoalsMeasures Theory of Action Prioritization of Time and Money Focus for Today

23 © 2011 І District Management Council І 22 Developing Strategic Resource Allocation Step-by-Step What resources do not advance the strategy? Where are we under- investing ? What resources are not creating student learning? Where can productivity be improved without impacting students? Where are opportunities to shift resources from less effective efforts towards strategic priorities? What is the districts theory of action? What programs and initiatives support this theory? Is this an effective program or initiative? How do we know? How are these prioritized? Where are resources currently allocated? What is the flexibility of these allocations (e.g., contractual, legal, political)? Activities & Deliverables For each potential savings or investment opportunity, assess: What is the forecasted impact on student achievement? How else will the adjustment affect the system? What impact will this adjustment have on the community? How do we know this? What additional data do we need to make an informed decision? How will the district prioritize and rank the rationalization options? How much buy-in exists from the staff and community? Who will champion the change? How will the final decisions be reached? Assess Current Strategy and Budget Identify Misalignment Assess Impact of potential opportunities Prioritization & Buy-in Communication How will final decisions be shared? How will the process be communicated? Internally? Externally? Who will help deliver the message? How will questions and concerns be addressed? Stakeholder Engagement Facilitate Senior Team strategy session Detailed budget review Facilitate session of principals and senior administrators Line item analysis & detailed benchmarking Best practice comparison Scenario development Systems thinking framework Facilitate session of principals and senior administrators Software-based trade-off tools Develop communication plans and feedback process Develop implementation plans

24 © 2011 І District Management Council І 23 Diagnostic Areas: General Education Targeted Study Areas Management of available seats Staff to student ratios and variance by school and subject Course offerings Use of partial FTEs Adjustment procedure based on enrollment fluctuations Enrollment projection, management Assess effectiveness of current programs (e.g., reading, intervention, math, gifted and talented, college readiness) Develop measure of Return on Investment (i.e. student learning/dollars spent) Service delivery model for special education, ELL and other remediation and intervention efforts Assignment of nurses, social workers, physiologists and other specialized staff Teaching assistants Administrative organizational structure Class Size Management Program Effectiveness Non-classroom Staff

25 © 2011 І District Management Council І 24 Diagnostic Areas: Special Education Targeted Study Areas Speech therapy (caseload, group size, use of assistants, variance) Occupational therapy (caseload, group size, use of assistants, variance) Applied Behavioral Analysis support Scheduling efficiency IEP development guidelines Class size by disability, variance Staffing model Non-teaching support staff Assignment rules Scheduling Utilization Push-in versus pull-out models Role of special education teachers, testers and administrators Related (Therapeutic) Services Special Education Service Delivery Model Severe Needs Classrooms Paraprofessional Staffing

26 © 2011 І District Management Council І 25 Diagnostic Areas: Operations Targeted Study Areas Maintenance Capital expenditures Custodial Revenue generation Purchasing Contracting and outsourcing Grants management Compliance (e.g., lost revenue) Reimbursement (e.g., Medicaid) Expense management Contracting procedure Routing procedure, scheduling efficiency Special education transportation Facilities Finance Transportation

27 © 2011 І District Management Council І 26 Agenda Approach to Strategic Resource Allocation Examples Discussion

28 © 2011 І District Management Council І 27 New Model: Shifting Staffing as Enrollment Shifts 20 student target Regular ed Pupils per Regular Ed Teacher School 31 School 30 School 29 School 28 School 27 School 2 School 1 School 8 School 7 School 6 School 5 School 4 School 3 School 20 School 19 School 18 School 17 School 16 School 15 School 26 School 25 School 24 School 23 School 22 School 21 School 14 School 13 School 12 School 11 School 10 School 9 DMC has found savings opportunities ranging from 2-5% of total district budget, regardless of district size. Research suggests that class sizes up to a point do not negatively impact student achievement.

29 © 2011 І District Management Council І 28 New Model: Thoughtful Grouping in Building-level Master Schedules +35% +22% +36% SpeechOTPT Target caseload Current Average Caseload for Therapists DMC has found opportunities to reduce therapist staffing by % to be typical, regardless of district size. In this example, over 25% savings were realized while caseloads remained below the national average.

30 © 2011 І District Management Council І 29 New Model: Partial Day/Partial Week Paraprofessional Support +74% DistrictCGCS Average Ratio of Paraprofessionals to Students, District versus Council of Great City Schools Median DMC has found opportunities to reduce staffing needs by 30%+ are common, regardless of district size. In this example, shifting paraprofessional staffing to the CGCS average would save almost 2% of district budget (gross) Note: District currently staffs paraprofessionals at a rate 74% higher than the average of the 31 member districts of the Council of the Great City Schools

31 © 2011 І District Management Council І 30 New Model: Strategic Outsourcing Traditional View on Outsourcing Traditional View on Outsourcing Strategic View on Outsourcing Strategic View on Outsourcing Cost cutting Consider outsourcing all non- core functions Contract-driven vendor management Arms-length functional management Strategic value Consider keeping control of all functions that are competitive differentiators Relationship-driven vendor management Alignment of external partners with district objectives Pursuing outsourcing with the traditional view can create value for districts, but only in less critical areas such as food or custodial services. Outsourcing arrangements can be formed with a long-term view, and should be designed to align the provider to achieve a strategic goal of the district.

32 © 2011 І District Management Council І 31 Agenda Approach to Strategic Resource Allocation Examples Discussion

33 © 2011 І District Management Council І 32 Discussion Tool: Prioritization Matrix First Priorities or Phantom Promises? Where would you place the tactics listed? Which are your top priorities? What else would you add? What other high value opportunities can we compile? Strategic Impact HIGH VALUE (Long Term) Tackle these high-impact issues by breaking down into manageable pieces Resist the urge to cut deep where long- term strategic value could be eroded The Shiny Coins Distractions LOW VALUE (Short Term) Opportunities that used to be ignored in good times now look very attractive: pick these up quickly Low priorities: ignore until all other opportunities exhausted HARD (Low Control) EASY (High Control)

34 © 2011 І District Management Council І 33 Pre-brainstormed Tactics List Management of available seats Management of staff to student ratios and variance by school and subject Course offerings Change use of partial FTEs Adjustment procedure based on enrollment fluctuations Enrollment projection, management Assess effectiveness of current programs (e.g., reading, intervention, math, gifted and talented, college readiness) Develop measure of Return on Investment (i.e. student learning/dollars spent) and prioritize spending accordingly Change service delivery model for special education, ELL and other remediation and intervention efforts Change assignment model of nurses, social workers, physiologists and other specialized staff Teaching assistant staffing Administrative organizational structure Speech therapy management (caseload, group size, use of assistants, variance) Occupational therapy management (caseload, group size, use of assistants, variance) Applied Behavioral Analysis support Improve scheduling efficiency Change IEP development guidelines Increase use of push-in versus pull-out models Adjust role of special education teachers, testers and administrators Manage class size by disability, variance Adjust staffing models Non-teaching support staff management Modify paraprofessional assignment rules Improve paraprofessional scheduling Improve paraprofessional utilization Management of : Maintenance Capital expenditures Custodial Revenue generation Purchasing Contracting and outsourcing Grants management Compliance (e.g., lost revenue) Reimbursement (e.g., Medicaid) Expense management Contracting procedure Routing procedure, scheduling efficiency Special education transportation General EducationSpecial EducationOperations What else would you add?

35 © 2011 І District Management Council І 34 Looking for Opportunities to do More with Less: Activities StaffingTeaching & LearningOperational Efficiency Effective Scheduling & Staffing Class size management Therapeutic services (speech and language, OT and PT) ELL Paraprofessionals Remediation and intervention staff Staffing Guidelines Targeted class size (core and non- core) Special education case loads Substantially separate classroom support Student supports (nursing, guidance, social work) Custodial & maintenance Benefits Management Part-time vs. Full-time Certified vs. Non-certified Academic Programs & Strategies Assess full costs of each effort Find what works Curtail ineffective efforts Calculate student achievement return on investment Reduce duplicative programs Professional Development Audit current efforts Align with priorities Expand in-house experts Monitor Effectiveness Student growth increases Common formative assessments Teacher feedback Maximize Resources Control and alignment of state and federal grants Medicaid reimbursement Third-party funding Operational Efficiency & Cost Effectiveness Transportation routing (general education and special education) Subcontracted services Vendor review and competitive bidding Track & Monitor Spending Overtime Program budgets Where should your district look?

36 © 2011 І District Management Council І 35 The District Management Council If you have any comments or questions about the content of this document, please contact Nick Morgan, Managing Director Tel Fax Franklin St., Boston MA Web:

37 36 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss state initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

38 37 Wrap-up – how did we do? Please complete the workshop surveys on your table Remember to send your full draft plan by April 11 Discuss Support Program updates Understand effective practices for communications and work on the communications and stakeholder engagement part of your plan Understand effective practices for resource allocation and work on the activities to remove part of your plan

39 38 Agenda 9:00-9:30Welcome and District Support Program Update 9:30-9:40Communications: Discuss statewide initiatives and effective practices 9:40-9:50Communications: District presentation 9:50-10:25Communications: Facilitated breakout 10:25-10:35Break 10:35-11:15Resource allocation: Discuss effective practices 11:15-11:50Resource allocation: Facilitated breakout 11:50-12:00Wrap-up 12:00-1:00Optional meeting for data coach liaisons

40 39 Optional meeting for data coach liaisons 12:00-12:15Update on Data Coach Project Allocation Worksheet for Data Coaches PLCs & # of Core Teachers in each building 12:15-12:30Instructional Improvement Systems 12:30-12:40Additional TLEU Upcoming Initiatives Development Coaches SAMs Vision Network 12:40-1:00Q & A


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