Beruflich Dokumente
Kultur Dokumente
• AprilERS
2010Resource Mapping:
Elementary School Resource Use
Duval County Public Schools, February 10,
Based on our experience working in districts, ERS
believes that resources (people, time, and money) need
to be aligned to support seven key transformation
strategies
T R A N S F O R M AT I O N A L
R Eequitable,
S O U R Ctransparent,
E S T R ATandE Gflexible
IES These district strategies support
Ensure
funding across schools and facilitate a system of
high-performing schools
Restructure the teaching Job
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ERS w ill p re s e n t o u r f in d in g s , a lig nPreliminary
e d t o– Dot Not
h eCite or Distribute
t ra n s f o rm a t io n a l re s o u rc e s t ra t e g ie s , a c ro s s 7
w o rk in g s e s s io n s
Date Topic DCPS Lead Transformational Resource Strategy
Jan School Funding Mike Perrone Ensure equitable, transparent, and flexible funding
across schools
Feb Elementary School Debbie Support schools in organizing people, time, and money
to maximize learning
Menard
Mar Middle School Lawrence
Dennis
Apr High School Elaine Mann
May Central Roles (including Jackie Byrd Redesign central roles for Ensure access to aligned
empowerment, curriculum, instruction,
Turnaround Strategy) Tony Bellamy accountability and efficiency assessment, PD
May Human Capital Vicki Restructure the teaching Build school and district
Job leader capacity
Reynolds
June Wrap-Up & Action TBD Recap findings from the Partner with families and
previous 6 strategies communities
Implications
3
Preliminary – Do Not Cite or Distribute
4
performing schools look the same, their
school designs tend to share common
elements
Teaching
Effectiveness
5
school’s organizing structures around
the instructional model to invest in
these common elements
STRATEGIC DESIGN
Key Components
Student Schedule
Course offerings, time per subject and lessons, rotation, period lengths, length of day and year
Instructor-Student Grouping
Professional Development Class size, small groups, looping, instructor type, teacher loads, cohort size/clusters, differences by
learning and collaboration, individual and new teacher needs, provider type, time required, job assignment and learning.
Instructional Model
Learning goals, curriculum content, organization instructional approach, and location assessments
Budget
Staffing Plan
Master Schedule
6
DCPS is already investing in structures
to support teaching effectiveness,
individual attention, and academic time
Teaching
Effectiveness
7
leadership is to create the right mix of
support, capacity and accountability
around resource use
Are our schools’ use of resources appropriately:
qDifferentiated based on unique school needs & strengths?
qConsistent with the district’s expectations and best practice?
qEfficient?
Take Action
4.Size-driven Misalignments
5.Discuss & prioritize action implications
9
Strategic Schools Video Discussion
Questions
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Executive Summary
DCPS is already investing in structures to support teaching effectiveness, individual attention, and
academic time.
The greatest challenges are therefore to ensure that resources allocations, expectations and support are
differentiated across the diversity of DCPS schools and that schools have the capacity to use their
resources effectively.
The lowest performing schools in Duval have the lowest performing teachers; the district must work to shift
this distribution.
DCPS can invest further in teaching effectiveness by supporting principals both in creating teacher teams
that have varied expertise and in organizing schedules to create longer blocks of time for teams to
collaborate with expert support.
Flexible grouping models that regroup both staff and students based on student need provide an important
Duval’s investment in social and emotional supports is lower than its peers, and students in the highest
Duval’s formative assessments are critical to the success of the school designs; current challenge is to
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Today’s agenda
4.Size-driven Misalignments
5.Discuss & prioritize action implications
12
To maximize performance, leadership
must adapt strategy based on student
needs in different schools
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Today’s agenda
4.Size-driven Misalignments
5.Discuss & prioritize action implications
14
maximize combined expertise and have
time and support for effective
collaboration
Teaching Effectiveness:
1. Create teaching teams and staffing plans that
maximize collective expertise for student and
teacher learning. Teaching Effectiveness
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teacher effectiveness - we will come
back to this in human capital, but for
now we use proxies . . .
% Novice teachers
*Excludes the following school types: charters, special education, early childhood, closed schools, and other outliers, such as schools that are opening or closing;
Boston includes all schools.
Source: ERS analysis of DCPS human resource data; ERS district benchmark data 17
Less effective teachers are clustered in
the highest needs schools, which also
receive more ISPD $
rences in teacher populations will need to organize resources differently to best support and de
Source: ERS analysis of DCPS human resource data; ERS district benchmark data 18
instructional support stresses the inter-
related nature of critical teaching
effectiveness investments
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Team assignment prioritizes short-term
FCAT gain over longer-term teaching
effectiveness
• Principals are clustering their best teachers in FCAT tested grade levels
• Principals also cluster novice teachers together on grade-level teams
Take Action
For all schools except high-fliers: Build capacity and data tools for more effective team assig
For all schools: Integrate human capital management into principal incentive structure
Teams
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Duval is investing in experts in
2
Turnaround, but has opportunity to
expand investment for edge schools
While schools with the greatest need for expert . . . “Edge” schools may require additional
support generally receive more resources . . . investment (teacher-leaders).
Teac Teac
hers hers
: :
Coac + Coac +
h h
TakeEdge Schools: Ensure expert support (teacher leadership) in the absence of coaching resour
Action
Expert
Support
Note: Analysis is based on 09-10 payroll file; does not reflect adjustments made to coaching allocation for 10-11 school year; edge schools are defined as non Title I/TA with > 50%
poverty 23
Feedback from Spotlight schools
suggested a need for support/capacity-
building in implementation
Implementation Barriers
Effective Coaching Model
DTU contract
Rigorous Selection Process
Coach/principal vision
Clearly defined Roles and Responsibilities
Coach pipeline
Teaching and student performance standards that guide work
Time in the school day to work with teachers one-on-one and strategic groups
All schools: Explore modification to DTU contract to integrate coaches into CPT
Take Action All but HF: Build capacity around coaching role to ensure effectiveness
HFs: Incubate talent for deployment elsewhere
Expert
Support
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Teaching Effectiveness: Action
Take Action
Implications
Design Area Portfolio Target Action Implications
Team Assignment All but HF’s Build principal capacity and data tools for more effective team
assignment
Integrate human capital management into principal incentive
Expert Support Edge Schools Ensure expert support (teacher leadership) in the absence of
coaching resources
All schools Explore modification to DTU contract to integrate coaches into
CPT
All but HF’s Build capacity around coaching role to ensure effectiveness
ments in these areas are predicated on being able to accurately and consistently measure te
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individual attention for students and
foster personal relationships between
students and teachers
Individual Attention:
1. Track individual student progress and
continuously adjust instruction
2. Ensure targeted individual support
through small group sizes and Teaching
needs areas
3. Address students’ social and
Individual Attention
emotional needs
ERS usually finds that districts over-invest to keep all class sizes significantly
below required maximums; this is not the case in Duval.
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differentiate class size, flexible
grouping is key to creating
opportunities for small group instruction
DCPS Grouping Assets
ERS criteria for effective Flexible Grouping üDistrict-wide and school-based
assessment systems
Regular formative assessments, üSufficient planning time
1 common to subject/grade üPush-in VE teachers available for
grouping
Time in schedule for teachers to review üRtI training beginning to build capacity
2 data, group students ü
• FAIR
ES Formative/Predictive
Assessment Tools ═
? Purposes of Assessments
Regrouping/re-teaching
• PMA Grouping to teach new content
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Current staffing resources could be
3
reorganized to increase opportunities for
flexible grouping
17 10
Take Action 16 5
s: Build capacity and provide models for effective grouping configurations 10
16
Small 9
Group 15
Music teacher, VE
Source: ERS analysis of Duval expenditure, payroll, and course schedule data teacher push-in
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Individual Attention: Action
Take Action
Implications
assessments
30
Today’s agenda
4.Size-driven Misalignments
5.Discuss & prioritize action implications
31
In Duval, school size at the
Elementary/K-8 Level correlates strongly
with spending per pupil
Elementary and K-8 Schools: SA $/pp vs. Enrollment
Notes and observations
MLK Jr.
Cost curve for ES gets
much steeper below 400
students
We see a similar but less
pronounced trend (i.e.,
Bank of America
flatter curve) when we
look at Middle and High
Schools
Chets Creek
New Berlin
Enrollment
the “size premium” should be considered after articulating a theory on which schools should
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Take Action
School Size: Action Implications
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The smallest schools tend to have lower class
sizes, and smaller gaps between K-3 and 4-5
class size
ELEMENTARY AVERAGE HOMEROOM CLASS SIZE* BY GRADE
AND SCHOOL SIZE
N
u
m
be
r
of
St
ud
en
ts
pe
r
H
oClass size differences between big and small schools
m
erK-3 Class size difference
4-5 class size difference
1.5 students
2.5 students
Total cost of class
ooDifference in class size increase K-3 4-5 1 student size difference is
m $1.6 Million
* ERS methodology for calculating elementary class size differs slightly from State of FL; State reports show average class sizes roughly 0.75 students
less than ERS method.
Source: ERS analysis of Duval course schedule , expenditure, and payroll data 35
where grade enrollments are just above
class size max can reduce cost –
especially in very small schools
Current Combo Grade
Configuration Configuration
17 18
1st grade enrollment: 16 13+3
49 students
16 18
14 14 18
2nd grade enrollment:
56 students 17
14 14 18
ore challenging than single grade classes – and will require deliberate teacher and st
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often result in unintended reductions in
DRAFT - CONFIDENTIAL
16 16 16
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16 16 16
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14 16 14
Pooling special subject classes reduces staffing need and maintains breadth and scale of offeri
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Preliminary – Do Not Cite or Distribute
In c re a s in g s p e c ia l s u b je c t c la s s s iz e s b y
p o o lin g c la s s e s c a n c re a t e s a v in g s
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ud
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other locations
#
:
gra
de
rea
atio”din
to ensure that all schools have at least 2 VE teachers . . . But, there is no apparent relationship of invest
g
FC
AT
Note: Schools with ESE populations too small to report on are excluded; 3 outlier schools removed with >60 ratios
Source: FL DOE FCAT district report by school and subgroup (09-10); ERS analysis of Duval payroll data 39
Today’s agenda
4.Size-driven Misalignments
5.Discuss & prioritize action implications
40
For Discussion: Take Five
In groups of 3-4:
1.
2.Review the key takeaways and action implications from each section of
the materials.
3.Select 5 actions (directly from the summary slides or inspired by today’s
analysis) that are most important for the district to pursue to meet its
performance and financial goals.
4.Prepare to share with the team why you chose them
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