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Progress Monitoring: Your Action Plan for Success

School districts must monitor student progress not only for assessing outcomes but also for state and federal reporting and Medicaid reimbursements. Beyond compliance, progress monitoring can identify staffing needs and professional development gaps.
 

Here 9 ideas to help you improve progress monitoring:

 

  1. Define Concerns Clearly:
    • Use specific language
    • Identify alterable target behaviors
    • Specify when and how long the behavior occurs
    • Make it observable and measurable

  2. Measure Progress Consistently:
    • stablish common rubrics or rating scales
    • Include data on assistance provided
    • Use standardized procedures for efficiency

  3. Set Baseline and Goals
    • Establish baseline using average data points
    • Set specific, measurable, attainable, relevant, and timely goals
    • Track progress with charts connecting baseline and goal points

    Hand-picked Content for You:

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  4. Utilize Data for Decision-Making:
    • Regularly collect and review data
    • Adjust strategies based on data
    • Determine service frequency and duration

    Want to dive deeper?

    Check out this article (with a link to a downloadable eBook!) for a more detailed look at progress monitoring.

  5. Fiscal and Regulatory Impact:
    • Demonstrate fiscal responsibility with a progress monitoring system
    • Improve Medicaid reimbursements by systematically implementing progress monitoring
    • Regular progress monitoring data is required for reimbursable services
    • Streamline data collection for compliance, state reporting, and Medicaid reimbursement

  6. IDEA Impact:
    • Ensure progress summaries are completed every three months
    • Report on IEP goals as often as non-disabled students’ progress

  7. Evaluate Your Service Tracking System:
    • Ensure your system works for you
    • Standardize procedures for entering progress monitoring data
    • Benefit from improved visibility, parent engagement, and audit protection

  8. Focus on Student Achievement:
    • Choose a system that aligns with best practices
    • Evaluate intervention strategies’ impact on student progress
    • Ensure goals are appropriate and adjustable

    Optimizing progress monitoring involves clear definitions, consistent measurements, goal setting, data-driven decision-making, fiscal responsibility, and choosing the right system. Prioritize student achievement by evaluating and improving your current practices.
     

Analytics in Action: Innovative Approaches to Attract, Engage, Grow and Retain Top Talent in K-12

Are you facing challenges in attracting, engaging, or retaining top talent in your district? Do you want to gain valuable insights into leveraging data to overcome the teacher shortage?
 
In a recent webinar, two K-12 industry experts dove into a discussion on techniques for leveraging data to attract, engage, and retain top-tier professionals, focusing on unique approaches that foster employee growth and increase retention rates.
 
This blog post aims to summarize their conversation, provide district leaders with actionable takeaways, and answer any lingering questions you may have about data analytics and Human Capital Management.
 
Watch the full webinar here!
 

Webinar Speakers:

  • Kevin Agnello, Product Manager, Frontline Education
  • Keegan Bassett, Director of Human Resources, Queen Creek Consolidated School District

Webinar Topics:

  • Strategies for dealing with recruitment challenges in a rapidly growing district.
  • National data trends in K-12 recruiting and hiring
  • How to analyze your district’s data to identify top talent and boost retention rates. 

  
About Queen Creek Consolidated School District:

  • Phoenix Metro Area
  • 14,000 students
  • A rapidly growing district: six new schools in the past eight years

 

Handpicked Content:

[Case Study] How Queen Creek Unified School District Uses Data Analytics to Improve Hiring Practices and Respond to Rapid Growth
Read Now

 

The Teacher Shortage: National Data vs. District Data

Before diving into innovating hiring strategies and techniques, Kevin set the stage for the webinar by analyzing trends in the teacher shortage, using a nationally representative data set of 1,500 school districts. At the highest level, the data revealed a noticeable decline in the number of applicants per posting, indicating a supply-side issue in the teacher shortage.
 
Though this trend may also hold true in certain areas across the U.S., it’s not always the exact case. When we analyze these metrics at a regional or even at the district-level, they tend to vary, stressing the importance of district-level data analysis. Why? It’s not just about recognizing broad trends; it’s about understanding the unique dynamics at play within your educational community. Such nuanced insights are crucial for developing targeted, effective strategies to address your specific challenges in teacher recruitment and retention.
 
(If you’re interested in hearing Kevin speak more in depth about these trends, tune in at the 8:30 marker!)
 

 

Handpicked Content:

[Research Brief] The Local Teacher Shortage: An Investigation into Varying Degrees of Labor Shortages by Region
Read Now

 

 
Kevin Agnello
Q: What do you think these trends are like in your district? How have you been combatting dwindling applicant pools?

Keegan Bassett
A: “The reality is your data likely doesn’t align perfectly with national trends or state trends. You have to dig into what your district’s data says and that is what will drive your first action steps. We look at what we’re experiencing at Queen Creek, not the Phoenix Metro Area or the State of Arizona. We leverage our data that we access through Human Capital Analytics to map out our short-term and long-term goals.”
 

ROI & Effective Recruiting Strategies: Digging into Referral Sources

After delving into the nuances of regional and district-level data trends in K-12 recruitment, Kevin and Keegan segway into a discussion of adopting a data-driven mindset and the importance of “zeroing in” on successful recruiting channels.
 
Kevin Agnello
Q: How do you know you’re getting an ROI on your recruiting strategies? What sort of data are you using to get a deeper understanding?

Keegan Bassett
A: “Within the Human Capital Analytics platform, we’re able to pull what percentage of our applicants are coming from different referral sources. Last year we were short probably 50% of our overall allocated bus driver department. We did print media ads around town, hung banners, handed out cards at career centers…and we would list these referral sources to see where we were getting the best ROI. We found out our banners that listed hourly rate, full-time benefits, and overtime paid training, generated the most applicants out of all the referral sources.”
 

8 Best Practices for Recruiting and Hiring in K-12

As the webinar continues, Kevin and Keegan discuss innovative and successful approaches to recruiting and hiring in Queen Creek Consolidated School District. The list below summarizes the essence of their conversation, distilling it into eight best practices. From streamlining the application process and leveraging local partnerships with universities to harnessing the power of data analytics, these key strategies are here to help district leaders transform the way they attract and retain top talent.
 

  1. REDUCE THE TIME BETWEEN APPLICATION TO HIRE:
    “You see all the different advertisements from major retail stores and fast-food restaurants where they promote ‘apply today, work today, get paid today’. We can’t do all that in the public education sector so what we do focus on is what we can control and the timeline that it takes to get people through the hiring process. Focus on what areas in your process you can really trim down to be as competitive as possible.” –Keegan Bassett
  2. DON’T BE AFRAID TO GET CREATEIVE
    “[We have] internal brainstorming sessions, we talk to colleagues in other districts, and we even look at a different perspective of how organizations like Walmart or Amazon are hiring drivers. You’ve got to modify strategies and adjust based off the position type. How we engage classified staff is going to be entirely different than what we would do for an administrative level position.” –Keegan Bassett
  3. PARTNER WITH LOCAL COLLEGES:
    “We try to connect with colleges and their career centers to gather as many lists as possible of students that are going to be graduating with the required certification and approved endorsement areas that we need.” –Keegan Bassett

    4.  

    Handpicked Content:

    [Infographic] Grow Your Own Teacher Pipeline
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  4. MAKE IT EASY FOR APPLICANTS TO KNOW WHAT YOUR ACTIVE OPENIGS ARE:
    “The more we can feed out what our active openings are and push that onto the applicants, the better. They [shouldn’t be] required to go dig through our job board to see what’s available and out there.” –Keegan Bassett
  5. ESTABLISH A DEDICATED POINT OF CONTACT FOR PROSPECTIVE CANDIDATES:
    “We have an HR recruiter that we shield away from the other day-to-day HR operations so that their number one job is to just regularly engage with applicants. I can’t stress enough the success that we’ve experienced. We have our own specific recruitment phone number and email to help guide people through the process, and to cast the widest net possible for applicants, to and then allow our hiring managers to select the highest quality applicant for the position.” –Keegan Bassett
  6. GEAR UP FOR HIRING SEASON WITH PROFESSIONAL DEVELOPMENT:
    “We do an “all team” PD as we gear up for hiring season. [We go over] a hiring timeline and expectations for all departments within our district. Everything from the Transportation Department, Nutrition, the Community Education Department…we make sure to engage everyone in the same process so that we can be successful during each hiring season.” –Keegan Bassett
  7. SPEED IS THE NAME OF THE GAME:
    “If we delay interviews after an applicant has applied by two or three weeks, that person likely already has two or three different job offers. If we don’t move quickly and aggressively, somebody else is going to take them up. So, from the time a job has posted to the time that an employee has accepted and been scheduled for onboarding, it should really be between 21-28 days on average.” –Keegan Bassett
  8. CONTINUALLY ANALYZE AND REFINE YOU HIRING PIPELINE:
    “Once an applicant is submitted, we look at how many days it takes our hiring managers to review those applicants. Has our hiring team set up a timeline for when they plan to conduct screening of applicants? When do they plan to conduct interviews? How quickly are we reviewing the applicant credentials? How quickly are we generating a job offer, confirming acceptance, and going through the background checks?” –Keegan Bassett

 

Analytics in Action Webinar: The 3 Main Takeaways

As we wrap up our exploration of the “Analytics in Action” webinar, it’s clear that the integration of data analytics into recruitment and hiring practices isn’t just a “nice-to-have”, but a transformative tool for K-12 HR leaders. The insights shared by Kevin and Keegan underscore the power of data-driven strategies in identifying, attracting, and retaining the best talent for school districts.
 
If you’re eager to dive even deeper into these strategies, check out the full webinar. But in the meantime, if you’re hoping for a couple of quick takeaways to implement or share with your team, look no further:
 

  1. Know your data: Don’t rely on national trends, regional trends, state level trends and assume they apply directly to your district. The best data is your data, and what’s happening in your district.
  2. Clean data is king: You can’t analyze data to improve your outcomes if data is poor. So first, evaluate your data-logging practices. Consider this: are you creating and maintaining data in such a way that it can be analyzed for change?
  3. Evaluating data and hiring practices: Of course, it’s critical to evaluate data on your applicants during the hiring processes, but so is evaluating your own HR practices and hiring processes.

Questions to consider:

  • Is your application too long or complicated?
  • Are your pipelines too slow?
  • Do you have too many pipelines?
  • Are you collecting data to be able to answer those questions?

 
Your school district collects a ton of data. It’s just a matter of using and analyzing the data that’s already there. Learn more about Human Capital Analytics here.
 

Section 504 Best Practices: Evaluation and Assessment

Welcome to our comprehensive guide on “Section 504 Best Practices: Evaluation and Assessment.” In the realm of educational support, understanding and effectively implementing a Section 504 Plan is crucial for educators, parents, and students alike. A Section 504 Plan, named after Section 504 of the Rehabilitation Act of 1973, is a blueprint developed in schools to provide support and remove barriers for students with disabilities, ensuring their academic success alongside their peers.

The crux of a successful Section 504 Plan lies in its foundation – a thorough and thoughtful evaluation and assessment process. It’s not just about identifying students who qualify for support; it’s about understanding their unique needs and how best to meet them within the educational setting. This step is vital, as it sets the stage for tailoring an educational approach that is both effective and respectful of the student’s individual challenges and strengths.

In this blog, we will delve into the intricacies of this process. We’ll start by unpacking the basics of Section 504 Plans – what they are, their legal underpinnings, and how they differ from other educational support plans like IEPs. We’ll guide you through the best practices in the evaluation process, discussing how to gather comprehensive information and make informed decisions. We’ll also explore the development of effective Section 504 Plans, discussing how to set achievable goals and implement practical accommodations. Finally, we’ll touch on the legal considerations and the importance of compliance to ensure that every student’s rights are upheld.

Join us as we navigate through these critical aspects, providing insights and strategies to ensure that every Section 504 Plan is as impactful and empowering as it should be. Whether you’re an educator, a parent, or someone interested in educational support, this guide aims to equip you with the knowledge and tools to make a difference in the lives of students with disabilities.

Understanding the Basics of Section 504 Plans

At its core, a Section 504 Plan is an educational blueprint designed to provide support and accommodations to students with disabilities. Originating from Section 504 of the Rehabilitation Act of 1973, a federal civil rights law, it aims to eliminate barriers and ensure students with disabilities receive an education comparable to that of their non-disabled peers. Unlike the Individuals with Disabilities Education Act (IDEA), Section 504 does not require a public school to provide an educational program that is individualized to meet the unique needs of a child and that results in educational benefit, but rather one that ensures access to an education that is comparable to the education provided to those who are not disabled.

This distinction highlights the key difference between a Section 504 Plan and an Individualized Education Program (IEP). While both are intended to support students with disabilities, an IEP, which falls under IDEA, is typically more comprehensive. IEPs are designed for students who require special education services, providing a customized educational plan tailored to the child’s individual needs. In contrast, a Section 504 Plan does not necessarily involve specialized instruction but focuses on providing accommodations and modifications to help students access the general education curriculum.

Understanding this distinction is crucial for educators, parents, and students to ensure that the right type of support is provided. A Section 504 Plan ensures equal access to education, while an IEP offers more intensive, specialized educational support. Both play vital roles in supporting diverse learners, but their applications differ based on the student’s specific needs and qualifications under each program.

The Evaluation Process

The journey towards a Section 504 Plan begins with a critical step: evaluation. This process is essential in determining whether a student is eligible for accommodations under Section 504. It involves several key steps, each playing a vital role in ensuring a fair and accurate assessment of the student’s needs.

  1. Identification and Referral: The process typically starts with a referral, which can come from parents, teachers, or other school staff who suspect a student may have a disability that impacts their learning.
  2. Gathering Information: Once a referral is made, the school collects comprehensive information about the student. This includes academic records, teacher observations, and any existing medical or psychological evaluations. The aim is to get a holistic view of the student’s performance and needs.
  3. Assessment: The school may conduct additional assessments if needed. These could include educational evaluations, psychological tests, or medical examinations, depending on the nature of the suspected disability.
  4. Eligibility Determination: A team, which includes educators, parents, and often school psychologists, reviews the collected information to decide if the student has a disability as defined under Section 504. The law defines a person with a disability as anyone who has a physical or mental impairment that substantially limits one or more major life activities.
  5. Plan Development: If the student is found eligible, the team then works together to develop a Section 504 Plan tailored to the student’s specific needs.

The role of parents, teachers, and school psychologists in this process is paramount. Parents provide invaluable insights into their child’s needs and are key advocates throughout the process. Teachers contribute essential observations about the student’s academic performance and behavior in the classroom. School psychologists play a crucial role in interpreting assessment data and helping to determine the appropriate accommodations.

Comprehensive assessments are vital in this process. They ensure that the evaluation considers all aspects of the student’s abilities and challenges. A thorough evaluation not only aids in accurately determining eligibility but also in developing an effective and individualized Section 504 Plan that addresses the student’s unique needs, fostering their academic success and well-being.

Frontline Focus

Streamlined Evaluation and Assessment Processes:
Frontline Section 504 Management simplifies the evaluation and assessment process, providing tools to effectively gather and organize comprehensive student data, ensuring thorough and accurate identification of students’ needs as outlined in the blog.

Best Practices in Assessment

Assessment for a Section 504 Plan is a nuanced process, requiring a blend of thoroughness and sensitivity. Adhering to best practices in assessment is crucial for accurately identifying and addressing the needs of students with disabilities.

  1. Utilizing Multiple Sources of Information: A multifaceted approach is essential. This means gathering data from a variety of sources, including academic records, teacher and parent observations, medical histories, and any previous evaluations. Such diverse insights help paint a comprehensive picture of the student’s needs and strengths, leading to more effective accommodations.
  2. Tailoring Assessments to Individual Student Needs: Each student is unique, and so should be their assessment. Customizing the evaluation process to suit individual needs ensures that assessments are relevant and accurate. For instance, a student with a physical disability may require different assessments than one with a learning disability. Tailoring assessments helps in identifying specific barriers to learning and participation that the student faces.
  3. Cultural and Linguistic Appropriateness: Assessments must be sensitive to the student’s cultural and linguistic background. This involves using tools and methods that are non-biased and ensuring that language barriers do not impede accurate assessment. For students from diverse backgrounds, it might be necessary to involve interpreters or cultural liaisons to ensure that the assessment is both fair and accurate.
  4. Periodic Re-assessment and Monitoring Progress: A student’s needs can change over time. Regular re-assessment is vital to ensure that the Section 504 Plan remains relevant and effective. This includes monitoring the student’s progress and making adjustments to the plan as needed. Periodic reviews also provide an opportunity to assess whether the accommodations are being implemented as intended and if they are effective in providing the student with equal access to learning opportunities.

In summary, best practices in assessment for a Section 504 Plan revolve around a comprehensive, individualized, culturally sensitive, and dynamic approach. Such practices ensure that every student receives the support they need in a manner that respects their individuality and promotes their academic and personal growth.

Frontline Focus

Continuous Monitoring and Reporting Capabilities:
Frontline Section 504 Management allows for ongoing monitoring and periodic reassessment of student progress, which supports regular plan reviews to adapt to changing student needs and ensure continued effectiveness of accommodations.

Developing Effective Section 504 Plans

Creating an effective Section 504 Plan is a collaborative effort that requires careful planning and consideration of the student’s unique needs. An impactful Section 504 Plan should consist of several key components and be built on a foundation of realistic, measurable goals and tailored strategies.

  1. Key Components of a Section 504 Plan:
    • Identification of the student’s disability: Clearly state the nature of the disability and how it affects the student’s learning or school participation.
    • Specific accommodations and services: Detail the specific adjustments and services needed to level the playing field for the student. This can include changes in the classroom environment, teaching strategies, or testing methods.
    • Named responsible parties: Identify who is responsible for implementing each part of the plan.
    • Review and update schedule: Set dates for regular reviews of the plan to ensure it continues to meet the student’s needs.
  2. Setting Realistic and Measurable Goals:
    • Goals in a Section 504 Plan should be S.M.A.R.T (Specific, Measurable, Achievable, Relevant, and Time-bound).
    • They should address both academic performance and participation in school activities.
    • Goals must be tailored to the student’s individual circumstances, focusing on areas where they need the most support.
  3. Strategies for Accommodating Various Types of Disabilities:
    • Accommodations should be varied based on the disability. For example, a student with a physical disability might need physical access accommodations, while a student with a learning disability might require instructional modifications.
    • Flexibility in teaching methods and assessment strategies is key. This could include extended time for tests, modified homework assignments, or the use of assistive technology.
  4. Role of Collaboration Among Educators, Parents, and Students:
    • Collaboration is crucial in developing and implementing a Section 504 Plan.
    • Educators bring their understanding of instructional strategies and school resources.
    • Parents provide insights into their child’s needs and behaviors outside of school.
    • Including students, especially older ones, in the planning process empowers them and helps ensure that their needs are accurately represented and met.

Effective Section 504 Plans are dynamic documents that evolve as the student’s needs change. They are built on a foundation of clear communication, mutual understanding, and a shared commitment to the student’s success. With these elements in place, a Section 504 Plan can be a powerful tool in supporting students with disabilities to reach their full academic and personal potential.

Hand-picked Content for You:

Discover how Coppell Independent School District transformed its approach to 504 Plans, enhancing inclusivity and support for students with disabilities. Read More

Challenges and Solutions

Implementing and managing Section 504 Plans can present various challenges, but understanding and addressing these difficulties is key to ensuring effective support for students with disabilities.

Common Challenges:

  1. Inadequate Evaluation: Sometimes, assessments may not be comprehensive enough, leading to a lack of understanding of the full scope of a student’s needs.
  2. Resource Constraints: Schools may face limitations in resources, be it time, personnel, or material resources, impacting the effective implementation of Section 504 Plans.
  3. Lack of Awareness or Training: Educators and staff may not always be fully informed about Section 504 regulations or best practices in accommodating disabilities.
  4. Communication Gaps: Poor communication among educators, parents, and students can hinder the development and execution of effective plans.

Strategies to Overcome Challenges:

  • Comprehensive Assessments: Ensure assessments are thorough and multidimensional, involving professionals from various fields as needed.
  • Resource Allocation: Advocate for appropriate resources and support from school administrations.
  • Professional Development: Regular training and workshops for educators and staff on Section 504 Plan requirements and best practices.
  • Enhanced Communication: Establish clear, ongoing communication channels among all parties involved in the Section 504 Plan process.

Frontline Focus

Facilitation of Collaborative Planning- Frontline Section 504 Management enhances collaboration among teachers, Section 504 coordinators, school psychologists, and more, offering features for clear communication and shared access to 504 Plan documents.

Conclusion

The successful implementation of Section 504 Plans hinges on thorough evaluations, well-set goals, appropriate accommodations, and ongoing collaboration among all stakeholders. Challenges in this process are surmountable with strategic approaches, including comprehensive assessments, resource allocation, continuous staff training, and enhanced communication.

Proper evaluation and assessment are the cornerstones of effective Section 504 Plans, as they ensure that the unique needs of each student are identified and adequately addressed, and while the field of educational support is ever-evolving, and it is crucial to stay informed and adaptable. Continuous learning, open-mindedness, and a commitment to adapting best practices will lead to more effective support for students with disabilities, ultimately fostering an inclusive and equitable educational environment.

Getting Started with Early Warning Indicators

In the ever-evolving landscape of education, data has become a powerful tool for driving positive change and informed decision-making. But we consistently hear from clients that the amount of data they have is overwhelming, especially when it lives in so many different places.
 
That’s why we’re diving into how you can start democratizing your data and getting it into the hands of the people who drive action in their schools.
 

What’s the best way to get started?

There are three steps you can take to make sure you’re off to a good start with data analysis:
 

  1. Identify what information lives in your SIS: A lot of the data you’ll need for a conversation on early warning indicators likely lives in your SIS, so you’ll want to know how to export that information to a more user-friendly view.
  2. Get all of your data into one place: In addition to your SIS, you’ll want to gather data from sources like state assessments, SAT, ACT, etc. Software like Frontline Student Analytics Lab makes it easy to safely and securely compile all of your data from these external sources and combine with data from your SIS.
  3. Keep your scope small: It might be tempting to dig into everything all at once, but as you start, you might want to keep your scope as small as possible while still having enough data to answer the questions you’re investigating. If you’re interested in seeing whether certain pockets of students or specific student groups are chronically absent, you won’t need a dashboard with grades.

    4.  

    Want to see how Frontline Student Analytics Lab works?

    Watch this on demand webinar to see how your can use this tool for early warning indicators.
    Watch Now

     

    Early Warning Indicators: What do they mean to you?

    Early warning indicators can mean a lot of different things depending on the context.
     
    But there are some commonalities we see regardless of what the early warning is indicating. First, you’ll need baseline data. Depending on the questions you have in mind, a state assessment might be your baseline. And then there are a few variables that come up most often: absences, discipline, and grades.
     

    Why Use Software?

    • Highly visual reporting and dashboards: rather than spending time digesting a spreadsheet to find insights, you can get visuals that act as a shortcut to the insights so you can talk more about what’s happening that would cause those results
    • Get a birds’ eye view, or drill down to the building and student level: with stagnant reporting data, it’s harder to pivot to talking about multiple variables like a particular building in the district or a particular ethnic group. A dynamic tool allows you to investigate in real time.
    • One place for all of the data: if you limit your data to your SIS, you might be missing data points.

     

    Want to dive in deeper to this topic?

    Check out this 30 minute on demand webinar where you can see how you can use Frontline Student Analytics Lab for early warning indicators.
     

[Template] School District Position Management and Control Plan

School districts don’t run a generic recruiting, hiring and onboarding shop like most corporations in the world. Therefore, district HR, Finance & Payroll professionals should have the ability to plan for all of the intricate and unique staffing scenarios that they run into throughout the year. Budgeting can be tricky, often infusing a ton of red-tape in the process that, when overlooked, can bottleneck processes and ultimately negatively impact education.

Districts are turning to a workforce planning process known as Position Management and Control in order to account for all of the K-12 specific requirements for pay structure, accounting code block info (AKA funding distribution/budget codes), assignment details and security permissions. This makes life easier on HR, IT, Finance & Payroll when the details are tied to the position and not the employee.

If you’re brand new to position management and control, you might find this infographic useful; however, if you’re ready to implement a position management plan then we have an outstanding resource made just for you.

Here’s a completely customizable template of commonly included information for a school district position management and control plan.

Download the template  

 

[Template] School District Position Management and Control Plan

**Please note: Once downloaded, this entire document is completely customizable. Edit any sections to correspond with your district policy. Share with your district-wide stakeholders.

Table of Contents:

What is school district position management and control?

Who should be involved in the conversation?

Personnel/Staff Changes & Vacancies

  • Hiring to fill a vacancy
  • Creating positions that vary in duration (9-10 months, temporary, etc.)
  • Request/approval workflows for new positions/vacancies
  • Changes in employment status

 

What is School District Position Management & Control?

Position management and control across the district will help ensure that administrators have access to real-time budget information as it relates to school district staff. This process designates specific information to each unique position district-wide. Regardless of the staff member filling the specific job role, the integrity of the designations (agreed upon by district stakeholders) stays intact. Making each hiring and staffing change event streamlined and in compliance with district policies and guidelines.

The information tied to each position will include the following:

  • Pay structure
    • Steps
    • Stipends
    • Grades
    • Cycle
    • Supplementals
  • Accounting code block information (Funding distribution/budget codes)
    • Fund
    • Function
    • Object
    • Sub-Object
    • Organization
    • Program Intent Code
  • Assignment details
    • Permanent/Part-time/Temporary
    • Department/Grade-level
  • Security permissions
    • Access to data
    • Reporting

The district will begin the year with budget that is specifically allocated for positions:

  • District-wide
  • School or campus-based
  • Permanent
  • Part-time
  • Temporary
    • Substitutes
    • Short-term (several days/weeks)
    • Long-term (several months)
    • Year-long (9-10 months VS 12 months)

These funds are set aside for individual schools, departments or a combination of the two. Each school administrator determines how funding will be allocated with regards to salaries and benefits for the year, ensuring that each designation is in accordance with the district policy rules and guidelines. This information is reviewed and approved by various stakeholders across the district:

  • Human Resources
  • Finance
  • Payroll
  • Superintendent
  • School Board of Education

 

Handpicked content:

[eBook] Position Management Playbook | How implementing a position management plan strengthens district-wide efficiency for HR, IT, Finance and Payroll
Read Now

 

Who Should be Involved in the Conversation?

Human Resources – The district CHRO/Director of HR is responsible for validating compensation and benefits related information (all the information that influences the financial impact of a position on the district budget including the pay steps, stipends, grades, cycle, supplementals and benefits packages). Human Resources will also be responsible for posting vacant positions in a timely fashion, confirming recommendation to hire, alert applicable administrator(s); sending offer letters, onboarding documents and instructions for what to expect throughout the hiring process.

Finance & Payroll – The district CFO/Director of Finance/Director of Business/Payroll Manager is responsible for ensuring compliance with budget. When requests for new hires/filling vacancies come through, this stakeholder will confirm budget availability and initiate approvals/denials.

School/Campus-based Principals – The school/campus-based principal is responsible for creating and submitting the job description and request to the Human Resources department. Principals are also responsible for reviewing applications/resumes/related documents for top candidates and ultimately making the recommendation to hire.

Superintendent – The district superintendent is responsible for making the final decision to hire (or not hire) all new staff members, as well as appointing all position changes internally across the district.

School Board Members – The School Board members are responsible for ensuring that the position management plan is in accordance with the community’s values, beliefs and priorities.

*This team of district-wide stakeholders will be responsible for ensuring compliance with district, state and federal policies and guidelines.

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Reigniting the Flame Between HR and Finance
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Personnel/Staff Changes & Vacancies

Hiring to fill a vacancy –

When a staff member leaves the district through resignation or termination, the school/campus principal will request that the position is filled. This request will be routed to the appropriate Finance & Payroll professionals for review and approval. Once approved, the appropriate Human Resources professional will post the vacancy through all available channels (district job board, digital job boards, social media, etc.). Next, the principal who submitted the job requisition will review applications/resumes/related documentation, and when a top candidate has been identified, will make the recommendation to hire.

At this point, Human Resources will accept/approve the recommendation to hire and the superintendent will appoint the new employee to the corresponding position.

Creating positions that vary in duration (9-10 months, temporary, etc.)

Occasionally, it becomes necessary to reallocate previously approved budget to accommodate unique K-12 specific scenarios. School/campus-based and district-wide administrators need to have the flexibility to request and fill assignments that vary in duration.

Not all district employees are 12-month employees. Assignments can vary from days to weeks to months. It’s particularly necessary to be able to accommodate 9-10 month instructional or administrative positions.

These unique position requirements still carry the same security needs as a full-time employee; therefore, it’s imperative to designate proper security permissions at the position level regardless of the duration or permanence of the request.

Request/approval workflow for new positions/vacancies

Changes in employment status

If/when there is a change in employment status for a current district employee, the employee will assume the pay structure, accounting code block/funding distribution/budget codes, assignment details and security permissions of the new position on the effective date identified by the hiring administrator.

Changes in employment status include, but are not limited to:

  • Reappointment or transfer to a new position
  • Relocation to a new school in the district
  • Change in pay structure
  • Change in hours worked per week (FTE)
  • Change in source for funding

Download the template  

Now that you have a plan in mind to ensure that you’re making the best use of district resources, want to know how school districts are using software to automate and improve the implementation and success of position management and control district-wide?

Learn more about how Frontline handles Position Management and Control  

The Secret Sauce for Your Success: Frontline’s Analytics Advisors

In today’s education landscape, data-informed decision-making is no longer a luxury, but a necessity. With the ever-increasing amount of data available to school districts, it can be difficult to know where to start and how to use it effectively. That’s where Frontline’s Analytics Advisors come in.
 
Our team of experienced advisors can help you make sense of your data, use it to improve student outcomes, and strengthen your district’s financial data literacy. In this article, we’ll explore the role of an advisor, how they can help you, and the importance of data literacy in school administration today. We’ll also provide some tips on how to get started with data-informed decision-making. So, if you’re ready to take your school district to the next level, read on!
 

What is an advisor and how can they help you?

In the realm of education data management, Frontline’s Analytics Advisors serve as invaluable partners, distinct from traditional consultants. They don’t dictate solutions but rather guide you toward identifying areas for improvement and developing effective strategies to address them. Unlike typical vendor relationships, advisors adopt a more collaborative approach, acting as peers who are always ready to listen and work alongside you.
 
For school business officials, our advisors stay abreast of the latest developments within your state, ensuring that you remain informed and compliant with relevant regulations. Additionally, they provide guidance on communicating data and information in print-ready reports, dashboards, and PowerPoint presentations.
 
Frontline’s suite of analytics tools includes Human Capital Analytics, Comparative Analytics, Financial Planning Analytics, Budget Management Analytics, and Student Analytics.
 
Depending on the product you have, the kinds of support offered varies based on need. But here are a few examples of the kind of support you might expect from advisors:

  • Assistance with budget planning, preparation, and projections
  • Deciphering student progress toward college readiness
  • Emergency planning and demographic analysis
  • Advisor-led seminars, webinars, and peer-to-peer professional development opportunities

Ultimately, Frontline’s Analytics Advisors are dedicated to ensuring that you maximize the value of your investment in our software. They are committed to your success and will go the extra mile to help you achieve your goals.
 

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What’s the difference between an advisor and account manager?

The difference between a traditional account manager and an advisor is what makes Frontline’s advisors so special. For our analytics clients, their advisor is always working to assist and provide guidance.
 
In some ways, the advisor functions as an account manager who goes above and beyond the traditional role of account manager. In a traditional sense, account managers are responsible for day-to-day management for client accounts. Advisors are sometimes seen as experts in a particular field who are brought in for very specific project needs. Frontline’s advisors, in contrast, have a strong grasp of the client’s product as well as industry knowledge, and they’re consistently present to proactively support the client.
 

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Best Practices for Sharing Data Across Your District
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The importance of data literacy in school administration today

Data literacy has become an essential skill for school administrators in today’s rapidly changing educational landscape. With the vast amount of data available, administrators can make more informed decisions.
 
Data literacy enables administrators to communicate effectively with stakeholders, including parents, teachers, and the community. By presenting data in a clear and understandable way, administrators can build trust and credibility with stakeholders and gain support for their decisions. For instance, if the district is considering implementing a new policy, administrators can share data on the potential impact of the policy to help stakeholders understand the rationale behind the decision.
 
In an ever-changing educational landscape, data literacy is crucial for administrators to adapt and make informed decisions. By staying up-to-date on the latest data trends, administrators can be proactive in addressing challenges and seizing opportunities. This ensures that school districts remain competitive and responsive to the evolving needs of students and the community.
 
In conclusion, data literacy is a vital skill for school administrators to make informed decisions, improve student outcomes, communicate effectively with stakeholders, and adapt to the changing educational landscape. By embracing data-informed decision-making, administrators can transform their school districts and create a more successful learning environment for all students.
 
Learn about Frontline’s analytics suite here.
 

Section 504 Best Practices: Reviewing & Updating 504 Plans

Section 504 of the Rehabilitation Act of 1973 represents a pivotal civil rights legislation in the United States. It was enacted to prevent discrimination against individuals with disabilities, ensuring that any person with a disability should not be excluded from, denied benefits, or subjected to discrimination under any program or activity receiving Federal financial assistance. In the context of education, this act led to the development of what we now know as “504 Plans.” These plans are designed to provide accommodations and support to students with disabilities, ensuring they have equal access to education and can participate fully in school activities.

This blog post aims to shed light on the best practices for reviewing and updating 504 plans. We will explore the recommended schedule for reviews, the process of making necessary adjustments, and the roles of those involved in the process. This post is intended to be a resource for educators, parents, and administrators, providing them with practical advice and strategies to ensure that 504 plans fulfill their purpose – empowering students with disabilities to achieve academic success and enjoy a positive, inclusive educational experience. Join us as we delve into this important topic, enhancing our understanding and capabilities in supporting these vital educational plans.

“Empowering every learner! Our school’s 504 Plan program is all about providing equal educational opportunities. If your child needs accommodations, we’re here to help. Reach out to learn more about our resources and support.” #EducationForAll #504PlansMatter

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Importance of Regularly Reviewing and Updating 504 Plans

504 plans are not static documents; they are meant to evolve as the needs of the student change. Regular reviews and updates are crucial to ensure that these plans remain effective and relevant. As students grow, their needs can change dramatically, and the educational environment and curriculum demands can also shift. Regular assessments ensure that accommodations are still appropriate and that new challenges are met with proactive strategies. The lack of timely updates can lead to academic struggles, increased frustration, and underachievement for students who rely on these accommodations for their success.

Understanding 504 Plans

A 504 plan is a blueprint for how a school will provide support and remove barriers for a student with a disability, ensuring the student has equal access to the general education curriculum. Named after Section 504 of the Rehabilitation Act of 1973, these plans are developed to accommodate the specific needs of students with disabilities. The purpose of a 504 plan is to provide adjustments to the learning environment and educational practices to enable students with disabilities to learn alongside their peers. Unlike IEPs, which are used for students who require more intensive, specialized educational interventions, 504 plans primarily focus on providing equal access and opportunities.

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Key Components of a 504 Plan

A comprehensive 504 plan typically includes several key components:

  • Student’s Information: This includes the student’s name, grade, and information about the specific disability.
  • Description of the Disability: A detailed description of how the disability affects the student’s learning process and day-to-day activities in school.
  • Accommodations and Services: A list of accommodations and services the student will receive, such as extended time on tests, preferential seating, or modified assignments.
  • Goals and Objectives: Specific, measurable goals and objectives that the student aims to achieve.
  • Responsibilities of Educators and Staff: Clear guidelines on the responsibilities of teachers, staff, and other school personnel in implementing the plan.
  • Review and Update Plans: Information on how and when the 504 plan will be reviewed and updated.

Difference Between a 504 Plan and an Individualized Education Program (IEP)

While both 504 plans and IEPs are designed to support students with disabilities, there are key differences between a 504 plan and an IEP:

  • Legal Framework: A 504 plan is developed under Section 504 of the Rehabilitation Act of 1973, while an IEP is created under the Individuals with Disabilities Education Act (IDEA).
  • Eligibility: IEPs are for students who require special education services due to a disability that affects their educational performance, while 504 plans are for students who do not need special education but require accommodations to access the general education curriculum.
  • Content: IEPs are typically more detailed and include specific educational services, while 504 plans focus more on accommodations and modifications within the regular education environment.
  • Procedure: The process for developing and reviewing an IEP is more formal and involves a specific team, including special education teachers and other professionals. The process for a 504 plan is less formal and does not require such a specialized team.
  • Scope: IEPs can offer a broader range of services and supports than 504 plans, including specialized instruction.

Understanding these aspects of 504 plans helps in recognizing their significance in the educational landscape and the critical role they play in fostering an inclusive and accessible learning environment for all students.

Best Practices for Reviewing 504 Plans – A Checklist for 504 Coordinators

Effective and regular review of 504 plans is essential to ensure they continue to meet the changing needs of students with disabilities. In this section, we will explore the best practices for reviewing these plans.

A. Timing and Frequency of Reviews

1.  Recommended Schedule for Regular Reviews:

  • It is generally recommended that 504 plans be reviewed at least annually. This coincides with the beginning of a new school year or at the end of an academic year to prepare for the next.
  • Additionally, it’s advisable to schedule a review after each grading period to assess the effectiveness of the accommodations in the context of the student’s performance.

2.  Situations That May Warrant an Immediate Review:

  • Significant changes in the student’s health or disability status.
  • Noticeable decline in academic performance or behavioral issues.
  • A request from the student, parent, or teacher based on observed challenges or opportunities for improvement.
  • Transitions, such as moving to a new school or grade, where different accommodations might be necessary.

B. Involving the Right People

1.  Roles and Responsibilities of Educators, Parents, and Students:

  • Educators are responsible for implementing the accommodations and monitoring their effectiveness.
  • Parents should provide insights into their child’s needs and advocate for appropriate support.
  • Students, particularly as they get older, should be encouraged to express their own experiences and preferences regarding their accommodations.

2.  Importance of Involving the Student in the Review Process:

  • Involving students empowers them and helps them develop self-advocacy skills.
  • It ensures that accommodations are tailored to their current needs and preferences.
  • Students can provide first-hand feedback on what is working or not working in their current plan.

C. Assessing Student Progress and Needs

1.  Evaluating Academic Performance and Progress:

  • Review the student’s grades, test scores, and teacher reports to assess academic progress.
  • Consider how the student is performing in comparison to their peers and their potential.

2.  Considering Feedback from Teachers and Support Staff:

  • Gather input from those who interact with the student daily, as they can provide valuable insights into the student’s performance and behavior in different settings.
  • This feedback can help identify areas where the current plan may need adjustments.

3.   Addressing Changes in the Student’s Health or Abilities:

  • Stay informed of any changes in the student’s health or disability status that might affect their educational needs.
  • Update the plan to accommodate new challenges or take advantage of improved abilities.

Regular reviews of 504 plans are crucial in adapting to the dynamic needs of students. By following these best practices, educators, parents, and students can collaboratively ensure that the 504 plans are effectively supporting the student’s educational journey.

Related Content: Section 504 Eligibility Questions Answered

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The Role of Technology

One of the best practices for reviewing and updating 504 plans is to maintain a single source of information for all relevant data. This includes 504 plans, assessment data, and progress monitoring information. By having all of this information in one place, it makes it easier to track the student’s progress and make informed decisions about their 504 plan.
There are a few different ways to maintain a single source of information. One option is to use a purpose-built system, such as a special education software program. These systems are designed to store and organize all of the relevant data in a way that makes it easy to access and use.

A. Digital Tools for Monitoring and Updating 504 Plans

1. Software and Applications:

  • There are various software solutions designed specifically for managing 504 plans. These tools allow educators and administrators to create, update, and monitor plans efficiently.
  • Features often include digital forms, progress tracking, and automated reminders for reviews.

2. Data Analytics Tools:

  • Analytical tools can help in assessing the effectiveness of accommodations by tracking academic performance and other relevant metrics over time.
  • They can assist in identifying trends and pinpointing areas where adjustments might be needed.

B. Benefits of Using Technology in Managing and Tracking Changes

1. Efficiency and Accessibility:

  • Digital tools streamline the process of creating, reviewing, and updating 504 plans, making them more accessible and easier to manage.
  • Important information can be centralized and easily accessed by all relevant parties.

2. Improved Collaborations

  • Technology facilitates better collaboration between school staff, parents, and students, ensuring everyone is on the same page.
  • It enables real-time updates and feedback, leading to more timely and effective adjustments.

3. Data-Driven Decisions:

  • The use of technology allows for data-driven decision-making, ensuring that changes to 504 plans are based on concrete evidence and student performance

Finally, it is important to establish clear, data-based processes for updating and maintaining the 504 plan. This includes setting a regular schedule for reviewing the plan and making updates as needed. It also includes using data from the student’s progress monitoring to make informed decisions about the plan.

“Did you know? About 1.38 million students nationwide are supported by 504 plans. At our school, we’re committed to inclusive education and personalized support for every student. Let’s work together to make learning accessible for all!” #504PlanAwareness #InclusiveEducation

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Frontline Section 504 Program Management

In our continued exploration of best practices for managing 504 plans, it’s essential to consider innovative tools that can bridge the gap between district 504 coordinators and the needs of parents and students in their community. One such solution is Frontline 504 software. This platform stands out as a comprehensive tool designed to streamline the management of 504 plans, enhancing communication, efficiency, and compliance.

Frontline 504 software offers a centralized system where coordinators can easily create, update, and monitor 504 plans. Its user-friendly interface allows for seamless collaboration, ensuring that everyone is informed and engaged in the process. The software’s features are tailored to the unique demands of 504 plan management, providing functionalities like easy access to student records, and efficient tracking of accommodations and services.

By adopting Frontline 504 software, districts can address many of the challenges associated with managing 504 plans. It not only ensures compliance with legal requirements but also fosters a more inclusive and responsive educational setting. For district 504 coordinators, educators, parents, and students, Frontline 504 software could be a game-changer in ensuring that students with disabilities receive the support and resources they need to thrive academically.

Want to learn more about Frontline Section 504 Program Management?

Learn More

BONUS CONTENT:

Sample 504 Accommodations List

A 504 accommodation plan provides accommodations for students with disabilities to ensure their academic success and access to the learning environment. Here’s a list of possible accommodations that might be included in a 504 plan:

  • Extended Time: Providing additional time for tests, assignments, and projects.
  • Preferential Seating: Allowing the student to sit in a location in the classroom that is most beneficial for learning.
  • Breaks During Class: Permitting the student to take short breaks when needed for concentration or medical reasons.
  • Reduced Homework or Classwork: Adjusting the amount of homework or classwork to a manageable level.
  • Use of Technology: Allowing the use of laptops, tablets, or other assistive technology.
  • Modified Test Formats: Changing the way tests are formatted, such as providing multiple-choice instead of short answer questions.
  • Note-taking Assistance: Providing a note-taker or allowing the use of a recording device for lectures.
  • Test-taking in a Separate Room: Offering a quiet and less distracting environment for taking tests.
  • Physical Accessibility Accommodations: Ensuring the school environment is accessible, including ramps, elevators, and accessible restrooms.
  • Communication with Parents: Regular updates to parents about their child’s progress and challenges.
  • Behavioral Support Plans: Implementing strategies to address behavioral issues in a positive and supportive way.
  • Alternate Formats of Textbooks: Providing textbooks and other materials in a format that is accessible to the student (e.g., audio, Braille, large print).
  • Modification of Classroom Environment: Adjusting lighting, seating arrangements, or other environmental factors.
  • Health Management: Assistance with managing medical needs, such as medication schedules or blood sugar monitoring.
  • Counseling Services: Access to school counselors or psychologists for emotional support.
  • Speech-Language Therapy: For students with speech or language impairments.
  • Physical Therapy or Occupational Therapy: If required for the student’s physical needs.
  • Training for Staff: Ensuring teachers and staff are aware of and trained on the student’s accommodations.
  • Extra Time for Transitions: Allowing more time for moving between classes or activities.
  • Modified Physical Education: Tailoring physical education activities to the student’s abilities.

Each 504 plan is individualized based on the specific needs of the student, and the accommodations should be tailored to ensure equal access to education.

Dr. Taylor Plumblee

Dr. Taylor Plumblee is an experienced education executive with demonstrated success in education management and marketing. She joined Frontline Education in 2021 and is the Manager of Product and Solution Marketing with a focus on Student & Business Solutions including School Health Management, Special Program Management, Student Information Systems, and Data & Analytics.

Nurturing Student Well-being for School District Success

We often think of student health and student achievement as two separate issues, but they’re inextricably linked.
 
When delving into the intricate web of factors influencing education, it’s imperative to recognize the symbiotic relationship between student health and academic achievement. This blog explores the profound connection between the two, unraveling the multifaceted impact of student health across a school district and emphasizing the pivotal role of school nurses in navigating this complex terrain.
 
Student health has far-reaching impacts across the school district. But there are so many factors in student health, and so many nuances in how student health influences their academic achievement. We can’t oversimplify the relationship between a student, their health, and their district.
 
When looking at the relationship between student health and academic achievement, it is important to consider all aspects of a student’s circumstances. For example, students with chronic physical or mental health issues may have trouble focusing on schoolwork. Or they might have a hard time participating in extracurricular activities. Others may experience poverty, language barriers, or lack of access to quality healthcare services that could also affect their ability achieve in school.
 

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Many school nurses work in districts simply because they care about student health. But beyond the benefit of student health, states have begun to acknowledge the role of student health in meeting state-wide achievement goals.
 

“New research shows that the health and well-being of California’s students have a direct impact on dropout rates, attendance, academic performance, and school revenues. The stakes are high and current health indicators raise serious concerns. Student health is critical to our ability to reach achievement goals set by the state—and to advance California’s economic and cultural prosperity. We need to couple commitment to education reform with strategic investments in the well-being of our young people, because we need healthy students to close the achievement gap.”

 
The benefits of investing in student health extend beyond the individual level; there are also beneficial outcomes at the district-level. School districts that prioritize student health and well-being will witness improved attendance rates, better test scores, and higher graduation rates. Furthermore, studies have shown that a healthier student body yields greater school revenues due to lower healthcare costs and higher academic achievement.
 

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By investing in purpose-built tools for school nurses, districts can help make sure that students receive the care they need in a timely manner. This is especially important for those who are at risk of or have experienced Adverse Childhood Experiences (ACEs). With access to these resources, nurses can assess student needs more quickly and offer appropriate interventions to help address any issues that may arise. In some cases, this could even mean catching potential problems before they become more serious and costly to remedy down the line.
 

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Districts should also recognize the importance of providing mental health services alongside physical health services to optimize academic performance. Positive mental health has been linked to improved problem-solving skills, creativity, motivation levels, communication abilities, and overall academic success. These are traits that contribute to closing achievement gaps across all demographics.
 

School & Home Environments

In addition, there are various environmental factors that could ultimately influence a student’s academic outcomes. This includes things like the quality of education offered by the district they attend or the availability of after-school programs designed to help them excel academically. All these elements interact with each other and can affect how well a student performs in school.
 
All of this is to say, student health is complicated. And that means that school nurses’ jobs are complicated, too.
 
If we expect school nurses to take on increasingly complicated workloads, we need to make sure they have the tools they need. School and home environments impact students’ health and academic experiences. Students with poor housing conditions are more likely to be chronically absent. Air quality, classroom heating/air-conditioning, and even law enforcement presence on campus are just a few examples of school environment factors that impact student health.
 
Physical effects are often the most visible when it comes to student health, but not all ailments are visible. Chronic illnesses such as asthma or allergies require consistent management for students to succeed academically while also maintaining their health. Mental health issues such as depression and anxiety can also present themselves with physical symptoms, making them just as serious as any other illness or disability.
 
Students who live in poor housing conditions can struggle even if their school environment is a healthy one. Transportation difficulties or living situations that prevent them from getting enough rest each night. That can have a very real impact on both their physical and mental states, leading to poorer academic performance overall.
 
There is so much that the school nurse can’t change. But school nurses are often expected to meet students where they are and help them in some capacity.
 

Other Students’ Impact

Everyone in a school community plays a part in creating a school culture. While physical spaces make a difference in setting the tone for culture, nothing is as powerful as the people who enter those spaces everyday. So when one student’s physical or mental health suffers, they’re likely impacting the students around them, too.
 

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Schools should focus on developing learning programs that promote life skills like self-awareness, empathy, problem-solving skills, communication abilities, and collaboration. Lessons like these help students learn how to handle stressors more effectively while teaching them important lessons about personal responsibility and accountability. In addition, this kind of learning provides students with valuable tools they can use throughout their lives to handle difficult situations.
 

In Conclusion

Student health is anything but simple. But as student health has evolved, their tools haven’t always done the same. In the evolution of student health, the tools and strategies must evolve in tandem. Nurturing student well-being isn’t just about addressing health concerns; it’s an investment in the educational fabric of a district, contributing to a future where every student can thrive academically and personally.
 

A Guide to Holiday Stress Management and Wellness for K-12 HR Leaders

The holiday season is a time of joy, hot chocolate, and celebration, but it can also be a time of stress for teachers before schools close for winter break.
 
As K-12 HR leaders, your role extends beyond the administrative tasks of managing personnel…it also includes fostering a positive and supportive environment. So, this December, we’re here to help you empower district staff with effective holiday stress management and wellness strategies.
 

Recognizing the Challenges

The demands of teaching can be overwhelming, especially during the holiday season. Educators often find themselves juggling end-of-year assessments, grading, and administrative tasks while also trying to maintain a festive and positive classroom atmosphere. Acknowledging these challenges is the first step towards creating a culture of support within your district.
 

Establishing Open Communication Channels

Encourage open communication for your educators by establishing a platform for teachers to express their concerns and share their stressors. Whether it’s informal gatherings or virtual meetings, communication is what creates a sense of community and shared support!
 

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Tailoring Wellness Programs

With the right resources in place, district leaders can design wellness programs specifically tailored for educators during the holiday season. Workshops on stress management techniques, mindfulness, and time management can be incredibly beneficial. If you’re able, consider partnering with wellness experts or mental health professionals to lead these sessions, providing valuable insights and tools for educators to navigate the holiday period more effectively.
 
Ideas for simple mindfulness activities to help staff center themselves:

  • Short meditation sessions (consider apps like Headspace or Calm)
  • Deep breathing exercises
  • Desk yoga breaks or stretching sessions

Encouraging Peer Support

To foster a culture of peer support within your school community, it may help to create forums or discussion groups where educators can share tips and advice on managing stress during the holidays. Encouraging mentorship programs can also be beneficial, allowing more experienced teachers to provide guidance and support to their colleagues!
 

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Celebrating Achievements

Take the time to acknowledge and celebrate the achievements of educators throughout the year. A sense of accomplishment and recognition can be a powerful antidote to holiday stress. Whether through small gestures of appreciation or organized recognition events, let educators know that their hard work is valued and recognized.
 
Ultimately, by prioritizing the well-being of educators during the holiday season, district leaders can contribute to a positive and supportive work environment. Empowering educators with effective stress management strategies not only benefits the individuals but also enhances the overall quality of education within the district.
 
As we celebrate the season of giving, let’s give the gift of support and wellness to those who dedicate their lives to shaping the minds of the future!
 

Talk Data to Me: How Many Absences are Substitutes Actually Filling?

A recent Talk Data to Me post titled “Trends in Absence Management and Substitute Pools” outlined the state of teacher absence trends nationwide. It reported that while the number of absences and the number of registered substitutes have returned to a pre-covid normal level, absence fill rates remain lower than they were before the pandemic. It suggested that a primary reason for this is that the proportion of substitutes that are filling absences is lower than it was previously. Prior to the pandemic, about 40% of available substitutes filled at least one absence per month. More recently, less than 30% of available substitutes filled at least one absence in a given month.

Fill Rate – The proportion of substitute-required absences that are filled by a substitute.

 
Given the subset of registered substitutes that are actively working in classrooms, coupled with the almost-back-to-normal absence fill rates, this iteration of Talk Data to Me asked, “of the substitutes that are filling absences, how many absences do they tend to fill?”. The answer may surprise you.
 

The Data

According to data from the Frontline Research and Learning Institute, during the 2022-2023 school year, about 64% of registered substitute teachers nationwide filled at least one absence and the average substitute worked 41 days and about 50% them worked less than 25 days. But perhaps most surprisingly, the most common total number of days for a substitute to have worked for the entire school year was just one. The chart below shows the proportion of substitutes by the number of days that they worked for the 2022-2023 school year.
 

 
Just over 7% of substitutes worked a single day, followed by about 5% of substitutes that worked only two days and 4% that worked only three. In fact, 25% of substitutes that worked at least one day, only worked four 4 days or less.
 

What You Can Do

Know Your Data: Frontline’s Human Capital Analytics makes in-depth data analysis easy and accessible. Users can assess their district’s historical absence trends, including the proportion of their substitutes that are actively filling absences and detailed reports on how many they are filling. There is even a machine-learning powered analysis that predicts the number of substitutes you can expect to need on any day in the future for the current school year.
 

 

 
Recommended Resources:

The Local Teacher Shortage: An investigation into varying degrees of labor shortages by region.

How to Solve Shortages and Increase Substitute Effectiveness: Why do so many schools struggle to maintain effective substitute programs? Why do low fill rates and substitute shortages plague administrators across the country?

Accessing the Health of Substitute Teacher Pools by State: Many different factors can impact the size of a district’s active sub pool, including locality and the effort and focus that organizations put into attracting substitutes.

The Substitute Teacher Shortage: If there was one singular cause for the lack of substitute teachers, it would be simple to come up with a one-size-fits-all solution. Unfortunately, that’s not the case. So, what’s behind the shortage and what can you do to retain quality substitutes?
 

Engaging Special Education Students Over the Holiday Season: Strategies for Success

As educators and administrators, it’s crucial to prioritize keeping special education students engaged during school breaks, particularly over the long holiday season. The importance of continuous engagement cannot be understated — it’s a cornerstone for academic retention and performance, and it supports the emotional and behavioral regulation essential for student well-being. This rings true for the approximately 15% of K-12 students in special education programs across the nation who may require more structured support to thrive outside the classroom setting.
 
The holiday period can disrupt the learning rhythm for many students, introducing novel distractions and removing the structured learning environment they rely on. In light of this, we’re exploring effective strategies that educators can share with parents to maintain special education student engagement during the holidays.
 

Personalized Learning Activities for Home: Crafting personalized activities that resonate with individual students’ interests and needs can make learning more inviting. For instance, incorporate practical math lessons through cooking for those budding chefs in your classroom.

Interactive Online Resources: Leverage the plethora of digital tools available that cater to various ages and specific needs within the special education spectrum.

Engaging Hands-on Projects: Projects that involve crafting, building, or sensory engagement can be a great way to translate educational objectives into fun, at-home activities.

Real-World Learning Applications: Use holiday activities, such as budgeting for gifts, as real-world applications of classroom lessons to make learning more relevant and engaging.

Movement-Incorporated Learning: Suggest indoor physical activities that not only promote fitness but also offer a break from more traditional learning methods.

Family Collaboration: Since the specialized support available in school may not be present at home, encourage teachers to work closely with families, offering guidance and resources to assist
with at-home learning.

Routine with Flexibility: Advise parents to maintain a semblance of school routine, while also embracing the holiday spirit and allowing time for festive activities.

Social Engagement Opportunities: Foster social interactions through safe park meetups or virtual gatherings, supporting students’ social skills and connections.

Emotional and Behavioral Support: Acknowledge the emotional demands of the holiday season and ensure access to mental health resources for both students and caregivers.

 
In light of the challenges posed by the pandemic and the need for academic catch-up, special education students require particular attention to keep their learning on track during breaks. These strategies can empower parents and teachers to provide enriching educational experiences at home. Distribute these insights to your teaching staff and engage with us by sharing your own strategies for keeping special education students engaged over the holidays. Together, we can ensure that this holiday season is a period of continued growth and joyous learning for all students.
 

Additional Resources for Special Education Engagement Over the Holidays

To further assist educators and parents in keeping special education students engaged during the holiday break, we’ve compiled a list of additional resources, including tools, apps, and reading materials that offer valuable support and insights.
 

Tools, Apps, and Websites Catered to Special Education:

  • Khan Academy – Offers a range of free lessons in various subjects, some of which are specifically tailored for various learning abilities.
  • Bookshare – An expansive online library that provides accessible books for students with reading barriers.
  • Tar Heel Reader – A collection of free, easy-to-read, and accessible books on a wide range of topics.
  • IXL – Provides a comprehensive K-12 curriculum with a personalized learning plan tailored to each student.
  • Sesame Street and Autism – Resources for families with children with autism to help understand and navigate the challenges they may face.
  • Learning Ally – Audiobook resources that assist students with dyslexia, blindness, or other difficulties that impact reading.

Books or Articles for Further Reading on the Subject:

 

One School District’s Response to Declining Enrollment

 

Listen on Apple Podcasts, Spotify.
 
Sam Kirk is the Director of Finance and Operations at Armstrong School District in western Pennsylvania. As industry has dwindled, student enrollment in the district has taken a hit as well.
 
In this episode of Field Trip, Sam shares his experience grappling with the financial realities these things bring to the district, and how they’ve started a new cyber school to compete for students that may otherwise have left. Plus, he explains how he’s creating transparency around district finances to keep the community informed and in agreement — even when it means consolidating schools.
 

Listen now to hear:

  • How Sam uses data to educate community members, gain buy-in, and have productive conversations about emotional issues like school closures
  • Why starting a cyber school was key for supporting the district’s bottom line
  • How the Finance Department approaches staffing decisions when enrollment drops

 

For more on enrollment and data analytics:

 

 

Episode Transcript

 
SAM KIRK: We’ve seen with the industry declining, the jobs not here, whether or not people are having as many children as they did at one time, but our enrollment continues to decline and we have looked at that enrollment closely and have strategically tried to make the right decisions.
 
We’re not really competing with the brick and mortar charters, but we are competing with the cyber schools.
 
There are so many different factors that go into a school budget that really the common person doesn’t know. I believe by educating them and telling them the story as to what’s going on in the district, you get them on your side. We might agree to disagree then, but at least they know the facts.
 
RYAN ESTES: Today, we’re looking at enrollment — specifically, enrollment that’s declining in a district in rural Pennsylvania, and how one Director of Finance is using data to make difficult decisions, and create the kind of transparency that gets the community on board.
 
From Frontline Education, this is Field Trip.

*Music*
 
RYAN ESTES: Welcome to the Field Trip Podcast. My guest today is Sam Kirk, who is the Director of Finance and Operations at Armstrong School District outside of Pittsburgh, Pennsylvania. Sam, thanks for coming on today.
 
SAM: No problem Ryan. Thanks for having me.
 
RYAN: Most people who listen to this podcast have some understanding of how enrollment impacts a district’s finances, but I would love it if you could walk us through the trends that you’ve seen in Armstrong over the last few years about your enrollment. What has that looked like for you?
 
SAM: Sure. I’ve been with the district about eight or nine years now, and as a typical western Pennsylvania school, our enrollment continues to decline. We’ve seen, with the industry declining, the job’s not here, whether or not people are having as many children as they did one time, but our enrollment continues to decline and we have looked at that enrollment closely and have strategically tried to make the right decisions.
 
It’s like supply and demand, just like in any type of organization or industry. When the supply’s not there, you have to make some difficult decisions. So we’ve done some things with consolidating schools, closing schools, building new ones to put those children into one setting instead of three buildings. And then that means we had to have less staff to run that. So basically it was a nice budget win for us when we did that.
 
RYAN: How have you been monitoring enrollment and the financial impact that it would have?
 
SAM: We track enrollment monthly. We have an enrollment department, a child accounting department, that tracks that. But now with the Frontline software—
 
RYAN: Here, Sam is talking about Frontline’s Business Analytics software, which the district uses to look at financial trends and make financial forecasts.
 
SAM: —we’ve been able to plug that in and do some trends and do some nice graphs which I share with my board and communicate with our stakeholders using some colorful, nice graphs and showing the trend. And unfortunately it’s not a great trend, it continues to decrease, but at least they see it monthly as well as during our annual budget presentation. They see how that enrollment’s having an effect on our bottom line.
 
RYAN: I know that you’ve been working to create a culture in which data is used as a mechanism for transparency, both with the board and with the community. Could you give an example of what that looks like?
 
SAM: I’ve been doing this a long time and numbers don’t lie. I think the best thing you could be in, when you’re in a position like mine or any administrative position in school district, is to be transparent. Everybody sees, you know, we’re $110 million organization. How in the heck can the school district spend $110 million in Armstrong County? We have 4,700 kids, we have eight buildings. We have 480 square miles. So, there’s so many different factors that go into a school budget that really the common person doesn’t know, and people will like to complain about that.
 
My thing is, I like to educate them. I have no problem. I will sit down with anybody, whether it’s the media, whether it’s a principal, whether it’s a parent, whether it’s a retired grandparent or somebody who maybe never had kids, but they don’t understand why they have to pay school taxes. I have no problem sitting down with them, because I believe by educating them and telling them the story as to what’s going on in the district, you get them on your side. We might agree to disagree then, but at least they know the facts. And once they know the facts, I think for the most part, they understand why we’ve got to do what we do.
 
What I found out with the software that we use now, it’s more visual and a lot of people, instead of just seeing numbers all the time, they like to see visually. They like to see graphs, they like to see pie charts. And it has become more understandable to them than just reading numbers. They see the picture, the story behind with the pictures, the future. They see it all that way. Because I could see the trends, I could plan that for them and present that to them. So I think the community’s embraced it. The media’s embraced it and it just tells a clear picture and there’s less questions at the end of the day.
 
RYAN: Going back to enrollment, as you saw a trend of declining enrollment, you saw the necessity of actually competing for kids. What did that look like as you thought about that? What were some of the steps that you’ve taken as a district to compete for kids and address that declining enrollment?
 
SAM: When Covid hit, you know, there was a little bit of scared people and a lot of people started to go to outside cyber schools. We have no brick and mortar charter schools in Armstrong County, so we’re not really competing with the brick and mortar charters, but we are competing with the cyber schools. Cyber school is a huge cost to our school district. Pre-Covid, we were at about $1.8 million. At the height of Covid, it was about $3.7 million. So what we decided to do is to create our own online school. We went out, we hired a principal. He was actually a graduate of the Armstrong School District, but he was working as a principal in the cyber school. We stole him away, brought him back, helped him create our cyber school. We actually paid him an incentive of $3,500 for every student he brought back that enrolled there after Covid started and brought them back. We gave him a bonus to bring those kids back because we’re paying the cyber school about $14,000 and we paid him $3,500 to bring them back. So it was a net to us to get those kids back because we’re educating in-house for around $4,000-4,500 in our own cyber school. So it was important for us to get those kids back. We are back down to almost pre-Covid levels now of students enrolled in cyber. That was the initiative that we took create around cyber, bring a principle that knows that side of the business better than we know, and it convinces those kids to come back and get an Armstrong School district degree when they graduate.
 
RYAN: I want to go back to the data for a second. So you’re looking at trends, you’re trying to monitor where we’ve been, are are we seeing it level off or anything like that. How does it work for you as someone who works in school district finance? What are the kinds of questions that you are asking when you’re looking at that data? And what are the kinds of decisions you’re able to make related to your district finances because you have access to that data?
 
SAM: I am not an educator. I provide funding for the educators. So I try to work complementary with our administrators that have the education background and I have the finance background. So as enrollment continues to go down, class sizes continue to decrease, I always question whether or not we still need the same amount of staff to educate those students.
 
Alright? So every year we do staffing during budget time, based on the enrollment in those buildings and what we think they’re going to be, as to whether or not we need to have the same amount of staffing or not. None of us want to furlough teachers or lay them off. Typically through attrition, people retiring, we look to see whether or not we have to replace them. Anytime we don’t replace a teacher, between the salary, benefits and everything else we had to pay for those folks, it’s probably about $150,000 savings. So we evaluate that annually during our budget process. We look at enrollment, look at staffing, look at class sizes, and collectively decide whether or not we need to hire people back when they retire, whether we’ve got to furlough or you know, if we do see a bump sometimes, which we haven’t seen a bump in enrollment at all, do we need to add staff above what we had the previous year. Typically that does not happen, but we’re always usually looking to reduce staff or least maintain based on the enrollment projections we see.
 
RYAN: When it comes to declining enrollment, you’re in good company with a lot of other districts. What principles have you learned that might be helpful to other school districts who are also looking for ways to address that decline?
 
SAM: I’ve been in four different school districts in my career, and in every one of those school districts, we’ve actually consolidated and closed schools down. Most have been rural school districts where a lot of the small communities really want to keep their little school. Okay? They want that, but they also don’t want their taxes raised. So basically, kids are adaptive. Kids have friends on social media, it’s not the kids that have the problems with it. It’s the parents that really do. But educating those parents that what we’re going to do, whether it’s opening up a new school to bring a couple into one, or the resources we’re able to offer them in a different place by consolidating and be able to maintain the staffing that we do and not raise taxes, just keeping them educated that just because their little school, maybe their hometown school is closed and they’ve got to be bussed maybe another 10 minutes, but the reason why we’re doing it is to protect the bottom line and continue to offer what we’re offering, without having to make cuts or to raise taxes. It’s just being transparent and explaining to people that, yes, nobody likes consolidation. Nobody likes to see their school close, but at the end of the day it’s best for the district to remain financially stable.
 
RYAN: Can you give me just one example of maybe interacting with a community member where you were able to say, “Hey, here’s what the data shows. We’re trying to be transparent here,” that maybe hearts and minds were changed?
 
SAM: Anytime we close a building, we do educate the people. We have town hall meetings, we go there and when we consolidated three buildings here back eight years ago, it was tough because there were two different high schools, even though it was our school district, they were rivals within the school district and there’s a river that separates them. They’re only four miles away from each other but they’ve been around since 1900. So just educating them and what the new building was going to offer, the resource that we could have, the opportunities that the students were going to have in that new building that they weren’t able to have in the 1900 buildings that had no air conditioning, had old gyms, had no turf football fields, those sort of things. Just the opportunities that they were going to have by coming together, the students were not the issue. It was the parents who graduated from those places, and they just couldn’t see the big picture.
 
But now, I mean, people embrace what we have. We have a beautiful building, whether it’s the band and the different student groups, they’ve rallied together under new colors. We didn’t use the colors from either school. All brand new colors, brand new mascots, all those things. And it’s been a good thing, not only for the community, because the two communities now, they’ve come together, they rally together for different things, but also financially. We really bore the fruits over the last eight years of that consolidation, and we can continue to.
 
RYAN: I’m curious if you didn’t have the information that’s in front of you, if you didn’t have the data or the ability to present that well, what kind of impact would that have on you as a district finance director in your ability to not only make decisions, but also get community buy-in?
 
SAM: It helps with making decisions. I mean, I did not have the data as much before I used Frontline and all that, and I still was able to make decisions. It makes it easier for me to make decisions, but it also makes it easier for me to make people understand why I’m making recommendations based on the data. So having that information, that data, and educating the people with that data, it just makes that whole process a lot easier. Instead of Sam Kirk being up there just speaking about something, having it all in front and being visual, showing it to them, people grasp it a lot easier.
 
RYAN: That’s fantastic. Sam Kirk from Armstrong School District in Pennsylvania. It has been great talking with you. Thank you today.
 
SAM: Thanks, Ryan.
 
RYAN: Field Trip is a podcast from Frontline Education, the leading provider of school administration software. That includes the Frontline Analytics suite with tools for financial planning and budget management analytics, comparative analytics, location analytics, and student analytics. For more information, visit FrontlineEducation.com/FieldTripPodcast.
 
For Frontline Education, I’m Ryan Estes. Thanks for listening and have a great day.