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Is There a Teacher Shortage in the Northeast?

The teacher shortage has been in the news for years — but especially since 2020, nationwide concern has reached new levels.

But… Pennsylvania is not Florida. New York is not Texas. Every part of the country experiences the teacher shortage a little differently.

The Frontline Research & Learning Institute recently published “The Local Teacher Shortage,” a report exploring job posting and candidate application data from Frontline Recruiting & Hiring to see how school districts in various parts of the country are experiencing the teacher shortage. In this episode of Field Trip, we spoke with Laura Neier, Human Resources Director at Briarcliff Manor Union Free School District in New York, about what the data shows about hiring in the Northeast — and whether what she sees at Briarcliff Manor matches up.

In this conversation, Laura shares her perspective on:

  • The reasons for increased demand for teachers and why she sees fewer people entering the teaching profession
  • The strategies her district employs to attract and retain new teachers
  • Predictions for the future of hiring in K-12 education

 

Listen on Apple Podcasts, Google Podcasts, or Spotify.

Other Resources to Supercharge Your Hiring:

 

 

Episode Transcript

Laura Neier: My name is Laura Neier. I’m the Director of Human Resources at Briarcliff Manor Union Free School District.

Briarcliff Manor is in the middle of Westchester County, New York.

LN: We are somewhat of a tucked away hamlet with some access to public transportation. So a lot of our families and our community might commute to Manhattan for work or locally, or they might be working remote.

We sat down with Laura to get her take on data that the Frontline Research & Learning Institute recently published, that looks at how the teacher shortage is affecting various regions of the country. Things may look different in the northeast from how they look in the southwest, for example, so the report, titled “The Local Teacher Shortage,” looks at data from Frontline’s Recruiting & Hiring solution to see how demand for teachers has changed since 2019, as well as how many people were applying for teaching positions over that time.

What the report found was that in the northeast, on average across school districts, demand for teachers increased by about 25% between 2019 and 2022. At the same time, the supply of applicants dwindled by about a third. We wanted to know: is Laura seeing similar trends as she hires teachers at Briarcliff Manor? What recruiting and retention strategies is she employing? And what does she see for the future of hiring in K-12 education?

That’s coming up. From Frontline Education, this is Field Trip.

(MUSIC)

Frontline Education: Hello everyone and welcome to the Field Trip Podcast. I am Ryan Estes with Frontline Education, and this morning I’m talking with Laura Groselfinger Neier, who is the Human Resources Director at Briarcliffe Manor Union Free School District in New York.

And Laura, welcome. We are glad to have you with us today.

LN: Thank you.

FE: So I want ask you right now, does this data line up with what you were seeing at Briar Cliff Manor? And maybe we can start on the demand side. Would you say that you have had a larger number of positions to fill in 2021 and 2022 than you did in 2019?

LN: I would say that the number of positions needed have resulted mostly in retirements now with COVID, a lot of people were ready to retire, maybe sooner than later. So I think during that period of time, in 2020, 2021, 2022, we saw a lot of teachers burning out quickly.

So, if they were at retirement age, maybe they decided this was the time to get out while things were getting a little crazy and erratic and, or maybe they didn’t want to have to learn some new skillset with hybrid and remote teaching.

Some people work beyond 30 years. Some people work beyond age 55 because they love their jobs and they want to keep working. But I think the shift with the pandemic forced a lot of people, or encouraged them, to retire early, which created a much larger number of positions available than maybe they normally would be.

But I think it’s finding qualified applicants that has been the real significant thing we noticed.

FE: I’m glad that you brought that up, because when we look on the supply side, one of the things that we’ve seen in a variety of the regions is that there are simply fewer applicants. We know that fewer people are choosing to enter teacher preparation programs. So, when you look at your applicant pipeline, would you say that has been as strong in 2021 and 2022 as it was before the pandemic, or does what you’re seeing at Briarcliff Manor reflect what we’re seeing in the Northeast more generally, which is every position that we post, we’re getting fewer applicants for?

LN: Yeah, I would agree with that. And I would focus specifically on secondary education, which is usually grades seven through twelve, where you are subject specific certified. So maybe a science teacher or a math teacher, a foreign language teacher, in those positions, our numbers have dwindled tremendously as far as the number of applicants we have, where maybe historically you would have fifty to a hundred applicants. Now, we sometimes only have ten, so the number of applicants definitely decreased.

In elementary school, we still have large number of applicants. There are just more teachers that are certified for elementary teaching. But I would say the number of qualified candidates, or what we believe would be qualified, have decreased even in that area.

FE: Like all school district human resources departments, I’m sure you’ve been working like crazy to fill positions. What strategies are you employing and what have you found that works to attract applicants? And what hasn’t?

LN: It’s something we’re still trying to work on and figure out how to do that. It used to be that you could rely on the status of your district. You could rely on your location and people wanting to work here. So now we’re really trying to think about, “How do we more proactively recruit and try to entice people to want to work here, and also try to entice people of more diversity to want to work here?” We are trying to work with colleges and universities with teacher preparation programs, and we have been able to bring in some teaching assistants that have also been able to work as student teachers in a degree program, which has allowed them to get access into our classrooms and get experience. And at the same time, we’re able to bring in qualified teaching assistants who potentially could be future teachers for us.

We are trying to partner and find colleges and universities in the area, and get people exposed to who we are. We’re a small little district, so if you don’t live in this area or know about us, you wouldn’t think to apply. So, we’re in that process right now of really brainstorming.

Maybe we need to provide information for people to say, “This is what the public transportation is like, this is what the real estate market is like,” and find ways to invite potential candidates to our community so they can see what it’s like and make them feel welcome and want to apply to work here.

And then really using our network of our current staff. A lot of our employees have come from New York City public school systems. So using that network and also encouraging our staff and anybody that’s out there hiring, specifically our principals and assistant principals, to look for candidates of all qualities and encouraging them to not just rely on what we put out there as a posting, but to be proactive.

FE: We know that the better an organization is at retaining employees, the better off that you’ll be because you won’t have as many positions that you must go hire new employees to fill. What have you done at Briarcliffe Manor to increase retention?

LN: We make it a place that people want to stay by encouraging a culture of trust and respect and professionalism. I think if you walked into any of our school buildings, you would feel right away that people feel respected and valued.

We also have a variety and a plethora of professional learning opportunities that are created in-house. Our Director of Curriculum works really hard to create a large catalog for our current employees to take and grow and learn and become the better teachers and employees that they want to be. So there is a lot of opportunity for growth.

There’s incentivization for that as well. The more credits, say, that a teacher takes, the more their salary can increase. And we’re working very hard with all of our bargaining units, all of the unions, whether it be the teachers or the clerical or the facilities, and trying to find a happy medium, and just trust and respect all of the employees that work here, knowing everybody plays a role, and trying to make everybody feel like we’re treating them fairly.

FE: As you look at the next year and even further out, I’m going to ask you to shake up your magic 8-ball a little bit and make a prediction. What do you think the future of hiring in K-12 will look like?

LN: There are a few different angles to look at. One, why are people choosing to go into teaching or not? I think we have less graduates choosing education as a major than ever before. With the increase in remote job opportunities out there, and the way the workforce looks now compared to maybe how it did five years ago, it’s very different.

Graduates are now able to see that they can ask for a job that’s fully remote. They can ask for a job with, maybe, Fridays off or flexible time. Teaching, which was once a profession where the perk of it was that time value that you had, is not so relevant anymore. It’s almost more of a fixed time that you have to be here, because there are students in session compared to these other jobs out there. So I think we’re dealing with the fact that people are just not choosing this as a career as much as before.

We are trying to keep up with the market of salaries. We are based on taxes. We’re a nonprofit, so trying to compete with private sector jobs in itself is challenging. And then again, trying to figure out ways that we can recruit and hire in unique ways, trying to think outside the box of how we find people who could be interested in working in a school district that maybe normally would never have heard of us. So, figuring out how to get boots on the ground in other places, maybe colleges and universities or communities, and really recruit, not just waiting for them to come to us, but figuring out ways to sell our district on what we really are, and hope people believe in it and want to work here.

FE: Laura Groselfinger Neier is Director of Human Resources at Briarcliff Manor Union Free School District. Laura, thank you for taking the time to speak with us today.

LN: Thank you for inviting me.

Field Trip is a podcast from Frontline Education. For more episodes like this one, visit FrontlineEducation.com/FieldTripPodcast. To read a full copy of the report, “The Local Teacher Shortage,” from The Frontline Research and Learning Institute, visit FrontlineInstitute.com, or you can check out the show notes for a direct link.

For Frontline Education, I’m Ryan Estes. Thanks for listening and have a great day.

Key Differences Between Section 504 Plans and IEPs: Implications on Attendance, Discipline, & Policies!

In their own ways, both Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA) are designed to make sure students with disabilities have equitable access to public education. Because of their similarities, it’s important to examine these policies side-by-side.
 
While one is civil rights law, and the other is special education legislation, both have similar aims and important distinctions in areas like eligibility, attendance, discipline guidelines, and more. Keep reading to see a few of those differences outlined below!
 

The Basics

Section 504 of the Rehabilitation Act is a federal law that protects students from discrimination based on a disability. Section 504 plans are developed to outline and secure services and accommodations for these students. In our Understanding 504 series, we learned about the origins of Section 504, including the ways it seeks to ensure access to an equal and fair public education for students with disabilities and support their academic success.
 
These goals are clear within IDEA as well, but the special education policy takes them a step further. Through Individual Education Programs (IEPs), IDEA ensures students with disabilities have specific and measured education plans and goals to enrich their general education. Unlike Section 504 plans, IEPs are legal documents outlining the specific services eligible students are entitled to receive at school when their disability interferes with their major life activities.
 

Navigating Attendance Issues in Students with Disabilities

Attendance is one area where it’s important administrators know the right procedures. You may be surprised (or not!) to find out that poor attendance can be rooted in a student’s disability.
 
Yes, poor attendance in school can be associated with students’ disabilities, including those outlined in a 504 or an Individualized Education Program (IEP). Disabilities can influence attendance in various ways:

  • Medical Issues: Some students may have medical conditions or physical disabilities that require frequent hospitalizations, doctor’s visits, or just days at home to rest and recover. This can contribute to a significant number of absences.
  • Emotional and Mental Health Issues: Students with emotional or mental health disabilities, such an anxiety disorders or depression, might struggle with regular school attendance. Their conditions might make it difficult for them to cope with the social and academic pressures of school.
  • Learning Difficulties: Students with specific learning disabilities might struggle academically, leading to frustration, low self-esteem, and a sense of failure, which may result in truancy or avoidance of school to escape the situations that make them uncomfortable.
  • Sensory Overload: Some students, such as those with Autism Spectrum Disorders or Sensory Processing Disorder, may find the school environment overwhelming and stressful, which can lead to increased absences.
  • Executive Functioning Issues: Students with disabilities that affect executive functioning, like ADHD, may struggle with organization and time management, resulting in tardiness or missing school.

 
For these students, having an IEP or 504 plan can be critical. These plans are designed to provide accommodations and supports that help address the student’s specific needs and can include strategies to improve and manage school attendance.
 
The accommodations provided in Section 504 plans can also be designed to help students with their attendance, such as flexible scheduling, homebound instruction, inclusion of counseling, parental support, transportation support, or coordinating with medical professionals to ensure the student’s health needs are met while maintaining educational progress. If these interventions do not work, this would be a good example of an instance where an IDEA referral may be needed to better support that student. This progression is common; students are moved from more generalized Section 504 support to a more specific IEP as their needs become clear.
 
Rules around attendance in your school or district may need to be modified for students that have Section 504 or IEP plans if their poor attendance is found to be rooted in their disability. Especially since it may be discriminatory to discipline the student according to general attendance policies, new solutions would be needed.
 
However, it’s also important to remember that correlation does not always mean causation. Just because a student with a disability has poor attendance does not mean that the disability is the sole or even the primary cause of the attendance problem. Other factors like home environment, school climate, and individual personality traits can also play a significant role.
 

Discipline Under Section 504 and IDEA

Discipline and Special Education is another area where the right procedures are critical to student success and state and federal compliance. If you’ve spent time in K-12 schools, you likely already know there is often an intersection of Special Education and Discipline. Disabilities can definitely influence school discipline and behavior, although it’s important to be careful not to automatically attribute all behavioral issues to a disability. Here are some ways student behavior may be impacted by a student’s disability:

  • Emotional and Behavioral Disorders: Some students have disabilities that specifically impact their behavior. For example, students with Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD) may exhibit disruptive, defiant, or aggressive behaviors.
    Impulsivity and Hyperactivity: Students with Attention-Deficit/Hyperactivity Disorder (ADHD) might struggle with impulsivity, hyperactivity, or inattention, which can sometimes lead to disciplinary issues if not properly managed.
  • Communication Disorders: Students with speech and language impairments might struggle to communicate effectively, which can lead to frustration and potentially challenging behavior.
  • Autism Spectrum Disorders (ASD): Students with ASD might have difficulties with social interactions and communication, which could be interpreted as misbehavior. They may also have a hard time coping with changes in routine or sensory overload, leading to outbursts or other challenging behaviors.
  • Learning Disabilities: Students with learning disabilities might exhibit behavior problems out of frustration or as a way to avoid tasks that are difficult for them.
  • Mental Health Issues: Students with conditions like anxiety or depression might exhibit behaviors such as withdrawal, inattentiveness, or acting out, which could potentially lead to disciplinary issues.

 
In many cases, these behaviors are not intentional acts of defiance, but rather manifestations of the student’s disability. This is why it’s critical for educators to be aware of a student’s disabilities and to have strategies in place to address behavioral issues appropriately.
 
One major goal of both Section 504 and IEP plans is to protect students against discrimination, and discipline is an area where the lines may seem blurry. Like with attendance, disciplinary policies must be modified and non-discriminatory when they are being applied to students with disabilities. The Individuals with Disabilities Education Act (IDEA) mandates that when a student’s behavior impedes their learning or that of others, the IEP team must consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior. Also, students with disabilities have specific protections when it comes to discipline. If a student’s behavior is determined to be a manifestation of their disability, they cannot be removed from their current educational placement due to disciplinary infractions unless the infraction involves drugs, weapons, or serious bodily harm.
 
Despite this, it’s also important to remember that not all misbehavior in children with disabilities is caused by their disability. Just like any other children, children with disabilities can also exhibit typical misbehaviors. It’s important to discern the difference in order to implement the appropriate intervention.
 

Department of Education Policy Updates:
The US Department of Education is already concerned that students with disabilities, especially students of color, receive a disproportionate and inappropriate amount of discipline due to bias, when they should be directed towards services and support that will improve their educational experiences and behavior. Check out their new FACT SHEET!

 
These are only a few of the important nuances that separate Section 504 plans and IEPs. Both provide tremendous support to students with disabilities in complex ways, and there is definitely more to uncover. If you want to dive deeper and learn how Frontline can help your district navigate Section 504, take a look at this resource.
 

The 5 Myths of Time and Attendance

Most of us having written off popular myths, like those about Loch Ness Monster or Bigfoot, but when it comes to workforce time and attendance, some long-held myths are surprisingly hard to shake off.

Here are some of the common myths school districts may believe about time and attendance systems — and the true stories you should know about them!

Myth #1: Paper Timesheets Are The Best Way To Track Employee Time

With more than 60% of school districts still using paper timesheets, it’s not surprising this myth has stuck around has long as it has. Employees write their time down on paper; the district collects it and enters it into payroll. Seems simple enough, right?

But look at what else is involved:

  • Supervisors manually signing off on every timesheet
  • Wondering if employees wrote down their true time worked
  • Hand-keying every timesheet – without making a mistake
  • Employees trying to fill out their timesheets at the end of the week
  • Trying to match up employee time and absences
  • Seeing that employees went into overtime after the fact
  • Storing accurate records in case of an audit or employee complaint

Do paper timesheets still seem like the best way to track employee time?

Many districts are realizing the answer is “no” — and that automated time and attendance management systems can provide a much more efficient and accurate way to track employee time.

Because automated systems collect employee time electronically (often via a time clock or electronic timesheets), automated districts no longer spend time chasing down timesheets, and approvals can all be handled online. Districts have said they save anywhere from hours to days of data entry every pay period by integrating their time and attendance system with payroll instead of hand-entering timesheets.


Myth #2: Our Employee Time-Tracking Seems “Good Enough” For Compliance

Compliance is one of those scary things we all know we need to be concerned about — eventually. Many districts think, “Our records are probably good enough. What are the chances of getting audited, anyway?”

When it comes to compliance, the risks of lawsuits or fines for non-compliance are just not worth it, as Seely Independent School District in Texas decided.

“Human error was one of the biggest reasons for us to look for an Internet-based system,” said Director of Human Resources Owen Hurt. “We knew it would help with the inaccuracies that could show up if we had an audit by the Department of Labor or if an employee felt they were being mismanaged as far as their overtime, comp time, pay or benefits.”

Time and attendance systems built for the K-12 industry can help districts comply in a number of areas:

  • Automatically apply payroll rules based on employee classifications, labor contracts and policies
  • Report on hours worked to determine benefit eligibility under the Affordable Care Act
  • Pay employees for their actual time worked to avoid lawsuits and back-wages
  • Comply with regulations like FLSA and FMLA
  • Eliminate payroll errors from manual data entry

A study by the Aberdeen Group showed that “through automation and integration with other systems, Best-in-Class organizations improved compliance by 9%.“

And that’s no myth.

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How to Support Compliance with The Complete View of Employee Absence and Time
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Myth #3: Time & Attendance Systems Can’t Handle Our District’s Unique Payroll Rules

This myth has some truth to it — many systems can’t handle the many rules particular to the K-12 industry and to individual districts. Historically, large workforce management systems have tried to branch into K-12, but often require huge amounts of customization to handle unique education processes. Meanwhile, the “free” modular add-ons to ERP systems usually lack the functionality of a full time and attendance management system.

However, as districts have demanded better solutions, the available software options have expanded so that districts don’t have to settle for a system that can’t meet their needs.

Districts in the market for a time and attendance solution should look for systems that can handle things like:

  • Capturing time for employees working multiple jobs at multiple locations
  • Applying unique payroll rules to employee classifications
  • Tracking employee absences against comp time
  • Managing complex, multi-facility employee schedules
  • Tracking and preventing overtime before it occurs
  • Handling annualized pay and comp time for salaried employees

And Frontline Absence & Time can deliver these must-haves and more — ruling this myth outdated.

Myth #4: Time and Attendance Systems Always Seem So Overpriced

This is another myth springing from what used to be true across the board. Districts who’ve investigated some of the large workforce management suites know they often come with a very large price tag and long implementation cycles — sometimes a year or more. Couple that with upgrade charges, proprietary hardware and consulting fees, and time and attendance does start to feel overpriced.

Good news — these systems are not your only option. In addition to somewhat feature-lite ERP modules, districts can also find reasonably-priced, K-12 specific systems that often bill based on a predictable, recurring subscription cost.

But aside from cost, let’s talk about the return on investment of a time and attendance system for a second. For starters, Nucleus Research, the American Payroll Association and the Aberdeen Group have all done studies showing that organizations overpay their employees by an average of 1.2% due to human error — representing $120,000 in payroll errors for every $10 million in payroll wages. They have also shown that time and attendance systems can eliminate up to 95% of this cost.

Ask yourself a few questions:

  • How much could you save by reducing overpayment from payroll errors by 1-2%?
  • How much could you save by preventing unnecessary overtime?
  • How much paper would you save by eliminating timesheets?
  • How much time would you save tracking down and approving timesheets?
  • How much could you prevent in fines and lawsuits by ensuring compliance with labor laws?

With labor costs making up 70-85% of a school district’s budget, districts need to make sure they’re effectively managing this huge expense.

Myth #5: Time & Attendance Systems Only Work For Hourly Employees

Whether it’s based on previous experience or just simply assumptions, many districts believe that time and attendance systems are specifically for tracking time for hourly employees — often the non-certified staff, like custodians, bus drivers and cafeteria workers.

In fact, most time and attendance management systems are also well equipped to handle salaried employees. But why would you need to put your salaried employees on a time and attendance system? Glad you asked!

  • Manage exception/annualized pay (track employees working over or under their contracted time)
  • Track physical attendance to see who is in and out of the building for reporting in case of an emergency
  • Track actual hours worked for employees on the border for benefits under the Affordable Care Act
  • Capture employee time for extra-curricular events (dances, sports, class coverage, etc.)
  • Prevent users from putting in a “no sub needed” absence (stealing time)
  • Track all employee time in one system
  • Find who is working more or less than expected

The greatest efficiency is found in tracking all of your employees, including absences and time worked, in one place.

Ready to proactively manage employee absences, substitutes, and time and attendance all in one software system? Frontline Absence & Time can help. Get started now

Harnessing the Power of Electronic Health Records for Individualized Health Plans and Care Plans

As a school nurse, you play a vital role in ensuring the well-being of students under your care. Care plans and individualized health plans (IHPs) for more specialty situations are essential tools that help provide personalized support for students with specific health needs.
 
Today, electronic health records (EHRs) can revolutionize the management of IHPs and care plans, streamlining documentation, communication, and coordination. In instances of chronic conditions, efficient management can make a world of difference.
 
In this blog post, we’ll use diabetes as an example of a chronic condition many districts manage regularly, and explore best practices for care plans and IHPs.
 

Improved Documentation Accuracy and Accessibility

One of the key advantages of using EHRs for IHPs and care plans is the enhanced accuracy and accessibility of documentation. By transitioning from paper-based records to electronic systems, school nurses can maintain up-to-date and comprehensive health records for each student. This ensures that critical health information, such as allergies, medications, and emergency contacts, is readily accessible, reducing the risk of errors and facilitating efficient decision-making during emergencies andor routine care.
 
With an IHP for diabetes, you’ll want to prioritize collaboration and communication among various stakeholders involved in a student’s diabetes care. You can easily share IHPs and care plans electronically with teachers and school administrators, ensuring everyone is aware of the student’s specific diabetes management needs. Sharing of information fosters effective teamwork, enabling coordinated interventions and prompt responses to diabetes-related concerns, ultimately promoting the student’s overall well-being.
 
Of course, with any medication administration, you’ll need to track administration and inventory for insulin. And if that service is eligible for Medicaid reimbursement, some EHRs have a billing function that satisfied the collection of those Medicaid components at the same time as they document in the EHR which ultimate eliminates the need for redundant documentation.
 

Customization for Individual Needs

EHRs provide a flexible platform for creating and customizing IHPs and care plans to meet the unique requirements of each student. School nurses can easily tailor the plans to address specific medical conditions, dietary restrictions, medication schedules, and any other relevant considerations. With electronic systems, updates and modifications can be made promptly as a student’s health needs evolve, ensuring that the care plans remain accurate and effective.
 

Consistency in Care Plans Across the District

By implementing EHR systems, district nurse directors can centralize student health information, medical history, and care plans, ensuring that all essential data is easily accessible to authorized personnel across the district. This centralized approach helps maintain consistency in care plans by adhering to the district’s established guidelines and aligning with state regulations. Ensuring that care plans meet all district and state requirements is of utmost importance in providing a safe and healthy environment for students. District nurse directors play a vital role in this process, utilizing electronic health records (EHRs) to streamline and monitor care plans effectively.
 

Data Analysis and Decision Support

EHRs assist nurse directors in tracking and monitoring the implementation of care plans across the district. They can easily access and analyze data on the frequency of health-related interventions, the effectiveness of treatments, and any necessary adjustments required to meet compliance standards. EHRs offer valuable data analysis capabilities that can aid in monitoring and managing diabetes care, for example. By aggregating and analyzing health data such as blood glucose readings, insulin doses, and medication adherence, school nurses can gain insights into the student’s diabetes management trends and patterns. This data analysis can inform evidence-based decision-making, identify potential risk factors, and guide adjustmen
 

Privacy and Security

With chronic conditions and care plans, there are nuances in the privacy and security needs to ensure that information is easily accessible to the staff who need it, but secure and protected from anyone who doesn’t require access. An role-based EHR offers an easy way to keep students’ health data safe while making sure it’s accessible when needed.
 

In Conclusion

Embracing electronic health records for managing individualized health plans and care plans can be a game-changer for school nurses. The transition to digital systems offers benefits such as improved documentation accuracy and accessibility, streamlined collaboration and communication, customization for individual needs, data analysis capabilities, and enhanced privacy and security. By harnessing the power of technology, school nurses can optimize their efforts in providing comprehensive and individualized care to students, fostering a healthier and more supportive educational environment.
 

Talk Data to Me: Diversity, Equity, and Inclusion in Recruiting and Hiring Practices


 
The Frontline Research and Learning Institute recently surveyed district and school administrators regarding their organization’s past, present, and future focus of diversity, equity, and inclusion (DE&I). We heard from 567 respondents representing 49 states and small and large public, private, and charter schools. 84.4% of respondents answered very important or important when asked to rate the important of “DE&I as it relates to your school/district’s planning for programs and practices.” Though this data has vast implications, for this iteration of Talk Data to Me, we asked: How might this survey data inform recruiting and hiring practices?

What Can Districts Do to Advance Equity?

Over 63% of respondents indicated that their organization is actively working to diversify their employee base; but how? Many actions were noted to have already been taken to advance equity as it relates to their recruiting and hiring practices. The table below details the most common.

 

We think you’ll enjoy this hand-picked content:

Field Trip: School Workforce Diversity
Dr. Searetha Smith-Collins, a career educator, chief academic officer, and former superintendent, talks about workforce diversity in education: why it matters, and steps schools can take to overcome roadblocks to inclusive hiring practices. Listen Now

 
Further, an additional 19.75% of respondents indicated that their organizations have plans to “revisit and update hiring practices inclusive of DE&I programs” and 19.58% indicated plans to “look for additional candidate sources to proactively attract diverse candidates.”
 
By far, the most common action taken by respondents was not in what talent they are recruiting, but where they are recruiting the talent from. 57.96% of respondents indicated that they are relying on different candidate sources in hopes to advance equity than they were previously. Which referral sources have been most effective at recruiting diverse candidates?
 

 

How a Robust Recruiting and Hiring Solution Can Help

Job seekers want DE&I, too. Over 86% of job seekers who use Frontline’s Recruiting & Hiring, K12 Job Spot, and Frontline Central find working “in a school that values diversity and inclusion” important. Further, over 96% of job seekers noted that working “in a collaborative and supportive environment” and “with supportive coworkers” were important to them. So, how can a comprehensive recruiting and hiring solution help you find your desired candidates to meet your DE&I goals?
 

Software like Frontline Recruiting & Hiring and Frontline Central allows you to:

  • Post to a job board designed for K12 education professionals
  • Proactively recruit from a large pool of education professionals
  • Create automated recruiting campaigns to reach new candidates
  • Reach tens of thousands of licensed educators who are in your state or interested in relocating
  • Send personalized messages to any candidates who meet your criteria
  • Increase your online presence and attract more millennial educators
  • Cast a wider net and attract the best applicants, even for hard-to-fill positions
  • Easily sort and filter to find the best candidates

 

Dive into data-driven decision-making


 
One way that the Frontline Research and Learning Institute suggests that districts combat their staff shortages is to employ tools to expand applicant tools and to make data driven decisions for where to advertise and find applicants. Many districts are doing exactly that by analyzing their specific recruitment and referral data inside of human capital analytics.
 

 
Districts can quickly access a series of interactive and intuitive data visualizations of their current applicant referral source data and learn where their general applicant pool tends to come from and how that compares to referral sources of the applicants that they tend to hire from.
 
Districts can also see how referral sources change year over year and are able to filter their data by month and year of when applicants are submitting applications, time of year, when jobs are first posted, different job types and categories and are even able to drill down into individual job postings.
 
Analyzing this data is also helpful for districts to analyze their return on investment of certain recruitment efforts and hiring events as well.
 
Learn more about Human Capital Analytics here
 

Evaluating Key Data to Ensure Long-term Fiscal Strength for K-12 School Districts

In the increasingly complex world of K-12 school district administration, robust fiscal management is critical. However, achieving long-term financial sustainability requires more than a keen eye on the bottom line. It necessitates a detailed and thoughtful understanding of key data points, as well as how to effectively interpret and utilize that data to make informed decisions.
 

Why Data is Important

Data plays a pivotal role in financial management for school districts. It provides a roadmap for strategic planning, aids in identifying financial risks, assists in revenue forecasting, and helps to ensure accountability and transparency. Data-driven decision-making allows school districts to identify trends, predict future challenges, and create budgets that truly reflect their needs and priorities.
 

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The Key Metrics to Watch

When looking at a school district’s fiscal health, here are some key data metrics that should be regularly evaluated:

  1. Revenue Trends: Tracking the historical revenue, including local, state, and federal sources, can help districts predict future funding levels. Understanding these trends can inform strategies for revenue diversification and stabilization.
  2. Expenditure Patterns: Analyzing the allocation and consumption of funds in various departments and functions, like academic programs, extracurricular activities, administration, facilities, transportation, etc., can highlight areas of inefficiency and opportunities for cost-saving.
  3. Student Enrollment: Enrollment numbers not only affect a district’s funding but also its expenses. An increase in enrollment may require hiring more teachers or building more classrooms, while a decrease can lead to surplus resources.
  4. Teacher-Student Ratio: This ratio can affect educational outcomes, but it also has fiscal implications. Lower ratios often mean higher costs. Balancing quality education and budgetary constraints requires careful monitoring of this metric.
  5. Fund Balance: The fund balance, or reserve funds, can show how prepared a district is for unforeseen expenses or funding cuts.
  6. Capital Expenditures: This helps to understand a district’s investment in long-term assets, such as facilities and equipment. It’s crucial to ensure that current spending levels are sustainable and that districts are prepared for future capital needs.
  7. Debt Level and Service Costs: A district’s level of debt and the cost to service that debt can impact its ability to fund operations and invest in new initiatives.

 

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Making Data Work for You

Once school districts understand these key metrics, they need to leverage them to support decision-making. Regular data analysis should inform the budgeting process, strategic planning, and goal setting.
 

Ensure Transparency

Data can be a powerful tool for promoting transparency and accountability. By openly sharing fiscal data with the community, school districts can build trust and foster an environment of shared responsibility for the district’s fiscal health.
 

Future-proofing K-12 District Finances

While financial sustainability for K-12 school districts will always pose challenges, using data to drive decision-making can significantly improve the odds of success. By focusing on key fiscal metrics, districts can gain a clearer picture of their financial health, identify areas of risk, and create a roadmap for long-term fiscal strength.
 

Making School Finance Fun (and Understandable)

Note: This article originally appeared in the June 2023 School Business Affairs magazine and is reposted with permission of the Association of School Business Officials International (ASBO).
 
“Are we having fun yet?” That question asked in the context of work-life might elicit responses like “Are you kidding me?” “Are you really asking that question now, given the current environment in school business management?”
 
Despite the challenges and difficulties of this profession, the answer to the question, at least on most days, should be a resounding “yes.” Although every job has its share of bad days, your overall sense of the job should be positive. If this is not the case, you may want to consider other career options. Your happiness and health could be in jeopardy.
 
Having fun means something different to everyone. In some respects, it can be an activity, but it can also be an attitude. The activities of school operations may not seem like a lot of fun, but enjoying the overall responsibilities on a daily basis and having a positive attitude toward the work can bring enjoyment, which is an aspect of fun.
 

Who says you can’t have fun at work? Positivity leads to productivity in the field of school finance.

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Fun Pays Dividends

Some contend that if you are having fun, you are not working hard enough. This attitude is misinformed. In fact, the contrary is true. Those who enjoy their job and enjoy working together are more successful and productive. Having fun with colleagues pays great dividends. In her book Broadcasting Happiness, Michelle Gielan shares a story about the president of Nationwide Brokerage Solutions (a Nationwide company) who partnered with an outside organization to develop a positive psychology-based workshop. Despite the president’s skepticism, the massive rollout of the workshop at Nationwide resulted in a tripling of the company’s revenues over a relatively short period.
 
Although the president initially considered this approach “fluffy,” he was quickly persuaded otherwise; the numbers spoke for themselves. His attitude changed from “if we hit our numbers, we’ll all be happy” to “if we are happy, we will meet, or most likely, exceed our numbers.”
 
Research shows that when we are filled with positive emotions, our brains actually work much better, and our results improve. We all can influence those around us by transforming how people think about work.
 
Lest you think the shared Nationwide example is one unique and unusual situation effective in that one particular situation, I can assure you that Gielan showcased many other organizations that experienced positive results when the concepts of happiness and joy were brought into the workplace.
 

Strategies for Positivity and Productivity

You can turn positivity into productivity in your workplace! Here are some strategies.
 

  1. Reframe Your Mental Picture
    Amid challenging and confrontational situations, sit back, take a deep breath, and “don’t take it personally.” Easy to say, nearly impossible to do. Even though the person causing your grief may not have the best intentions, recognize that their experience, perspective, and educational background are likely different from yours.

    How they see the world and how it should function may run contrary to how you view things. Empathy and kindness in the midst of strife will go a long way to minimizing stress and can turn conflict into cooperation.

  2. Live in a Culture of Positivity
    There are tangible and documented benefits to promoting and living in a culture of positivity. Number one on this list is health. Decades of studies have shown that a positive attitude promotes longevity and makes those additional years healthier and happier. Focusing on and implementing strategies of positivity will reduce stress levels.

    Second, positivity leads to better performance and success. According to Gielan, one documented predictor of success is work optimism. Research shows that we are more successful at work when we are rationally optimistic. The key words here are “rational” and “optimistic.” Gielan identifies a second predictor as positive engagement. Change your mindset to reframe stressors as challenges that you can overcome.

    The third benefit is support. It is interesting to note that the support you offer is more predictive of your success at work than the support you receive. These concepts tie into creating a more positive attitude and climate, which results in success. The team benefits from positive leadership. Research shows that teams are more productive when their leader has a positive mindset. Just as negativity is contagious, so is positivity. Perhaps negativity is easier. We are inundated with negative news. At best, the broadcasters throw one short, “good news” story in at the end of the broadcast.

    It might be easy at work to join others in commiserating about how bad things are. Getting sucked into the venting and negative conversations that sometimes pervade the office environment is easy. You can have an impact if you respectfully offer another viewpoint, seeing and sharing the potentially positive side of the situation. As a leader, you are responsible for creating an environment of rational optimism.

  3. Make It a Habit
    Studies show that it takes two months for a new behavior to become automatic. You can train yourself to be more positive even if you believe it is not in your DNA. If you think you are wired to see the glass as half empty, change your behavior and your mindset with a disciplined effort to see the glass as half full. Two months is not a long time!
  4. Journal
    Research shows that people who journal are healthier, live longer, are happier, and are less stressed. It is difficult to be disciplined enough to make the time to journal. Start small. At the end of the day, write down three things that went well and why they went well. If you can’t recall three positive events, find at least one. This small step will soon become a habit and will train your mind to focus on the positive.
  5. Practice Reflection
    Practicing reflection is beneficial and effective in creating a positive mindset. Those of you who rolled your eyes at journaling will likely have rolled your eyes at this one, too. However, reflection is an important leadership characteristic that often makes it into the top 10 attributes of effective leaders.

    6. Be encouraged to take the time to reflect on your words and actions thoughtfully. After conversations or at the end of the day, consider your responses and how you handled each situation, even casual conversations. Perhaps my comment about rolling your eyes should be reframed with more positivity. How about this: Here’s to encouraging you to try these practices that might be a bit outside your comfort zone!

  6. Be Accountable
    If you are determined to change how you see the world and your job, find someone who can hold you accountable, someone on staff who can protest when you make negative statements or react in negative ways. Having someone call you out will make you more aware of your responses to situations. It is a way of retraining your mental processes to take time to think and rethink your comment before it leaves your lips.

 

Have Fun Communicating Budget Decisions

Maintaining a positive attitude is possible even when you communicate not-so-positive budget news, such as deficits and reductions in force. Let’s take a look at how you might be able to share budget decisions in a positive light.
 

Communicating Challenging/Difficult/Unpopular Decisions

The best way to communicate a difficult decision is to be upfront and honest. One of the definitions of fun is “interesting.” Here is an opportunity to provide interesting information.
 
Set the stage by stating up front what the decision is and then provide the rationale and details in an interesting way. Use charts, graphs, and other visuals to convey the message. Avoid massive amounts of words and spreadsheets. Be confident without being arrogant. Be unapologetic without being disrespectful.
 
You have the job because you have the capacity and capability to make good decisions. You cannot control the audience’s reaction or behavior; you can only control your own approach, conduct, and performance. Be positive, confident, and unapologetic.
 
You have a responsibility to be prudent with funds. Still, you also have a commitment to support the organization’s mission: using resources effectively to improve student achievement and educate the next generation. Don’t be seen as the person who immediately says “no” or lists the obstacles to any and all initiatives. Approach each challenge with a positive attitude, asking, “How can I support you in reaching your goals?”
 

Presenting Regular Financial Reports

Provide reports that are pleasing to the eye, easy to understand, and relevant. Yes, there are legal requirements for reporting information; however, that doesn’t mean that the information has to be presented in an uninteresting format.
 
Often, change is not implemented because there is no push from “outside.” A great leader will instigate change that moves the organization forward. A positive approach and a revamped financials presentation can make the information interesting and fun.
 
Figure 1 shows a portion of a monthly financial report that reflects school district revenues received year to date. It is simple to understand and presents a positive visual. Compare this to the same data presented in spreadsheet form (Figure 2). Which one is more interesting and easier to read? You might prefer the Excel spreadsheet as a school business professional but remember that most of your community members don’t have your background. Present reports that are designed with the audience’s perspective in mind.
 
Figure 1. Colorful graphics can help tell the budget story of your school district in a more engaging way.

 
Figure 2. Standard spreadsheets may not clarify for community members the district’s financial picture.

 
Educating Stakeholders Criticism often comes as a result of ignorance or unfamiliarity. Unmeasurable, positive benefits come from helping stakeholders understand the challenges and opportunities inherent in school business operations. Here’s one suggestion that pays big dividends. Meet with groups of teachers or other staff groups to explain the world of school finance; provide basic financial information that illustrates district budget and funding.
 

Make the information interesting. Keep it basic, light, and positive.

Make the sessions fun. Share a pie chart reflecting major revenue sources and let audience members guess which part of the pie is represented by each revenue source. Do the same for the expense side. They may be shocked to see how much of the pie is represented by salary and benefits. On the revenue side, they may be surprised at how little the annual revenues change compared to the expenses.
 
Helping them understand doesn’t guarantee that they will embrace or agree with the information, but if they understand it, they will be less likely to spread incorrect information and place blame where it doesn’t belong. Figure 3 provides an example of an effective way to share information.
 
This same approach can be used with key stakeholder groups, including legislators, realtors, senior citizens, business leaders, and any other influential entities in your community. Again, make the information interesting. Keep it basic, light, and positive. Turn it into a trivia challenge or “test” their knowledge before the presentation.
 
Education is a critical part of society; although there are many things wrong with it, many positive things are happening. Promote those good things without hiding facets that are less than positive.
 

Now What?

Effective leadership, even when defined, is an elusive guide on life’s journey. Effective leadership looks different for each person and in each organization; however, all effective leaders share some characteristics.
 
Figure 3. Sample Revenue “Pie” for Stakeholder Meetings. Which color represents the portion of our budget that is supported by Federal revenue sources? State sources? Local sources?


 
One of the most critical components of effective leadership is the quest to be a lifelong learner, constantly growing, changing, and stretching skills. Effective leaders push themselves, leaving their comfort zones to promote their own growth. That sometimes means allowing themselves to have fun on the job and constantly finding ways to enjoy their work.
 

Here are some suggestions to get you started toward fun and positivity on the job:

  • Revamp your financial reports. Make them interesting and easy to understand.
  • Start a practice of journaling or reflection. Take small steps; don’t put unnecessary pressure on yourself to jump all the way in.
  • Schedule a few meetings with teacher groups throughout the district to present an interesting look at school finance. After all, teachers and students are the reason we do what we do.

 
Have fun at work. Life is too short to approach it any other way.
 

Cross Your T’s & Dot Your I’s: Back to School Checklist for K-12 District Business Officials

As you approach the new academic and fiscal year, it is important for K-12 District Business Officials to be proactive in the planning process. Schools’ budget and financial operations directly influence the quality of education and services provided. To support you in this crucial role, we have prepared the “Cross Your T’s & Dot Your I’s” checklist.
 
This checklist is designed to ensure that all financial and budget-related activities are meticulously planned and executed. By integrating Frontline’s powerful analytics and planning tools — including Comparative Analytics, Financial Planning and Budget Management Analytics, and Location Analytics — this guide will help you navigate the complexities of budget preparation, financial forecasting, resource allocation, and more.
 
Let’s step into this new academic year with confidence and precision, ensuring your financial operations are as effective and efficient as possible.
 
Financial Planning and Budget Approval:
Use Frontline’s Financial Planning and Budget Management Analytics to plan your budget for the academic year. Ensure that the budget is approved by all relevant stakeholders.

Comparative Analytics and Financial Planning:
With accurate student enrollment data, use Frontline’s Financial Planning and Budget Management Analytics tool for accurate financial forecasting.

Staff Compensation and Benefits:
Review and update teacher and staff compensation and benefits packages and ensure that they are properly accounted for in the budget.

Capital Budget and Long-Term Investments:
Review the capital budget and any long-term investment plans. Ensure the budget covers necessary improvements or repairs to facilities.

Plan for Anything:
Leave the stress of creating budget and financial reports to Budget Management and Financial Planning. One click creates customized Excel Reports and PowerPoint presentations based on how projections are changing.

Procurement Process:
Update and streamline procurement processes to ensure efficient use of budgeted funds.

Location Analytics for Resource Optimization:
Utilize Frontline’s Location Analytics to optimize resource distribution across the district. Ensure budget aligns with resource needs at each location.

Benchmarking with Comparative Analytics:
Leverage Frontline’s Comparative Analytics to benchmark your budgeting and spending against similar districts. Use insights to make any necessary adjustments.

Risk Assessment and Contingency Planning:
Conduct financial risk assessment and prepare contingency plans. This ensures financial stability even during unexpected situations.

Budget Communication:
Develop a clear communication plan for sharing budget information with parents, staff, and other stakeholders. Ensure transparency in financial operations. Leave the stress of creating budget and financial reports to Budget Management and Financial Planning. One-click creates customized Excel Reports and PowerPoint presentations based on how the projections are changing.

Compliance and Auditing:
Verify compliance with all local, state, and federal regulations related to school finances. Schedule internal and external audits to ensure proper financial management.

Training on Financial Tools:
Arrange for professional development for staff members involved in financial operations. Training should focus on effectively using Frontline solutions for budgeting and financial planning.

Emergency Funds:
Allocate a portion of the budget for emergencies. This fund will ensure that unexpected expenses can be met without disrupting regular school operations.
 
Use this checklist and Frontline’s tools as your comprehensive guide to prepare for the upcoming school year with an efficient and effective budget and financial plan.
Download PDF version
 

Comparison is the Thief of Contentment: Driving Positive Change through Comparison

In the realm of K-12 education, contentment is a double-edged sword. While a certain level of satisfaction is necessary for maintaining morale and motivation, unchecked contentment can stymie growth and innovation. This fact is particularly crucial in our current, rapidly evolving educational landscape, where continuous improvement is not just a mantra but a necessity.
 
Historically, many school districts have fallen into the trap of contentment, favoring familiar methods and frameworks over fresh strategies. How many times have you heard “well, we’ve always done it that way” as a response to a new idea? This comfort zone, though seemingly harmless, can limit the effectiveness of their educational approaches and impede the potential growth of students.


 

The Risings Risk of Contentment in K-12 Education

Being risk-averse in K-12 has its benefits. The result of a poorly-informed decision has very real implications for district finances and students. But how often do you consider the ways that being risk-averse or not changing is the riskier move?
 
Contentment in the education sector can manifest as complacency with the status quo, reluctance to embrace new teaching methodologies, or resistance to measure success beyond traditional metrics. While taking pride in achievements is important, the risk is that it often breeds a sense of complacency that can hamper progress and discourage innovation.
 
In the fast-paced 21st century, an education system that rests on its laurels risks falling behind. With new technologies and teaching strategies constantly emerging, it’s critical for districts to continuously evaluate and improve their methods. Comparing performance and tactics with other districts becomes necessary, not to breed discontent but to foster growth and improvement.
 

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The Importance of Comparison in K-12 Education

When we say, “Comparison is the thief of contentment,” we are not suggesting a relentless race that saps the joy out of teaching and learning. Instead, we are advocating for healthy, data-driven comparisons that can serve as a catalyst for positive change and growth.
 
Comparing your district with others can provide invaluable insights into what works and what doesn’t. It can highlight gaps in your methods and provide new, proven strategies to address them. Rather than fostering discontent, comparison can promote a growth mindset, encouraging a culture of continuous learning and improvement.
 
Furthermore, comparisons aren’t limited to test scores or graduation rates. They can extend to teaching methods, classroom technologies, student engagement strategies, special education programs, and more. With comprehensive comparison, districts can identify trends, learn from successes, and avoid the pitfalls encountered by others.
 

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Keeping up with the Joneses

We know that school boards often wonder what a neighboring district is doing. They are competitive and constantly demand that district administration gather data about the other districts in the area. They want to beat their peers on the football field and the balance sheet.
 

“School boards are competitive and constantly demand that district administration gather data about other districts in the area. They want to beat their peers on the football field and the balance sheet.”

 
For example, a data and analytics tool can help districts analyze common metrics related to salary and staffing levels in their area. Data and analytics tools can also help districts research their state’s or area’s spending and revenue trends.
 
The real question is, how do you know who to compare yourself to?
 
Does it make sense to compare with your area peer districts? Are they similar in size? Do they serve the same type of students? Do you offer programs that other districts near you do not provide?
 
Historically, it has been challenging to access enrollment, salary, staffing, financial, and student performance trends in one place. This process usually involves downloading multiple data sets, analyzing different metrics to identify a peer group, and then pulling together all the information in one place so you could communicate with your stakeholders…. And even then, the data you’ve worked so hard to compile may only make sense to you. To share with board members, you still have to perform some spreadsheet magic to create graphs that will make sense to anyone. Those days are over. We are in the 21st century, and it’s time we act like it. Districts can no longer sweep things under the rug and hope no one asks about specific data.
 
The age of transparency is here, and there are tools to help. Districts can now pick any district in the state and view their grade-level enrollment trends. Or compare their revenue by source against their spending by functional area. Or evaluate all districts in the state to determine which ones are most similar to your district.
 
Then you can start to ask the questions that matter. Why are districts my size spending less on maintenance? Why do districts with a similar student demographic perform better on their state Math exams? Where is my money going, and how is that similar or different from my peer districts?
 

The Power of Frontline Comparative Analytics

The concept of comparison isn’t new in education. However, what is changing is how we can carry out these comparisons, thanks to advancements in technology and data analytics.
 
Frontline Comparative Analytics is one such tool that empowers school districts to benchmark and compare their performance against other districts. This platform allows districts to leverage actionable data to uncover patterns, identify gaps, and drive improvements. Comparative Analytics is a system that helps pull together important operational data for all districts in your state. It will allow you to easily identify peer districts, analyze various data points, and instantly download visuals to help you tell your story. The best way to plan for your future is to analyze your history.
 

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Comparison In Action

 
Frontline Comparative Analytics provides insights into a myriad of metrics, including student achievement, teacher effectiveness, school climate, resource allocation, and much more. By harnessing this data, districts can create a more robust, comprehensive picture of their performance, gaining a nuanced understanding beyond simple metrics.
 
Moreover, Frontline Comparative Analytics isn’t just about identifying shortcomings. It can also highlight areas of strength, enabling districts to take pride in their achievements while also identifying opportunities for sharing best practices with others. This tool promotes a balanced approach to comparison, fostering healthy competition and collaboration rather than discontent.
 

Conclusion

As we move forward in the ever-evolving world of education, it’s important to strike a balance between contentment and comparison. While we should celebrate achievements and maintain morale, we must also recognize the value of learning from others and continuously striving for improvement.
 
Comparison, when approached in a healthy, data-driven manner, isn’t a thief of contentment. Instead, it’s a facilitator of growth and improvement. By leveraging powerful tools like Frontline Comparative Analytics, you can create a culture of learning and growth that extends beyond individual classrooms or schools.
 
This culture of continuous improvement is not only beneficial for educators but also for the students they serve. Students reap the benefits when educators are committed to refining their methods, embracing innovation, and learning from their peers. They are provided with more effective teaching methods, a richer learning environment, and a model of lifelong learning.
 
The narrative that “Comparison is the thief of contentment” holds true only when comparison leads to unnecessary pressure, inferiority complexes, or unhealthy competition. But in education, a focused, data-driven comparison should serve as a tool for constructive growth and improvement, not as a thief stealing away contentment.
 

Cost Reporting Started Right: Medicaid Cost Reporting for Schools

Understanding and navigating Medicaid cost reporting is essential to ensure access to eligible services and maintaining the district budget. But cost reporting is a nuanced process that varies by state, and it’s a common source of stress for districts.
 
We dove into cost reporting and cost reconciliation in this blog post, but today we’re going to explore three ways you can set yourself up for success this fall with cost reporting.  

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  1. Determine Eligibility: Before initiating Medicaid cost reporting, schools must understand the eligibility criteria and requirements specific to their state. Collaborate with your local education agency and Medicaid agency to identify the students who qualify for Medicaid services and establish a system to track their eligibility.

    2.  

  2. Implement Robust Documentation Processes: Accurate and thorough documentation is crucial when it comes to Medicaid cost reporting. Establish clear procedures for capturing student information, services provided, and corresponding costs. Implement a standardized format for documenting and maintaining records, ensuring compliance with all relevant regulations and privacy laws.

    3.  
    Frontline Medicaid and Service Management simplifies documentation for cost reporting and clients receive consistent support from a designated Client Manager so you can feel more confident heading into cost reporting audits.
     

  3. Streamline Data Management: Accurate data management is crucial for Medicaid cost reporting. Having a purpose-built service tracking system makes it infinitely easier to maintain accurate data. An electronic health records system is a great addition to your cost reporting toolkit as well. For health-related services, you can make sure all your documentation is Medicaid-ready…something that can be hard to do with a SIS health module.

    4.  

     
    Cost reporting plays a vital role in ensuring that schools can provide comprehensive healthcare services to eligible students while managing their budgets effectively.
     

5 Myths About Analytics in K-12 Education

Data wasn’t always at the forefront of decision making in schools. Without digital processes or records, analyzing student and district performance levels was time-consuming and complicated. But as technology has become widely available and integrated in both pedagogy and the physical classroom, it has quickly become apparent that data isn’t just something that’s nice-to-have, it is a necessity.
 
Data allows you as an administrator to analyze what’s happening in your district down to a micro-level. By leveraging analytics, you can tap into data to make more informed decisions for the benefit of your students and communities. However, it’s not just school district leaders who walk the avenue of analytics. Teachers, principals, or school nurses all have data on their minds.
 
Most people in K-12 education have their first experience with analytics by trial and error. Perhaps you found yourself building a bar chart or exporting data from your favorite educational tool or assessment. Whatever the case, if you had questions to answer or problems to solve, you probably started digging to find the details hidden within.
 
Though the benefits of skillful data analysis are endless, the how — implementing data analytics — can still feel like a daunting task. Myths surrounding analytics don’t exactly help, either. By dispelling some common myths surrounding analytics, we hope to help you explore new ways to supercharge your analysis and harness the full power of your data (that you’re already collecting) to make better-informed decisions for your district.
 

Myth 1: “We have data everywhere; we cannot bring it all together easily.”

TRUTH: Large data sets and cross-referenced data present even more critical opportunities to find areas of improvement.

 
Integrating and referencing student-related data can be implemented using the student ID, which every district tracks and is a common thread between student-related data points. Other common fields can also be leveraged — depending on the analysis — such as the security of student data. Given the state of K-12 cyber landscape, protecting, and investing in data management is more crucial than ever.
 
No matter what the student-related data may relate to, bringing all sets of that data together in one place — by working with one connected platform — allows district leaders to make more informed and improved decisions.
 

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Myth 2: “I don’t have the skills to build meaningful analytics. We need to hire someone to do it.”

TRUTH: As a leader, you may not have the right amount of time to dedicate to building analytics, but this is an opportunity to empower your team.

 
What are the questions you’re most asked as an administrator? What if you were able to get answers faster? Analytics may be the key to providing a confident answer to questions like:

  • What is at stake if a school continues to see declining enrollment?
  • Do you need to change staffing levels?
  • Do you need more special ed services or a reading coach?
  • Do you need to rezone and consider more options?

 
Consider first leading your team through a few simple questions to help them feel empowered to tackle the tough questions.
 

Myth 3: “Our team can’t pull this off.”

TRUTH: It’s simple: Once your teams understand exactly how data can improve team, student, and district performance, they will feel empowered to begin suggesting and making tangible changes. In turn, there will be a noticeable difference in engagement when it comes to building your analytics.

 
Before building analytics, it may be beneficial to first consider how well your administration team can study what’s available using basic data. Not only does studying as a team build confidence and trust, but it also helps to spark curiosity.
 

Myth 4: “It’s too expensive.”

TRUTH: Although cost — or perceived cost — can be a barrier, developing a culture of data can eventually save your district money.

 
Having the ability to access and analyze financial data quickly and easily is one of the many cost-saving benefits. Here are a few examples of financial data you may analyze to identify new efficiencies and ultimately save money:

  • Targeting overstaffing situations
  • Identifying overall loss of enrollment
  • Tracking overspending compared to neighboring districts

 
What may be beneficial to combat the cost of data analytics is communicating your financial situations clearly. By doing so, you may be able to achieve a more favorable credit rating and refinance your bonds to your advantage.
 

Myth 5: “It will take forever for us to build the analytics we need.”

TRUTH: Does building analytics take time and attention? Yes, but the good news is, you don’t have to do it alone.

 
Instead of laying down the building blocks yourself, what if there was an efficient tool to build your analytics? What if that tool sped up your data analytics process because it did the hard part for you?
 
That’s where Frontline Analytics can help! With a state-of-the-art analytics solution, Frontline helps your district leaders tap into their data to make more informed decisions for the benefit of students and communities.
 
These 5 myths can be discouraging components of building analytics in K-12 education. There are strategic, actionable insights waiting for you in your data, so don’t be intimidated by them. Leverage your data to drive district-wide decisions and experience the undeniable benefits of analytics today.
 

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