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Talk Data to Me: Looking into the Future with Absence Prediction

Recently, the Frontline Research & Learning Institute analyzed over five years of absence data from over 7,000 school districts nationwide to uncover trends with the goal of making future absences more predictable. In this blog post, we’ll dive into this up-to-date data and how the insights and takeaways can help your district understand the depth of your substitute pool.
 

 

The Research

  • 5+ years of absence data
  • > 7,000 school districts

The Key Takeaways

  • Mondays and Fridays tend to have more absences than Tuesdays, Wednesdays, and Thursdays in almost every week of the school year.
  • Absence totals tend to rise through the fall dip in the early spring and peak in the late spring.

 

Human Capital Analytics and Machine Learning


Frontline’s Human Capital Analytics team decided to take this analysis a step further by applying machine learning models to daily absence data to see if they could uncover more trends, with the goal of predicting future daily absence totals.
 
The team figured that if district and school administrators could anticipate which days in the future were to require more substitutes than others, they could have the foresight to allocate their human capital resources most effectively to ensure high absence fill rates.
 

This foresight may also help:

  • Substitute teacher hiring
  • Placement of current substitutes
  • Implications for PD planning to minimize the effects of related absences.

 

Absence Prediction

After testing a few different machine learning models, it turns out that the district level, daily absence totals are actually pretty predictable!

Below is a chart showing daily absence totals from the 22-23 school year in light blue, versus the predicted totals generated by Human Capital Analytics’ machine learning model in dark blue. You can see that the machine learning model accurately predicted peaks and valleys and that the two lines generally overlap with a few exceptions.
 

 
The average district in the testing sample had an average daily absence total of 63 absences and the model predicted daily totals, within plus or minus three absences, 91% of the time.
 

Looking Into the Future

The good news? You don’t need to wave a wand or click your heels in shiny red slippers to predict absence trends in your district. With Human Capital Analytics, you can access machine learning predictions for the entire 23-24 school year. This tool will empower district leaders to analyze which days they can reasonably expect more or less sub-required absences and see how their absence trends rise and fall throughout the year.
Look Into Your District’s Future with Human Capital Analytics
 

 

Recommended Resources:

Talk Data to Me: Does Using a Mobile App Impact Substitute Fill Rates?

Back in 2020, we explored the importance of substitute teacher engagement in maximizing your organization’s absence fill rate. But what about the way substitutes accept jobs in your district? Can that impact fill rates as well?

Spoiler alert: Yes.

Data from a Frontline survey of substitute teachers tells us that substitutes prefer to receive absence notifications through a mobile app rather than text message, phone call, or internet browser by a ratio of 4:1. That becomes even clearer when you look at fill rates for schools where substitutes have adopted mobile.

Eighteen months ago, Frontline’s mobile app began allowing substitutes to view, filter, and accept jobs right from their phones. Data from the Frontline Research & Learning Institute shows the relationship between substitute mobile adoption within a school organization and that organization’s absence fill rate. The data below reflects over 4,000 organizations where substitutes have been using the mobile app since November 2020.

Key Terms

Substitute Mobile Adoption – the proportion of an organization’s substitute teachers that have filled at least one absence via the mobile app
Fill Rate – The proportion of absences requiring a substitute that are filled by a substitute teacher

 

 

There is a clear positive relationship between substitute mobile adoption and fill rate. The larger the proportion of an organization’s substitute teacher pool that fills absences via the mobile app, the higher that organization’s fill rate tends to be.

“Hold up,” you might say. “You can’t be sure that’s happening because the substitutes are using the mobile app.”

Sure, there may be other factors at play. Higher substitute pay, school culture, and even whether or not a district is located in a current COVID hot spot may impact fill rates. But given that mobile functionality makes it easier to accept jobs and that substitutes overwhelmingly say they prefer a mobile app to receive notifications, the data here points to increased substitute engagement. And we do know that a more engaged substitute pool leads to higher fill rates.

 

What You Can Do

There are many ways to increase substitute engagement in your district, such as welcoming them into your school community, providing training and other opportunities for substitutes to grow professionally, and even taking simple steps to make sure that when they show up at school, they can easily find their way around.

And if you use Frontline Absence & Time, encourage them to download and use the Frontline mobile app. Instead of spending time worrying about finding substitutes to fill absences, staff can now shift their focus back to student’s educational needs. The Frontline mobile app provides increased accessibility to job alerts, making it much easier to put a great substitute in every classroom.

With this on-the-go app:
  • Substitutes can get a notification immediately when a job is available – then filter by school name, job date, or post date
  • Teachers can create an absence request and track their own leave
  • HR can quickly access who is absent and why
  • Principals can approve employee leave in real time

Find out more

 

Additional Resources on Substitute Engagement


 

Early Warning Indicators for Grades 1-5: What to Look for and How EWIs for Elementary Differs from High Schoolers

Early Warning Indicators (EWIs) serve as vital tools in educational interventions. They act as red flags, signaling when a student might be at risk academically, socially, or emotionally. By recognizing these indicators early, educators, parents, and stakeholders can put measures in place to support at-risk students.
 
But what should you be looking for? And once you see the warning signs, how should you proceed?
 

The Importance of Early Warning Indicators

The early grades lay the foundation for future academic success. Recognizing signs of struggle in these years can prevent longer-term academic, social, and emotional challenges. Identifying and addressing EWIs early on ensures students receive the support they need to thrive throughout their educational journey.
 

Key EWIs for Grades 1-5

While there hasn’t been as much research done on the relationship between graduation rates and early warning indicators for younger children, there are three categories of indicators we can use to help give students the best chance at succeeding.
 
When thinking about EWIs and when to intervene, it’s often a good idea to look at how many co-occurring indicators students are experiencing. A good data analysis tool can help you visualize EWIs at a district, school, and individual level.
 

Academic Indicators

  • Decline in reading level proficiency: One study found that reading and behavioral problems can cause each other, which means that one might appear as a sort of warning before the other.
  • Struggling with basic math concepts: You may have heard about The Matthew Effect, a theory that suggests students who start out at a higher proficiency level grow at faster rates than students who start out at lower levels. With math, researchers have found that “students with low achievement typically did not close the gap with students with higher achievement over time. Some studies showed a pattern of stable differences in achievement and others showed widening gaps in performance.”

    • Part of the reason for this outcome is that students who start at a higher achievement level tend to want to engage with the subject matter more, thereby continuing to learn at higher rates. So it’s crucial in the earliest years in school to support students who are struggling and help them close that achievement gap.

  • Inconsistent completion of homework or class assignments: While missing an assignment here and there doesn’t necessitate action, if there is a trend emerging that would keep a student from moving into the next grade, that is cause for concern. Students who are retained in the same grade during grades 1-5 are statistically more likely not to graduate from high school.

 

Behavioral Indicators

  • Regular tardiness or absenteeism: Kindergarteners miss school more often than students in grades 1-5. And while this blog post is focused on grades 1-5, we’d be remiss not to mention that kindergarteners who are chronically absent are likely to experience “lower reading and math achievement outcomes at the end of that year.”
  • Signs of social withdrawal or trouble interacting with peers: Children who experience social isolation are at higher risk of mental health challenges, and that risk increases if they have a pre-existing condition like ADHD.
  • Frequent disciplinary actions or disruptions in class: You might be sensing by now that many if not all of these indicators are connected and overlapping. For example, if a student is disruptive and experiences more disciplinary action to the point of being retained in their grade, their chances of graduating are at risk.

 

Emotional Indicators

With emotional indicators, it can be difficult for teachers to know when to step in. Sudden changes in academic performance can be a warning for emotional distress, and if a student exhibits any of the following, it’s likely they’ll require additional support to stay on track academically.

  • Low self-esteem or self-worth.
  • Expressions of hopelessness or frequent sadness.
  • Overreacting to small challenges or setbacks.

 

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How Early Grade EWIs Differ from High School EWIs

Developmental Context
Grades 1-5
Challenges often stem from foundational gaps in academic skills or emotional and social development. 		High School
Challenges might arise from external pressures, identity exploration, peer influences, or preparing for post-secondary options.

Nature of Indicators
Grades 1-5
Indicators often revolve around basic skill acquisition, socio-emotional development, and adapting to school routines. 		High School
Indicators often involve complex tasks like advanced academic competencies, vocational aspirations, or social relationships.

Intervention Needs
Grades 1-5
Interventions are often centered on foundational skill-building, socio-emotional support, and family involvement. 		High School
Interventions may need to address career readiness, mental health challenges, or issues outside school, like job or family responsibilities.

 

Strategies to Address EWIs in Grades 1-5

Identifcation: In order to address early warning indicators, it’s critical to make sure you’re working with accurate data. Having a system that helps you analyze your student data and visualize trends can go a long way in identifying challenges and trends.

Interventions: Provide support and intervention through the RTI process. This should involve tier 2, or possibly tier 3 interventions to cater to a student’s unique needs and challenges.
 

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Mentorship Programs: Pair students with teacher mentors who can offer additional academic and emotional support.

Parent-Teacher Collaboration: Engage parents in regular communication to ensure they are aware and involved in their child’s learning journey.

Peer Support: Implement peer tutoring or group activities that promote social interaction and collaborative learning.

Professional Development: Equip teachers with training to recognize and address EWIs effectively.
 

Conclusion

Early recognition and intervention are crucial to ensuring students in Grades 1-5 don’t fall through the cracks. While some of the challenges faced by younger students might mirror those faced by high schoolers, the context, nature, and required interventions often differ. With a solid understanding of these differences and a proactive approach, educators can offer effective support to students showing early signs of struggle.
 

4 Steps for Navigating Dyslexia Across Departments

 

Dyslexia, a neuro-biological disorder that affects language processing, has no bearing on intelligence, but complicates a student’s ability to learn by making both reading and verbal communication difficult. Because dyslexia notoriously flies under the radar, a child can go years with the disorder unidentified and with no answer for why schoolwork is so difficult ― or worse, with teachers and parents assuming that laziness is to blame for poor performance in school.

 
Yet, even once dyslexia is identified, many factors are at play and educators face the difficulty of determining the best plan to support that student.
 

Updates for Texas Educators

Frontline recently hosted a webinar with Jose Martín and Dave Richards from Richards, Lindsay, and Martin, LLC. In the leadup to the webinar, registrants submitted questions they’d like to ask the leading education law attorneys. The responses from our Texas administrators were focused almost entirely on House Bill 3928 (HB3928), otherwise known as the Beckley Wilson Act.

The update to dyslexia support directly impacts districts this year, as this law is active as of the 2023-2024 school year.

Here’s a simplified view of dyslexia-related impacts due to HB3928.

  1. Individuals with Disabilities Education Act (IDEA) Inclusion: Dyslexia is recognized as a specific learning disability under IDEA, making students eligible for IEPs.
  2. Child Find: Districts must follow evaluation requirements for dyslexia and other potential disabilities, with a form encouraging IDEA evaluations.
  3. Specialized Team Member: Evaluation teams must include a dyslexia expert.
  4. Progress Reporting: Regular progress reports for dyslexia instruction.
  5. Policy Compliance: Districts must adhere to TEA guidelines (including the Dyslexia Handbook).

Texas Association of School Adminsitrators (TASA) describes the bill as follows: House Bill 3928 “requires the board of trustees of each school district to adopt a grievance procedure under which the board would be required to abide by a parent’s due process rights under IDEA and address each complaint that the board received concerning: a violation of a right related to the screening and intervention services for dyslexia or a related disorder; or the school district’s implementation of the Texas Dyslexia Handbook, as published by TEA, and its subsequent amendments. The bill includes a number of other related provisions.”

Up until now, dyslexia was recognized as a disorder for which schools provided accommodations under Section 504. Moving forward in Texas, it will be recognized under IDEA. That often leads to the question…what’s the difference between Section 504 and IDEA?

We have an article for that.

If you’re located in Texas, you may also find this resource from TEA helpful: an FAQ document all about House Bill 3928.

 
So how can districts continue to evolve to successfully navigate the complex issues presented by dyslexia? In this episode of Field Trip, we talk with Marcy Eisinger and Cathy Clifford of Garland Independent School District in Texas about their unique approach to influencing positive change for students and parents with the help of the administration.
 
Perhaps the key element of the Garland approach to addressing dyslexia is interdepartmental cooperation. With dyslexic students potentially falling under the care of special education or Section 504 programs ― and some also receiving English as a second language (ESL) supports ― the team at Garland has worked to consolidate departments and open lines of communication so that no student is isolated in one direction to their detriment. Marcy, Cathy and their interdepartmental team are making strides in ensuring they see the whole picture for each student and are able to find common ground on the best support plan.
 
[ctt template=”9″ link=”NxHQ2″ via=”yes” nofollow=”yes”]The key element of Garland ISD’s approach to addressing #dyslexia is interdepartmental cooperation. @FrontlineEdu [/ctt]
 
Garland is producing results in student retention, reading scores and serving the whole child.

1. Proactive training and education

Successfully addressing dyslexia begins with identification, and as Marcy says, while it’s never too late, earlier is always better. In addition to having a staff of capable speech therapists, dyslexia therapists and special education professionals, Garland is working to train every classroom teacher in recognizing the early signs of dyslexia ― including avoidance of reading tasks and written answers that do not seem to match a student’s comprehension. 
 
In fact, Garland has gone even further, holding training sessions for members of the community as well. When it comes to dyslexia, Marcy says it’s important for parents to understand that “it’s not that there’s something wrong, it’s just something different that we can easily address if we know about it.”

2. Continuous, far-reaching collaboration

Developing a plan of intervention and support for a student with dyslexia at Garland is a team effort. Cathy, who works in special education, notes that she frequently collaborates with K-12 teachers, the Gifted and Talented department, dyslexia therapists, diagnosticians, the ESL department, 504 teams and speech pathologists. The goal is that they have “all of the input from everyone involved that has knowledge of the student to be able to help make those [student-support] determinations.”
 

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3. Individualized planning

Cathy shares that one difficulty of supporting students with dyslexia is the impossibility of predicting exactly how long it will take to see improvement from any individual learner, because each child is unique. She says the important thing is to accompany each student on their journey, every step of the way. 
 
Marcy also recalls one student failing to make progress in an ESL program until his dyslexia was identified. Because Marcy was able to work with the ESL and language support departments in developing an individual plan for him, he was able to see great gains in reading and performance in school. Involving everyone who is familiar with the details of a student’s situation ensures that individual needs are met.

4. A shared commitment to open-mindedness

Inevitably, each member of an interdepartmental team will bring a special perspective to the table. While this is the strength of cooperation, it also requires that everyone keep an open mind, an open dialogue and a willingness to work together toward the best solution for each student.
 
In Marcy’s experience, making a commitment to an interdepartmental approach is about the people: building relationships between educators, bringing support to parents and enabling students to achieve all they can.

“I’m a firm believer in servant leadership. The bottom line is, we’re here to serve the students, and we also want to grow our personnel and our teachers…. So it’s a matter of really trying to be able to communicate well and building up others so that they can do the best work for our students.”

 

Whether using a 504 Plan or an IEP to support a student with dyslexia, Frontline makes it easier to plan data-driven accommodations and measure their efficacy. Learn how

 

Building a Thriving Education Workforce: Strategies to Attract and Retain Great People

We had a fabulous time at AASPA’s 85th annual conference in Anaheim! From catching up with district leaders to co-sponsoring the DE&I reception, we certainly feel “powered-up” after a week of interactive discussions and events.
 
If you had a chance to attend Frontline’s presentation, this blog post will serve as a refresher, but if you couldn’t make it or you’re just interested to learn more about some of the learnings we shared at the conference, don’t worry, we’ve got you covered!
 
Mitchell Welch, Principal Solution Consultant at Frontline Education, and Debbie Simons, Chief Human Resources Officer at Northwest Regional ESD teamed up to provide valuable insights, practical tips, and actionable takeaways to transform K-12 HR practices.
 
Read on to hear more from these experts and the main takeaways from their conversation.
 

Hear from Mitchell:

The common challenges districts face

In K-12 HR, there are several common challenges that districts may face.

  • Paper spreadsheets and siloed experiences: Many districts still rely on manual processes, such as paper spreadsheets, which lead to inefficiencies and siloed data.
  • Inconsistent employee experience: It can be challenging when it comes to ensuring a consistent experience for all staff members.
  • Inconsistent processes: The lack of standardized processes can lead to errors in HR management.
  • Lack of reporting on trends: Without comprehensive data and reporting capabilities, districts may struggle to identify and respond to trends in their workforce.

 

It’s really important that we focus on a great employee experience for our staff members because of the challenges that are currently facing public education

AnJie Doll, Director of Human Resources

 

How do you overcome these challenges?

To overcome these challenges, Mitchell emphasized the need for a comprehensive approach to Human Capital Management (HCM). Ultimately, this approach involves attracting, engaging, developing, and retaining top talent across your district!

Here’s how to make it happen:
 

Step 1: Employ the “Oversight, Insight, Foresight” Strategy

  1. Oversight: strategically plan and manage your organization
    How does Oversight translate to K-12 HR? –> Position and vacancy visibility.
  2. Insight: day-to-day tasks to engage, develop and retain talent
    How does Insight translate to K-12 HR? –> Proactive recruitment, centralized onboarding, and a professional growth journey.
  3. Foresight: increase efficiency, productivity, and performance
    How does Foresight translate to HR? –> Managing your people through predictive data.

 

Step 2: Implement a System of Record that Empowers Your District to Manage the Employee Experience

Simply put, your system of record should be able to:

  • Make data entry and reporting be easy, accurate, and available on-demand.
  • Provide intuitive and easy navigation for all stakeholders.
  • Manage the employee lifecycle from interview to hiring and onboarding, all the way through retention.
  • Provide position and vacancy visibility through effective dating and workflows.
  • Create an onboarding process that sets up all employees for success.
  • Automate that paperwork that takes hours to complete.

 

Hear from Debbie:

Debbie Simons shared her journey at the Northwest Regional Educational Service District (ESD), providing a real-life example of overcoming HR challenges. Here’s a snapshot:
Where they were in 2021/2022:

  • Data was inconsistent, and there was a lack of processes for updating information.
  • Finance office drove HRIS information setup, and individual admins wrote job descriptions.
  • Employee data was scattered across individual spreadsheets.
  • Data integrity was a concern, and supervisors were unsure of when people worked.
  • The recommendation to hire was often accepted, but the offer took weeks, sometimes over a month.
  • Frequent payroll errors added to these challenges.

 
Where they are now:

After implementing a system of record that allowed the district to manage the entire employee experience (from hire to retire), Northwest ESD is able to:

  • Finalize hires 24-48 hours.
  • Automate forms and paperwork which reside in a single system.
  • Automate evaluation processes based on contract status.

 

 

 
Ready to implement a strategic Human Capital Management system in your district? Learn more here.
 

Understanding Software: Integrations, Data Automations, and Extracts for K-12 Leaders

Today, we’re delving into the world of Software as a Service (SaaS) to help you better understand key concepts like integrations, data automations, and extracts. Our goal is to help you make informed decisions when investing in new software for your schools.
 

SaaS Basics

Software as a Service (SaaS) is a method of delivering software where users access the software over the internet, often in a web browser, instead of installing and maintaining it on individual computers or servers. This can save districts time, money, and resources in IT management.
 

1. Integrations

  • What is it? An integration is when two or more different software systems are connected to work together. It allows data to flow between the systems seamlessly. For example, a student information system (SIS) might integrate with a learning management system (LMS) to synchronize student data.
  • Why is it important? Without integrations, staff might have to manually enter data into multiple systems, which can be time-consuming and error-prone. Integrations ensure that systems share data accurately and in real-time.

Example: Student Information System (SIS) and Learning Management System (LMS)

Your district probably uses a SIS and an LMS.

Without Integration: Teachers input student grades into the LMS for online assignments. Then, they manually enter those same grades into the SIS to record official transcripts. This doubles their work.

With Integration: The moment a student completes an assignment on the LMS, the grade is automatically reflected in both LMS and SIS. No extra work for teachers and less room for error.
 

2. Data Automations

  • What is it? Data automation is the process of automatically moving or transforming data without human intervention. This can involve things like auto-generating reports or sending alerts when certain conditions are met.
  • Why is it important? Automation reduces manual processes, ensuring that tasks are done more quickly and accurately. It can also provide real-time insights and notifications, enhancing decision-making and responsiveness.

Example: Attendance Notifications

Your school uses an attendance system where teachers mark students absent or present for each class.

Without Automation: If a student is marked absent three days in a row, the school office staff must manually scan the system, identify such students, and then notify their parents or guardians.

With Automation: The moment a student is marked absent for the third consecutive day, the system automatically sends an email or text notification to the student’s parents or guardians informing them of the absences.
 

3. Extracts

  • What is it? Extracts involve pulling data out of a system to use it elsewhere. This could be for analysis, reporting, or to move it into another system.
  • Why is it important? Extracts are vital when systems don’t integrate directly. It allows districts to utilize data in flexible ways, even when systems aren’t directly connected.

Example: State Reporting

Every year, your district needs to report specific student data to the state’s Department of Education for compliance and funding purposes.

Without Extracts: District staff manually compile data from different software systems—attendance, grades, discipline records—and then put them together in the required format for state reporting. This process is time-consuming and error-prone.

With Extracts: Your district’s main software allows administrators to generate a report that extracts all required data in the state’s specified format. Once this report is generated, it can be uploaded directly to the state’s reporting portal.

These real-world examples highlight the importance of having interconnected and smart systems within a school district. Integrations, automations, and extracts are not just tech jargon; they have tangible impacts on educators’ daily work, the accuracy of student records, and the overall efficiency of school operations.
 

The Value of Tenured SaaS Companies

Now that you’re familiar with key SaaS concepts, let’s talk about the importance of stability and transparency.

Tenured companies are those that have been in the market for a longer period. Their longevity often means:

  • Stability: They’ve weathered market challenges and have proven their reliability.
  • Transparency: With a longer track record, there’s more history and customer feedback to gauge their performance and trustworthiness.
  • Continuous Improvement: Their software solutions are mature and regularly updated based on years of feedback.

Comparatively, newer companies, while potentially offering the shiny new thing, might lack the proven stability of a more seasoned vendor.
 
In conclusion, understanding the world of SaaS is crucial as more educational tools move online. By grasping the concepts of integrations, data automations, and extracts, and by valuing the stability of tenured companies, you can make informed decisions that benefit your district. Remember, with any new implementation, managing the change with care and consideration will ensure a smoother transition for all involved.
 

The Importance of Accurate Enrollment Projections: Forecasting that Adapts to District Needs

Enrollment projections are a critical aspect of educational planning for any school district.
 
Accurately forecasting the number of students who will attend school in the coming years is essential for several reasons, including budget planning, resource allocation, and ensuring that the district can adapt to changing student needs.
 
In this blog post, we will delve into the significance of accurate enrollment projections and discuss the importance of analyzing historical enrollment data from various perspectives for forecasting that adapts to your district’s needs.
 

The Impact of Enrollment Trends on District Budgets

Enrollment trends have a direct and profound impact on a school district’s budget. The funding a district receives is primarily based on the number of students in attendance, so even small discrepancies in enrollment projections can lead to significant budget fluctuations. Additionally, the composition of the student population can change from year to year, affecting the funding allocated for specific student sub-groups, such as English language learners or special education students.
 
To address these challenges effectively, school districts must develop enrollment projections that are as accurate as possible.
 
Let’s explore some key factors that contribute to the importance of accurate enrollment projections:
 

1. Grade-by-Grade vs. District-Wide

Analyzing historical enrollment data from a grade-by-grade perspective allows districts to identify trends and patterns at a more granular level. This approach helps schools allocate resources more effectively, such as hiring teachers or planning for classroom space. By understanding which grades may experience growth or decline in enrollment, districts can make informed decisions about staffing and program offerings.  
However, it’s also crucial to consider the district-wide perspective. While grade-level data is valuable, understanding the overall enrollment trajectory of the district is essential for long-term planning. District-wide projections provide a big-picture view of how enrollment may change over time, allowing administrators to make strategic decisions about facilities, transportation, and other resources.
 

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2. Local vs. State

Enrollment projections should not be isolated to the district level alone. It’s equally important to consider the broader state perspective. State funding formulas often rely on student counts, and changes in enrollment can impact the amount of funding a district receives. By monitoring statewide enrollment trends, districts can better anticipate potential funding adjustments and plan accordingly.
 

3. District vs. Charter School Enrollment

In some regions, charter schools share the student population with traditional public schools. As a result, districts must also project enrollment for charter schools operating within their boundaries. Accurate enrollment projections for both district and charter schools are crucial for equitable resource allocation and effective collaboration between educational providers in the community.
 

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Strategies for Dynamic Forecasting

Now that we understand the importance of enrollment projections, let’s explore some strategies for dynamic forecasting so that you can make the most of your enrollment projections:

  1. Data-Driven Decision-Making: Collect and analyze data regularly to identify trends and emerging needs. Utilize technology and data analytics tools to make informed decisions based on real-time information.
  2. Scenario Planning: Develop multiple scenarios that anticipate different outcomes based on varying factors. This allows administrators to be prepared for a range of possibilities and make adjustments as needed.
  3. Stakeholder Engagement: Involve teachers, parents, and community members in the forecasting process. Their insights and perspectives can provide valuable input and help align district goals with community needs.
  4. Continuous Learning: Encourage a culture of continuous learning and adaptability among district staff. Provide professional development opportunities to keep educators up-to-date with the latest educational practices.
  5. Collaboration and Partnerships: Forge partnerships with local organizations, businesses, and government agencies to enhance resources and support for students. Collaborative efforts can help address various district needs more effectively.

 

How Software Can Help

Your enrollment projections are only as helpful as they are accurate.
 
But getting accurate projections is only half the battle, just like enrollment is only one variable in your district’s story. With analytics software, you can ensure you have the most accurate enrollment projections for a solid planning foundation, and then you can use those projections to look at how other choices around staffing, budget, and more will impact the bottom line.
 
Frontline’s analytics suite offers tools that will help you make the most of your enrollment projections and then communicate to your stakeholders.
 

Conclusion

Accurate enrollment projections are the cornerstone of effective educational planning and budgeting. School districts must take a multifaceted approach to forecasting, considering factors like grade-level trends, district-wide data, state funding formulas, and the presence of charter schools.
 
By doing so, districts can adapt to changing student needs, allocate resources effectively, and ensure that every student receives the education they deserve. In a rapidly evolving educational landscape, the ability to forecast accurately is not just a valuable skill; it’s a necessity for the success of our schools and the students they serve.
 

Roll Call: Best Practices for Ensuring Substitute Coverage

Consistency and continuity are key to ensuring that students receive the best possible learning experience. Yet, teacher absences are an inevitable reality. Whether it’s due to illness, professional development, or personal reasons, teacher absences can impact student learning.
 
So, it’s critical that school districts have effective strategies in place to ensure that substitute teachers can seamlessly step in when needed. In this blog post, we’ll explore seven best practices for filling absences and ensuring coverage with substitutes!
 

1. Build a Robust Substitute Teacher Pool

One of the first steps in ensuring substitute coverage is to build a pool of qualified substitute teachers. Schools should actively recruit and maintain a roster of dedicated substitutes who are familiar with the school’s culture, policies, and curriculum.

  • Proactive Recruitment: Cast a wide net, including retired educators, recent graduates, and individuals with relevant experience.
  • Screening and Onboarding: Develop a streamlined onboarding process that includes background checks, orientation sessions, and clear explanations of district policies and expectations.

 

2. Clearly Communicate and Plan

Effective communication is essential in any organization, and schools are no exception. Teachers should provide detailed lesson plans and instructions for substitutes to follow. This can include information on daily routines, classroom rules, and any specific teaching materials or resources required. Clear communication between the absent teacher and the substitute helps maintain consistency in the classroom!

  • Establish Clear Communication Channels: Foster open lines of communication between HR, school administrators, teachers, and substitutes. Ensure that teachers can easily request substitutes and provide essential information, including lesson plans, classroom routines, and student needs.

 

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3. Utilize Technology

Leverage technology to streamline the process of notifying substitutes about upcoming assignments. Many schools use online platforms or apps to post job openings and enable substitutes to easily accept or decline assignments. In addition, technology can facilitate communication between teachers and substitutes, allowing for real-time updates and clarifications.

  • Go Digital with Substitute Management Software: Consider adopting modern substitute management software to streamline the entire substitute management process, making it easier to track, assign, and communicate with substitutes.

 

Fast Fact!

Did you know? Using a Mobile App positively impacts substitute fill rates!
Dive into the data here

 

4. Offer Training and Professional Development

Invest in training and professional development opportunities for substitute teachers. Offer workshops or online courses that focus on classroom management, instructional strategies, and school policies. The more prepared substitutes are, the better they can support students in the absence of the regular teacher.

  • Continual Learning: Develop ongoing training and professional development programs for substitutes. Encourage them to improve their teaching skills, stay updated on district policies, and adapt to different classroom environments.

 

5. Create a Supportive Environment

Provide substitutes with access to essential resources, such as textbooks, teaching materials, and even information like where to park. Designate a staff member or administrator as a point of contact for substitutes to turn to with questions or concerns.

  • Resources for Substitutes: Ensure that substitutes have access to necessary resources in order to make them feel welcome and supported within your district.

 

6. Establish Ongoing Feedback and Evaluation

Encourage regular feedback from both teachers and substitutes. This feedback loop can help identify areas for improvement and make necessary adjustments to the substitute process.

  • Continuous Improvement: Constructive feedback also helps substitutes grow in their roles and ensures a smoother transition when they step into classrooms.

 

Handpicked Content:

Absence & Time Management on The Go
Read Now

 

7. Have a Long-Term Substitute Plan

For extended teacher absences, develop long-term substitute plans. This may involve selecting a dedicated long-term substitute teacher who can commit to covering the class for an extended period.

  • Supporting Uninterrupted Learning: Long-term substitutes can collaborate with the absent teacher to maintain consistency and ensure that students continue to progress in their studies.

 
Filling teacher absences and ensuring coverage with substitutes is critical when it comes to maintaining uninterrupted student learning. By implementing these best practices, schools can minimize disruptions and maintain a consistent and supportive learning environment. Effective communication, preparation, and support for substitute teachers are key components of a successful substitute system, ensuring that students continue to receive a quality education regardless of temporary teacher absences.
 
Wondering how to get started? Frontline’s Absence and Substitute Management Software can help.
 

The State of Hiring in Education: A Conversation with AASPA Executive Director Kelly Coash-Johnson

In 2022, Kelly Coash-Johnson joined a webinar with Frontline Education and EdWeek, and shared five “shifts” or practices that the American Association of School Personnel Administrators (AASPA) believes are necessary to address the educator shortage: reducing barriers to careers in education, designing comprehensive human capital management systems, establishing transparent and equitable total rewards systems, strengthening educators’ sense of purpose, belonging, and connection, and delivering exceptional employment experiences.
 
Kelly joined us on the Field Trip podcast at the beginning of the 2023-2024 school year with an updated perspective. What is the state of hiring in education now?
 

Listen on Apple Podcasts, Google Podcasts, or Spotify.
 

Take a listen for a look at:

  • Factors influencing the teacher shortage today
  • What steps some states are taking to address the teacher shortage, and which of the five shifts mentioned above are more difficult to address
  • Actions that school districts can take today to be better positioned to hire in the future
  • What makes Kelly hopeful about education (and hiring in education) as we look to the future

 

Also check out:

  • Recruiting the 21st Century Teacher: How to position your district for success in hiring, why it’s critical to diversify your recruiting efforts, and 4 suggestions if you’re new to 21st century recruitment.
  • On-demand Webinar: Be the Change: Strategies to Make Year-Round Hiring Happen
  • The Quick-Start Guide to Retention-focused Recruitment

    •  

     

    Episode Transcript

     
    RYAN ESTES: Hello everyone, and welcome to the Field Trip podcast from Frontline Education. I’m Ryan Estes, and my guest today is Kelly Coash Johnson. With several decades of experience in educational association work, today she serves as the Executive Director for the American Association of School Personnel Administrators, or AASPA.

    Kelly, welcome to Field Trip.

    KELLY COASH-JOHNSON: Thank you so much for having me.

    RYAN: You spend a lot of time talking to leaders in school districts all across the country, which I know gives you a unique perspective into the state of hiring in schools. And it’s no secret that this continues to be a challenge that schools are facing these days.
    From what you’re seeing, what stands out to you right now as we enter the 2023-24 school year? Are there any common themes or challenges that make you take notice?

    KELLY: Yeah, absolutely. It’s been a great summer. We’ve been looking at a lot of different data points, and the US Department of Education in July reported through their channels that we are not back to pre-pandemic levels. And the piece to always remember though is that we had a teacher and an educator shortage before the pandemic. So, while I’m glad that we are tracking that data, we have been in this situation of an educator shortage for quite a while.

    They are, however, tracking some positive movement, but ultimately, until some key issues surrounding teacher pay and compensation are addressed, we’re going to struggle to see a lot of movement with that. On average, still, teachers earn 24% less than other college graduates, so that’s always something we’re looking at. In 2021-2022, we still had 16 states that had starting salaries below $40,000.

    This year in particular, I think, beyond the fact that we’re looking at the teacher shortage, AASPA is monitoring and paying attention to the fact that we’ve got shortages in all areas of K-12. So, bus driver shortages have gotten a lot of press this fall already. And I think we’re going to see more focus as we move along on facilities and food service areas in the coming weeks.

    Another theme that we’re watching and has been really interesting to see is that states have been passing a lot of rules and laws this last probably nine months on certification and licensure changes. For example, states like Virginia, they just put in a new alternative pathway to licensure in June, and it’ll be interesting to watch that particular state with their teacher shortage struggles and their recruitment struggles, and if that did indeed help or not. This particular alternative pathway allows teachers to get into the classroom on a provisional license and then work towards their full license on an online program. And it’s supposed to be costing them around $3,000. There’s a love/hate relationship with this type of solution for many states. We love that we might be reducing barriers for individuals to get into education, but we also worry that changing the pathways too quickly is not traditional and it’s nothing like what educators were required to do in the past.

    RYAN: Last September you took part in a webinar with Frontline and EdWeek in which you described the importance of deepening how we look at this issue, and at the time, you highlighted five shifts in thinking and practice that you believe are necessary. For example, you talked about not just creating pathways to careers in education, but also working to reduce the barriers to those careers; not simply increasing teacher pay, but really establishing transparent and equitable total reward systems, and I’m curious: now that it’s a year later, how has your thinking crystallized or evolved over the past year?

    KELLY: We spent this summer, and probably about the last five or six months, digging into promising practices for each of these five shifts. And what I think we’ve noticed is that a lot of the action around these is occurring in the area of reducing barriers. These include that alternative certification program that I mentioned, as well as this is also where the teacher apprenticeship programs fit in and the overall changes to certification.

    What we did is ask both higher ed, departments of ed, and K-12 to submit returns on each of these areas. And I would say most of them came through in that particular area. But while you’re talking about establishing transparent and equitable total reward systems, that one we did not get a lot of submissions, if you will, for promising practices in that area. So, what that kind of tells me is that may be our biggest challenge moving forward. If we look at these shifts, people are struggling with that: how to do it, when to do it. But we’re even just looking for flexible staffing model examples or incentives. And so those are coming in a little bit here and there, but a lot of the transparent offerings and the employee-centered total reward strategies are pretty out there, if you will, for folks to really wrap their brains around.

    RYAN: For those of our listeners who are listening to you speak and saying, “Okay, I’m facing this issue right now, this year, whether I’m going into 23-24 and having trouble filling my vacancies,” or saying, “I need to already begin looking to next year to really lay the groundwork for making sure I’m fully staffed at that point, I just need something that I can do now that’s going to move the needle a little bit.” What would you say to that?

    KELLY: Right, right. No, that’s a great question. So, number one, ask, right? Because I think that’s the one thing that is always a, “Oh, I didn’t think about that.” You’ve got to ask your current folks now. We are seeing some amazing growth based upon stay interviews and employee interviews overall and asking, “What would it take to get you to be able to stay in this position?” or “What would it take for your colleagues to want to come and work for our district?”

    Maybe it’s a flexible staffing model. Maybe it is a matter of, “I can only teach in the mornings because I have an elderly parent that I have to take care of in the afternoons,” or, “I have a childcare situation.” And those are things that I think we might be able to make some headway on. But we have to ask, because we make assumptions but we don’t have the actual conversations to back those up.

    I believe that retention is the new recruitment. Before we really look at recruitment strategies, sometimes we need to make sure that our retention strategies are where they’re at. So some of my favorite promising practices from districts are things like novice teacher mentor programs. For example, Putnam County, Florida developed a mentor program that has resulted in a retention rate of 89 to 93% in the past five years. That’s amazing! And if they’ve got that retention rate, that’s going to affect how they recruit, because folks are going to pay attention. They’re like, “Oh, Putnam, they have that really awesome mentor program for their new teachers. I want that.” So, it works in recruitment as well as the retention piece.

    I’ve also seen some really good work with the Grow Your Own programs to work for retention as well as recruitment, believe it or not. For example, I think it’s the Michigan Department of Education, is leading a multimedia campaign to improve their retention and their recruitment for new folks by doing a Welcome Back campaign.

    When you talk about data, one of the pieces of data that I always encourage my members to try to get their hands on if they can is how many educators exist in the pool right now that have their certifications that are not currently working in a school district? Some states are really good about giving you that information and they’ll be able to tell you, “These are people that have teaching certificates that left education for one reason or another.” And then developing, whether that is a marketing or just an outreach program to say, “Hey, we want to welcome you back to education if you ever want to come back.” I’m a super big optimist, so I know we saw a lot of people during the pandemic and even before that exit the field of education for all of these things that we talk about with the pay and the sense of purpose and belonging. And so being able to readdress those to the folks that left is also a really powerful recruitment tool.

    RYAN: When you look five years out, say, what do you think we will be seeing when it comes to hiring in schools? And perhaps a way to stay positive about it is, what makes you hopeful as you look forward?

    KELLY: So I, too, am a very positive-thinking person. When I look at our situation, I do not see more gloom and doom. I know it’s hard when the media is throwing stuff at you on a regular basis, but I really do see more positives than I see negatives, and I think we’re going to open our eyes to the value of educators and those who work in school systems more and more.

    So, this kind of started with the pandemic. I think a lot of people realized that educating kids is hard, and feeding kids is hard, and keeping kids safe is hard. And we’ve spent a lot of resources in the short term on maybe academic recovery from the pandemic. And now I’m hoping in the next five years, or sooner, that we’ll see a shift towards using some of those resources on our workforce. I don’t necessarily think we’re going to see a huge increase in the number of people that want to go into education yet, in the next five years, but I do think we are going to see some great work with retention of educators and that move back to education from those that left.

    It’s hard to be an educator, and I really think that some very important people are figuring that out and hopefully they have the ability to work towards improving that. And when I mean “they,” I mean your state departments of education and your state lawmakers. The two issues that really affect education and human capital leadership in schools are teacher pay and teacher certification, and both of those items are very state-driven items. So, making sure that state lawmakers understand those and also understand where maybe they sit in the grand scheme of things will help move that needle just a little bit every year.

    RYAN: Once again, Kelly Coash Johnson is the Executive Director for the American Association of School Personnel Administrators. Kelly, I really appreciate your time. Thank you for speaking with me today.

    KELLY: No problem. And, shameless plug, I will give a shameless plug: we are about ready to release our next magazine, which is open to members and non-members. And I had the opportunity to see that firsthand, and there are some amazing articles on recruitment and retention from a variety of different school districts and experts. And so, a plug for AASPA, that magazine’s coming out. So, take a look at it.

    Field Trip is a podcast from Frontline Education, the leading provider of school administrative software. That includes Frontline Recruiting & Hiring and Frontline Central, designed to help you quickly recruit, hire, and onboard great talent. For more episodes like this one, be sure to subscribe to Field Trip anywhere you get your podcasts. For Frontline Education, I’m Ryan Estes. Thanks for listening and have a great day.
     

Front & Center: Liz Scott

Liz Scott is the Director of Human Resources and Community Relations in Burlington Township School District in New Jersey. She’s a self-described boy mom (“I’m the only woman in the house, and I absolutely love it”), whose happy place is Ocean City Maryland, whose faith brought her through breast cancer. She is also a passionate educator. We are thrilled to introduce you to her on this month’s “Front & Center”!
 

What was your first job in education?

I’ve actually been working here for 34 years, actually a little bit longer than that because my career started out as a substitute teacher.
 
As far as my background, I’m an alternate route baby. I went to Penn State, I’m a proud Nittany Lion. I graduated with a degree in labor relations and a minor in African American studies, so my dream was to be somewhere in the corporate world, the big corner office with the glass windows and all that stuff. But when I started subbing, I got the call that they needed a sub for the full year to teach music to middle and high school students, and I absolutely fell in love with teaching. I ended up going the alternate route and based on my degree, I was eligible for my elementary cert. I went from teaching middle and high school students to teaching first grade and I absolutely fell in love with it again.
 

If you could give any advice to yourself at the beginning of your career, what would it be?

I would probably tell myself to not be so hard on myself. I try to be excellent at everything, and a lot of times to a fault. My family would say that I’m a workaholic, but I try to have that balance. I’m one of those moms: I never miss a game. I never miss a track meet. At the same time, I always try to make sure everything is taken care of here at work, and what suffers is me. At 54 years old, I’m still trying to learn how to carve out time for me. So, I would tell myself, “Make sure you carve out that workplace/home balance and make sure you take care of you because you’re all that you have.”
 
Four years ago, I was diagnosed with breast cancer. I’ll never forget, I was sitting here in my office when I got the phone call, and it was like somebody just punched me in my gut. Long story short, I’m four years cancer free, but I understand now why I went through that. And I saw it as an opportunity. Being in HR, people come to my office and they need someone to talk to, they need someone to understand and have that empathy. As the HR director, I think it’s just so important to have that people side of you.
 
But I would tell my younger self, take time for you, take time to smell the grass. You can do both but take that time to take care of you. Put the mask on yourself first to help everybody else.
 

What is one skill every HR Director should have?

Having those people skills. I think it’s more important that people understand and know that you truly care before they care about what you know. That’s the type of administrator that I am.

The other thing is, it’s about the smile. You’ve got to be able to smile and make people feel comfortable. I think that is the key to getting people to want to come work in your district. It’s that first interaction. First impressions are everything.
 

What was your biggest “win” over the last year, and how did you achieve it?

Last year we had 30+ positions we had to fill, and with those 30 we expanded our preschool program. As a result of that, we had to hire 10 pre-K teachers, and it was like, “Ooh, how are we going to do that?” Through nonstop recruitment, trying to think outside of the box, we were able to do that. That has been a huge win for us.
 
If I could throw a second one in, this past year we’ve expanded our efforts as an equity team, not only to train our staff and have critical conversations with our staff, but to have critical conversations with our community. It truly takes a village to do what we do.
 

What is the hardest challenge you’re facing in your role right now?

Hiring. When you go to a job fair and there are more recruiters there than students, you stop and scratch your head and say, “Okay, what’s going on?” I have never experienced what we’re experiencing right now. I pride myself and I tell the board, “We’re going to be one hundred percent fully staffed.” I couldn’t say that this year. You just have to do all that you can as a school district to keep people and it’s tough. It’s a very difficult time now, trying to do everything under the sun to recruit people.
 

We live in a digital age – how are you using software and technology to tackle the challenges faced by HR, specifically recruiting, hiring, and retaining teachers and staff?

When everything got shut down in 2020, I was panicked. “Okay, how do we do this?” It just so happened we had started having conversations with Frontline about further automating our [recruiting and hiring] system. I didn’t even think that it would be, “Oh, by the way, we’re closed. I need this automated within weeks.” And Frontline made it happen.
 
It worked. I have to say that was probably the best thing we could have ever done. The efficiency of interviews being done online now, I can schedule six interviews back to back to back and just keep things moving.
 
I interview people, they’re in a closet, they’re in their car, they’re in the park, and it has become natural. It’s okay, you are where you are! Let’s keep it rolling! It definitely has helped us in terms of being able to accommodate people. And the efficiency of getting rid of the paper — I don’t have to send you paper, you don’t have to come in and sign. I press a button, boom. You have everything back within seconds.
 

What is the best creative idea you have had as an HR Director that has made a difference in your role?

I talked earlier about people seeing you as a person and knowing that’s going to be reciprocated. We have a neighboring district and we thought one day, “Let’s team up and do a job fair together.” I put my PR hat on as well — we had to advertise.
 
So, we decided we would take a song and make up a quick little dance. We recorded it and put it out there, it was a riot. Affectionately, we were being called the “Dancing Directors.” It was our way of advertising, “Hey, come join the party. We’re two districts and we want to work with you.”
 
That was probably the funniest thing that I’ve done, and it got attention. “Hey, we saw you on Instagram. You’re the Dancing Directors.” Yeah, that’s us.
 

What will change most in education over the next 10 years?

With everything that I’m seeing now in terms of the shortages, I think it’s going to have a huge impact on what it looks like in the future. I think we’re seeing it now when we have companies that will give you a virtual teacher for hard-to-find certs, and never in a million years would I have ever thought that this would be the case.
 
One thing that will never change in society is that we will always have kids who need to be taught. The question is, how are we going to teach them? Are we going to have more virtual teachers teaching from anywhere in the world?
 
Is it ideal? Absolutely not. I firmly believe that our kids need to be in school with a teacher face to face. But desperate times, desperate measures. I think we are going to have to continue to navigate how we deliver instruction to our students.
 

What are you most hopeful about for the future of education?

I am hopeful that as a society we regain a love for teaching, that we begin to truly appreciate our educators. None of us go through this life without having a teacher. It’s time for us to look at the true value of our educators and make sure that we take care of them financially and understand that they are a necessity, they are a crucial part of who we are as human beings.
 
Back in the day, everybody wanted to be a teacher. I’m hoping that love comes back, that people will start to embrace it. It starts with us planting seeds in our littles, in our pre-K kids, our kindergarten kids, all the way through, so that when they graduate, they say, “You know what? I want to be a teacher because Ms. Scott had an impact on me.”
 
There is hope. We’re in a valley right now, but I know the tide will turn.
 

Talk Data to Me: Professional Development Format Trends

In this installment of the Talk Data Series, we’ll be analyzing types of activities that teachers are choosing to complete and how they’ve changed over the past few years using data from the Frontline Research & Learning Institute and Frontline Professional Growth.
 
Before we dive in, let’s revisit one of the very first Talk Data to Me blog posts from the middle of 2020, which was right after the pandemic started.
 

 
At the time, COVID was changing the types of activities that teachers were completing. This chart displays the number of completed activities via Google Classroom, Zoom, remote learning, virtual learning and distance learning in 2019. They were all almost zero.
 

 
In 2020, there were thousands of activities were being completed on those topics. Teachers were completing more activities than usual as they grappled with transitioning their classroom to a pandemic virtual classroom. It was very clear at the time that the pandemic was completely changing professional development.
 
Now that we’ve been in a state of normalcy for well over a year, we took a look to see if there were any lasting effects to the types of professional development that teachers were completing.
 

 

Professional Development Formats

  • Action research and independent studies
  • Coaching and mentoring
  • Curriculum and lesson development projects
  • External conferences
  • Graduate and college courses
  • Internal meetings and committee work
  • Other peer observation and visits
  • PLCs
  • Data analysis and team learning meetings
  • Workshop activities and courses

A vast majority of completed activities typically fall into the workshop activity course format bucket about 60% each school year, give or take. That has remained pretty consistent over the years. But there has been some shifts in the proportion of activities each year that fit into three formats.
 

Shifts in Completed Activities (2019 vs. 2023)

  • The proportion of completed activities in 2023 that were in the format of action research or independent study has grown 127% compared to 2019.
  • The proportion of completed activities that were for coaching or mentoring are up 85% in 2023 compared to 2019.
  • The proportion of completed activities in the form of external conferences has dropped 35%.

 

 

The Takeaway

It appears that teachers may be opting for more personal and closer to home professional development rather than larger conferences.
 
It’s important to understand that this data is from a national data set of over 17 million completed professional development activities from teachers in over 1,000 districts nationwide over the past five years now, just because trends like this show up in a national data set does not mean that they accurately reflect what might be happening in your district.
 
But understanding shifts like this and professional development in your district is very important to ensure that your faculty and staff’s needs are being met.
 
Frontline Human Capital Analytics helps school districts do just that by making professional development data available, digestible, filterable, insightful, and most importantly, actionable for more information on human capital analytics.
 
Ready to maximize the efficacy of your district’s professional development?
 

Telling Your Student Story to Your School Board

Our students’ experiences are the heart and soul of every educational institution. They embody the successes, challenges, and growth that happen within our school walls every single day. As superintendents and school business officials, it’s our responsibility to convey these stories to our school boards to provide a clear and powerful understanding of our school’s operations and student life.
 

Here’s how to craft and present these narratives effectively.

 

1. Understand Your Audience

Remember that school board members are not just officials; they’re also parents, community members, and taxpayers. Frame your stories in ways that resonate with their diverse roles and interests.
 

2. Gather the Right Data

Raw data is the backbone of any good story:

  • Academic Performance: Share test scores, graduation rates, and other measurable indicators.
  • Extra-curricular Success: Highlight achievements in arts, sports, and clubs.
  • Student and Parent Feedback: Incorporate testimonials, survey results, and personal stories.

 

Case Study

Millcreek Township School District:
Empowering Community Success with Student Performance Analytics
Analytics have become key to Millcreek leadership as they identify growth areas and provide support for students and staff. Read Now

 

3. Personalize the Numbers

  • Numbers alone don’t convey emotion. Use real-life examples to give context:
  • Instead of just quoting a graduation rate, share a touching story of a student who overcame obstacles to graduate.
  • Instead of merely stating the number of students involved in after-school programs, describe a particular event or showcase a project that had a profound impact.

 

4. Use Visuals

  • A well-designed infographic or slideshow can make your presentation more engaging.
    Consider:
  • Pie charts for budget breakdowns.
  • Before-and-after photos of facility improvements.
  • Short video clips showcasing student achievements or interviews.

 

On-Demand Webinar

Using Data to Drive Early Interventions: Hear how teams at San Dieguito Union High School District use early warning indicators to proactively mobilize resources to support their student community. Watch Now

 

5. Highlight Solutions, Not Just Challenges

  • It’s essential to address challenges, but don’t forget to emphasize solutions:
  • Pie charts for budget breakdowns.
  • If you’re facing budget shortfalls, present potential strategies to address them.
  • If there’s been a dip in test scores in certain subjects, outline the new teaching strategies or resources being implemented.

 

 

6. Encourage Student Participation

Invite students to the board meeting to share their experiences firsthand. Whether they showcase a project, perform a musical piece, or simply share their story, their voices provide authenticity that can’t be replicated.
 

7. Keep It Concise

While it’s important to be comprehensive, respect the board’s time. Organize your data and stories in a way that’s clear, concise, and compelling. Use bullet points, visuals, and structured sections to make your presentation easy to follow.
 

8. Foster Open Dialogue

After your presentation, open the floor for questions. This not only shows transparency but also allows board members to dive deeper into areas of interest.
 

eBook

Moving the Needle:
Improve Student Performance by Correlating and Analyzing Multiple Indicators
You don’t have to be a data scientist to use the data you have.
Here’s how to make your student data actionable. Download Now

 

9. Offer Follow-Up

Share a printed report or digital resources where board members can learn more at their own pace. This can be a comprehensive document that includes all the details you might not have had time to cover in the meeting.
 

10. Celebrate Successes

Lastly, always take a moment to celebrate the successes. Whether it’s academic achievements, improved facilities, or increased community involvement, recognizing these positives can inspire and motivate everyone involved.

Telling your student story isn’t just about presenting facts and figures; it’s about painting a vivid picture of life within your school and showcasing the impact of the board’s decisions on real students. By personalizing the data and actively engaging with your school board, you can create a powerful narrative that resonates and drives informed decision-making.

Learn more about how Frontline can help you use your student data to close learning gaps, advance equity, and improve student outcomes.