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Important Features to Look for in Human Capital Analytics Software

In this blog series, we’ve consolidated advice from our Buyer’s Guide to K- 12 Human Capital Analytics software into four parts. Part 1 explored the basics of this software and Part 2 explained the challenges within K-12 schools that the software could help solve or relieve. Part 3 discussed the benefits of Human Capital Analytics and the ways the software can change hiring processes in schools, and in this final blog, we’ll share the key features to look for in Human Capital Analytics software and the right process for selecting a vendor. Read more below!
 

Important Features to Have in Your Human Capital Analytics Software

  • Ability to integrate your HCM platform: Seamless data exchange between different systems is important. This enables comprehensive analysis and streamlined workflows.
  • Data visualization dashboards and reporting: Visual data capabilities make complex data sets easily understandable, empowering stakeholders to identify trends, patterns, and insights quickly.
  • User-friendly interface and accessibility: District leaders, administrators, and other users should be able to navigate the software effortlessly and access the information they need without extensive training.
  • Guided analysis: This valuable support offers predefined metrics, best practices, and recommended actions, enabling district leaders to make data-driven decisions.
  • Scalability and product innovation: The software should be able to accommodate growing data volumes and expanding user bases, adapting to the evolving needs of K-12 education.

 

Selecting the Right Vendor

  • Evaluate vendor reputation: Evaluating the vendor’s reputation in the industry is important. This provides insights into their track record, customer satisfaction, and reliability. A strong reputation means a higher likelihood of receiving quality support and ongoing updates.
  • Assess K-12 focus: It’s critical to select a vendor who understands the unique needs and challenges of K-12 school districts.
  • Compare pricing against the value offered by the solution: It’s also important to consider not only the upfront cost, but also the long-term benefits and return on investment.

 
Read the full buyer’s guide for more information about how Human Capital Analytics software can make a difference in your school. Our full series emphasizes all of the basics from this guide, if you’d prefer to review that way. The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts. 
 
Ready to make more informed human capital decisions with data?
Our Human Capital Analytics Solution can help
 

3 Benefits of Using Human Capital Analytics Software in K-12

This blog series unpacks all of the information presented in our Buyer’s Guide to K- 12 Human Capital Analytics software, step-by-step. Part 1 explored the basics of this software, and Part 2 explained the challenges within K-12 schools that the software may help to solve or relieve. Here in Part 3, we’ll dig into the benefits of Human Capital Analytics and the ways the software can change hiring processes in schools. Read more below!
 

Benefits of Using Human Capital Analytics Software:

  • Make data-driven decision more accessible: With a data-driven approach offered by this software, district leaders can look ahead to predict trends to make more effective and targeted decisions, instead of running reports based on invalid, outdated, or “reactionary” data. Whether it is data related to teacher development, hiring, or other relevant metrics, Human Capital Analytics software empowers administrators to make more objective and evidence-based decisions.
  • Understand applicant and hiring pipelines: This software helps districts understand applicant and hiring pipelines by offering centralized tracking, data analysis, time-to-hire analysis, candidate screening and assessment, diversity considerations, performance and retention analysis, and reporting capabilities. These capabilities enhance recruitment practices and help build a stronger pipeline of qualified candidates.
  • Improve student outcomes: This software analyzes data related to professional development activities, providing valuable feedback about the areas where teachers can improve instructional practices. This leads to more effective teaching strategies, increased student engagement, and improved learning outcomes. Districts can optimize absence fill rates to ensure that qualified substitute teachers are providing coverage in classrooms to maximize teaching time.

 
Read our buyer’s guide for more details about how Human Capital Analytics software can make a difference in these areas for K-12 schools. Our next blog will reveal the key features you want to look for when assessing which software will work in your schools, but you can read the full guide now if you’d like a sneak peek! 
 
The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts. 
 
Ready to make more informed human capital decisions with data?
Our Human Capital Analytics Solution can help.
 

The Do’s and Don’ts of the RMTS Participant List

In special education, there are countless tasks that, while crucial to the day-to-day operations in a school, go largely unnoticed by other departments and the general public. The Random Moment Time Study (RMTS) participant list falls into that category and has come under fire in Texas recently.
 

What is the Random Moment Time Study Participant List? Why does it matter?

 
The RMTS participant list is a position-driven list which includes individuals (or roles) who provide SHARS and/or MAC services to special education students in the district. The participant list is delicately balanced and must be comprehensive enough to include anyone who performs services “routinely,” which is to say weekly, according to the direction of TEA, without adding positions that do not participate in SHARS and/or MAC.
 
Districts run into trouble when they focus more on the individual or the name of someone on the list rather than focusing on the role or position. This issue becomes more prevalent when you consider the turnover that districts experience, especially in student support roles.
 
All of these decisions about participant lists impact the district’s Cost Report, so what might sound like something akin to a slip of paper on your fridge reminding you to pick up oranges on the way home from work grows into a higher stake, higher pressure situation.
 
In Texas, the TEA is auditing participant lists and tightening up those lists due to Medicaid fraud. So, while in the past districts might include anyone who might do SHARS or they might “pad” their participant lists with vacant positions, non-SHARS Personal Care teachers, Delegated Nursing Aides or other special education classroom Aides, that’s no longer an option.
 
Including participants who are not engaged in routine SHARS activity has negative consequences on the statewide Direct Time Study Ratio. The Direct Time Study Ratio is used in the annual Cost Report as a percentage applied against the total amount of state and local expenditures reported in the Direct Medical Costs or Section 3 of the Cost Report.
 

How does putting non-SHARS participants on my participant list impact my Cost Report?

It’s quite simple. When a provider is selected to complete a time study survey, they are asked to answer three questions:

  1. Who was with you?
  2. What were you doing?
  3. Why were you performing this activity?

When responding to these three questions there are several options for non-SHARS reporting. If any of the non-SHARS options are selected the responses are flagged as non-SHARS activity, thus over-and-over, district-by-district reducing the Direct Time Study percentage.
 
Over the past decade, Texas has seen a continual decline in the Direct Time Study percentage. This is not because providers are giving less SHARS services, rather it is due to districts including non-SHARS participants on the RMTS participant list each quarter who are being selected to complete time study surveys.
 

Which positions should I consider putting on my RMTS PL?

 
  • Registered Nurses (RN)
  • Advanced Practical Nurses (APRN)
  • Physicians (MDs & DOs)
  • Licensed Assistant in Audiology
  • Certified Occupational Therapy Assistant (COTA)
  • Licensed Physical Therapy Assistant (LPTA)
  • Licensed Specialist in School Psychology (LSSP)
  • Speech Language Pathologist (SLP) with Texas license
  • Licensed SLP Intern
  • Licensed Marriage and Family Therapist (LMFT)
  • Personal Care Service Providers
    (only those providing SHARS activities)
  • Licensed Vocational Nurses (LVN)
  • Delegated Nursing Services
  • Licensed Audiologist
  • Licensed Occupational Therapist (OT)
  • Licensed Physical Therapist (PT)
  • Licensed Psychologist
  • Licensed Psychiatrist
  • Licensed Assistant in SLP
  • Licensed Professional Counselor (LPC)
  • Licensed Clinical Social Worker
    (LCSW)

 
For information on what qualifies as SHARS Personal Care, refer here to the Texas Medicaid Provider Procudure Manual (TMPPM) guide.
 

Suggested Content for You:

Maximizing Your Random Moment Time Study
The Random Moment Time Study (RMTS) is a critical element of both school-based Medicaid Administrative Claiming and Cost Reconciliation and Settlement. However, each state’s implementation of the RMTS determines how it is administered and to what extent individual districts can impact the results. This guide will help you understand what the RMTS is, when it’s used, and to how you can maximize your results.
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Federal findings in the recent SHARS Texas audit.

In 2011, the Office of the Inspector General (OIG) audited the Texas Medicaid program. The result was that Texas received $18.9 million in SHARS reimbursements that were not reasonably, adequately supported, and otherwise allowable in accordance with applicable Federal and State requirements.
 
State Medicaid agencies are increasingly using random moment sampling to allocate school-based health costs to Medicaid, eliminating the need for health care providers to submit claims for services provided in school-based settings. Previous Office of Inspector General reviews of school district administrative costs and health services programs determined that the use of RMTS may allow costs that are not reasonable, adequately supported, and otherwise allowable. The OIG therefore conducted a series of reviews of the use of RMTS for the claiming of direct medical service costs related to Medicaid school-based health services (SBHS), including a review of the Texas Health and Human Services Commission (State agency).  
According to the Implementation Guide, the purpose of the RMTS is to identify the portion of the direct medical service time allowable and reimbursable under Medicaid. After each participating school district reports its actual Federal fiscal year (FFY) costs associated with SHARS to the State agency, the Contractor applies the results of the RMTS to determine the Medicaid-allowable direct medical service costs for each district. The State agency then reconciles the total interim payments for the FFY for the participating school districts to the Medicaid-allowable direct medical service costs determined through the RMTS. After the reconciliation process, the State agency conducts an annual cost settlement.
 

What other impacts does the RMTS participant list have on my district’s SHARS program?

When complying with the HHSC (Health and Human Services Commission) requirements for SHARS, districts must satisfy the following:

  1. The district must certify the RMTS participant list before each quarter deadline date.
  2. The federal requirement to meet an 85% sample completion rate for the RMTS to be valid.
  3. Districts must adhere to the annual state training requirements for Primary and Secondary Program Contacts.

Failure to adhere to these requirements has dire consequences. The school district will be eliminated from the SHARS program for the entire federal fiscal year (FFY) and must forfeit their FFY Cost Report settlement and pay back any interim payments received during the FFY.
 

Can including non-SHARS participants on my RMTS participant list cause me to get audited?

The answer is Yes! Including non-SHARS participants (not including the MAC only category if participant in MAC) can have a negative impact on your district’s compliance and subject the district to multiple audits, investigations and recoupments.
 
First, TEA is conducting audits of district RMTS participant lists. If TEA identifies providers have been placed on the quarterly RMTS participant list and they are not actively submitting SHARS documentation for reimbursement, TEA will request the district complete a Corrective Action Plan. The findings of the audit are turned over to HHSC to conduct additional audits, which can result in financial recoupments.
 
Secondly, through the Cost Report desk review process, HHSC auditors can ask for proof that each participant listed on the RMTS participant list and whose state and local expenses were reported in the Cost Report show proof they participated in SHARS services and documentation throughout the federal fiscal year. If proof cannot be provided, HHSC will recoup those funds from the district’s Cost Report settlement.
 
It is important to understand how the RMTS participant list directly impacts the district’s Cost Report and choose to act appropriately and in compliance with federal and state requirements. Following the guidelines set forth by HHSC and TEA, districts will receive the full amount of their SHARS reimbursements without subjecting the district to federal investigations and state audits.
 

What districts should know about participant lists

Here are a few tips you can use to make sure you stay compliant with participant lists.

  1. Position-Driven: Remember, when you add names to your participant list, you’re really adding a position. So if your speech pathologist leaves mid-year and you hire a new speech pathologist in the middle of a quarter, you can simply update the list for the next quarter as long as their credentials or licensure remains the same. We hear often that districts worry about what-if’s (what if our occupational therapist leaves??), but just remember the list is position-driven.
    *Reminder: Participant lists are certified one quarter ahead of the current quarter, so just keep that in mind for any updates you make.
  2. Vendor communications: Don’t forget to tell your vendors (like your Medicaid billing partner) about any changes to the participant list so that they can assist you with your cost report and any implications those changes will have on your cost report.
  3. Don’t add extra vacancies to your participant list! Vacancies should only be added to the RMTS participant list if the district has the position posted and intends to fill the position in the active quarter. If the position is not filled in the active quarter, HHSC recommends removing the vacant position from the RMTS participant list.

 

How the right Medicaid vendor partner can help

There are three key ways your vendor can help you with participant lists:

  1. Reports that give you at-a-glance information so that you can easily identify if a provider is documenting in a timely manner and if they should be on your participant list.
  2. In-depth advice for your participant list so you always know whether the provider who is documenting services should be on the list.
  3. Quick insight to action: In real time, your vendor of choice should empower and guide you and always prioritize your compliance.

 
Frontline Medicaid & Service Management offers you the kind of support you need to stay in compliance.
 

Identifying the Need for Human Capital Analytics Software

What specific challenges do K-12 schools face that might benefit from Human Capital Analytics software?

  • Low absence fill rates: Low fill rates can disrupt classroom instruction and add additional workload for present staff. In the case of teacher absences, districts may need to hire more substitute teachers, offer competitive pay, use tech to streamline the substitute placement process, or foster partnerships with local colleges or retired educators.
  • Small applicant pools for open jobs: Open specialized teaching roles or leadership positions have limited applicants due to the additional qualifications, geographical constraints or lack of awareness of the opportunities. School districts can conduct targeted recruitment efforts, offer incentives to encourage individuals to pursue required certifications, and partner with universities and professional organizations to train many potential candidates.
  • Effective professional development funding and format analysis: To ensure effective use of resources and promote professional growth, school districts should be analyzing their PD funding, platforms and methods. One-size-fits-all simply doesn’t work to cover the diverse professional development needs of teachers and staff. District leaders are eager to make PD more relevant, timely and data driven.

 
Read our buyer’s guide for more details about how Human Capital Analytics software can make a difference in these areas for K-12 schools. Our next blog will explore the benefits of using the software, but read the guide if you’d like a sneak peek!  
 
The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts. 
 


 
Ready to make more informed human capital decisions with data? Our Human Capital Analytics Solution can help
 

Navigating Special Education Law: Key Court Cases and Legislation for K-12 School Districts

The dynamic landscape of special education in the United States has been shaped by a myriad of court decisions and legislative actions over the years. For special education directors, understanding these changes is vital to ensuring every student’s rights and needs are protected.

 

The Legal Landscape

In 1975, the Individuals with Disabilities Education Act (IDEA) set the groundwork for special education in the United States, establishing the right to a Free Appropriate Public Education (FAPE) for all students with disabilities. However, it’s the more recent cases and legislative adjustments that have continued to refine and elaborate the definition and implementation of FAPE, as well as other components of special education.

 

“Change is the only constant. As laws evolve, so do our #SpecialEducation services. We’re committed to adapting & ensuring every student thrives in our district! #EducationForAll #IEP”

Click To Tweet

 

Recent Special Education Court Cases

  1. R.M. v. Gilbert Unified School District (2022): In this Ninth Circuit Court case, the court ruled that the school district’s refusal to incorporate Applied Behavior Analysis therapy into a student’s Individualized Education Plan (IEP) was tantamount to denying the student a FAPE. This decision underscored the importance of personalizing IEPs to meet the individual needs of students.
  2. Doe v. Cape Elizabeth School District (2021): The First Circuit Court decision in this case affirmed that schools have an obligation to ensure that students with disabilities can access online materials to the same extent as their non-disabled peers. This case underscored the importance of accessibility in remote learning environments.
  3. E.F. v. New York City Department of Education (2020): This case in the Second Circuit Court helped define the bounds of school district responsibility in providing services to students with disabilities. The court decided that the NYC Department of Education failed to offer a FAPE because it didn’t recommend a specific methodology for the student’s instruction in his IEP. This case highlighted the importance of quality IEPs.
  4. Endrew F. v. Douglas County School District (2017): This Supreme Court case set a significant precedent. The court ruled that merely providing “some” educational benefit was not sufficient under IDEA. Instead, schools must provide an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.

 

State-Level Special Education Legislation

Legislative actions at the state level have also influenced special education. Here are examples of recent legislative changes in some states:

  1. Texas House Bill 4545 (2022): HB 4545 established new requirements for accelerated instruction for students who do not pass the State of Texas Assessments of Academic Readiness.
  2. Texas Senate Bill 139 (2019): This bill required Texas location education agencies to distribution the following notice to parents: SB 139 Notice to Families (English version) which highlights a parent or guardian’s right to request a special education evaluation for their student at any time.
  3. Florida House Bill 173 (2021): This legislation establishes the Exceptional Student Education Advisory Council, which is intended to provide policy recommendations to the Department of Education on how best to serve students with disabilities.
  4. Ohio House Bill 123 (2021): This law sets up training requirements for educators to help students with dyslexia, a significant move towards recognizing and supporting students with learning disabilities.

 

“Navigating the world of IEPs can be complex. Rest assured, we are up-to-date with all legislative changes to serve our students better. Your child’s progress is our priority! #IEP #SpecialEd”

Click To Tweet

 

Trends and Anticipated Changes

As we move forward, special education continues to evolve. Anticipated trends include:

  1. Increased Focus on Mental Health: With rising awareness of student mental health, schools may see new legislation requiring mental health services to be included in IEPs.
  2. Standardized Testing: As debates around standardized testing continue, we may see changes in how students with disabilities are included and accommodated in these assessments.
  3. Inclusive Education: The push for more inclusive classrooms may shape future court decisions and legislation, impacting the interpretation of the LRE requirement under IDEA.

 

As a special education director, keeping an eye on these legal and legislative shifts is critical. Navigating this complex field requires understanding the past, acknowledging the present, and anticipating the future. By staying informed, you can ensure that your school or district provides the highest quality of education to all students, regardless of their abilities.

 

IEP Vendor Responsibilities and Expectations Regarding Legislative Changes

Inclusive education hinges on the effective implementation of Individualized Education Programs (IEPs). As integral partners in delivering special education services, vendors play a critical role. With the evolving legislative landscape, IEP vendors need to adapt to ensure their services align with legal requirements and meet the needs of school districts. Here are some key responsibilities and expectations you should look for from your Special Education vendors:

 

Understanding and Implementing Legislative Requirements

  1. Adherence to Laws: IEP vendors must be familiar with federal laws such as the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act, as well as any recent or relevant state legislation. They should align their services to comply with legal mandates, ensuring students receive Free Appropriate Public Education (FAPE).
  2. Regular Updates: Legislation is dynamic. Vendors should keep abreast of legislative changes at the federal and state levels to ensure their services remain compliant and to help school districts understand and adapt to these changes.
  3. Privacy Compliance: Student information must be handled with strict adherence to privacy laws, including the Family Educational Rights and Privacy Act (FERPA). Vendors should have robust data security protocols to protect sensitive student information.

 

By keeping up-to-date with legislative changes and adapting to new trends, IEP vendors can play a crucial role in supporting school districts and serving the needs of students with disabilities.

 

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The Evolution of Standardized and State Testing in K-12 Education: Changes and Future Trends

In the world of K-12 education, standardized and state tests play a pivotal role in assessing student learning, identifying knowledge gaps, and measuring school and district performance. In fact, Federal law requires statewide testing in certain grades and subjects. Noteworthy exams like STARR, SAT, ACT, and FAST among others, act as critical tools in this endeavor. Over the years, these assessments have undergone significant changes, adapting to new educational needs and societal norms, with more transformations on the horizon. This blog post will delve into these changes and how they may shape the future of K-12 testing.
 

Data Analysis Software:

Lisa Bartusek, Executive Director of the Iowa Association for School Boards, talks about how actionable student data changed what school boards were able to accomplish
Listen to Lisa’s Story Here

 

Changes in Standardized and State Testing: A Historical Perspective

SAT (Scholastic Aptitude Test)

The SAT has also seen notable changes. In 2021, the College Board announced the discontinuation of the SAT Essay and Subject Tests in the U.S., indicating a move toward streamlining the test and focusing more on critical thinking and problem-solving skills rather than specific subject knowledge. College Board announced that it will offer the PSAT and SAT tests digitally starting in 2023 and 2024
 

ACT (American College Testing)

Similar to the SAT, the ACT has shifted its focus over the years from knowledge-based questions to problem-solving tasks. The ACT college admissions exam will start to be administered online more broadly beginning in December, according to a recent news report.
 

Florida Assessment of Student Thinking (FAST)

Florida has made strides in reimagining its approach to state assessments with the introduction of the Florida Assessment of Student Thinking (FAST). Designed to replace the Florida Standards Assessments (FSA), the FAST program aims to reduce testing time and provide more immediate and actionable feedback to teachers, students, and families. Rather than using traditional end-of-year tests, FAST includes fall and spring assessments to give a more comprehensive picture of student learning throughout the year. The tests cover English Language Arts (ELA), Mathematics, and Science across various grade levels. They integrate technology-enhanced items, aiming to capture students’ analytical and problem-solving skills better. This shift not only aligns with the broader trends in assessment but also addresses specific concerns about the over-testing of students and the timeliness and usability of test results.
 

State of Texas Assessments of Academic Readiness (STAAR)

Texas employs the State of Texas Assessments of Academic Readiness (STAAR) program to measure student learning across various subject areas, including reading, writing, mathematics, science, and social studies, from grades 3-12. STAAR is designed to gauge what students know and determine their ability to apply that knowledge in problem-solving scenarios. Over the years, the STAAR program has seen changes designed to better serve the educational community. Texas recently introduced an online version of the STAAR, STAAR Online Testing Platform (SOTP), reflecting the digital transition in educational assessments. In addition to the shift toward digital testing, the Texas Education Agency has been exploring revisions to STAAR that would further reduce the pressure of testing on students and educators, streamline the testing process, and increase the relevance of assessments to classroom instruction.
 

STAR (Standardized Testing and Reporting)

Initially, California’s STAR program used multiple-choice questions to measure students’ knowledge and skills. However, in recent years, the test has evolved into the CAASPP (California Assessment of Student Performance and Progress), using a computer-adaptive model that includes performance tasks requiring critical thinking and problem-solving skills. This shift not only aligns with the Common Core standards but also allows for a more accurate representation of students’ abilities
 

Future Changes in Testing: What’s on the Horizon?

Looking ahead, there are a number of trends that may result in changes in standardized tests in your state:

  • Personalized and Adaptive Testing – Adaptive testing, which adjusts the difficulty of questions based on a student’s previous responses, is likely to become more prevalent. This approach not only provides a more accurate measure of a student’s ability but also makes the test-taking experience less stressful and more personalized.
  • Incorporating Technology in Assessment – With the increase in digital learning due to the COVID-19 pandemic, we can expect the integration of more technology-based assessments. This shift will not only facilitate remote testing but also allow for more innovative and interactive question types.
  • De-emphasizing Standardized Testing in College Admissions – Some colleges and universities have started to de-emphasize standardized testing in their admissions process, a trend that is likely to continue. Many institutions have become “test-optional” or “test-flexible,” allowing students to submit alternative measures of academic ability, such as portfolios or graded assignments.

 

Breaking News:

The Arkansas Education Department is rolling out a new assessment exam. Find out more about the changes and how they’re aiming to better support student learning. #EdChat #StudentSucces
Read the Story Here

 
While standardized and state tests continue to play an essential role in K-12 education, they are evolving to meet the changing needs of students, teachers, and schools. They are becoming more adaptive, personalized, and holistic, reflecting the broader shifts in educational philosophy and practice. This dynamic landscape of testing requires stakeholders to stay informed and adapt to effectively leverage these tools for the enhancement of student learning outcomes.
 

What To Think About Before Starting This School Year’s Device Distribution

At Frontline, we want to help make the transition into the new school year as smooth as possible. Beginning of year device distribution doesn’t have to be a headache for your district. Here are some essential factors to consider before distribution day and while on site.

 

Before Device Distribution

 
Most of the work to ensure smooth processes on distribution day should be done beforehand. First, it’s important to establish where and when you will hold distribution and who is allowed to pick up the devices. Will you distribute during school hours, before school, after school, or at a parent/teacher day? Where will devices be picked up from? Planning these specifics early and communicating them to parents and staff will help improve the flow of distribution day.
 
Next, reduce room for errors or confusion by planning in advance exactly which devices will be distributed and to which student. Clearly communicate the details to staff, students and families so they know what to expect. Consider training staff on distribution day protocols and plan procedures around: student login information, any applicable fee collection, and accessories that will be included (mouse, chargers, cases, etc.).
 
Lastly, ensure each location has enough devices based on enrollment. Each campus should have the correct number of devices for that location, so any delays caused by insufficient equipment can be avoided.
 
You’ll want to document and communicate all these decisions and processes clearly. What are the roles and responsibilities? Is there helpful training on how to use the asset management system? What information will students need to pick up their devices? Make sure all staff and helpers are well-prepared, as well as parents and students.
 

While On-Site

 
With this pre-planning, you should have a bit less to organize on site during distribution day. There are still important factors to consider, like ensuring parents and students know where to go to receive their devices once they arrive on campus. Have maps and possibly staff available to direct people in the right direction.
 
Perhaps the most important: Make sure you have all the necessary devices organized onsite and ready to distribute. Have laptops, mobile devices, scanners, tags, pens, and labels easily accessible.
 
It’s better to communicate beforehand to parents and students any paperwork they’ll need when picking up their device, but it’s also important to have the necessary documents available on site. Generally, these documents include, but are not limited to, AUP’s and insurance information.
 
If you’re interested in asset management software, consider Frontline Asset Management. This software can help your school district execute many of the organizational processes we’ve outlined here, as well as manage the entire lifecycle of your assets, make reporting more accessible, track maintenance and save time. Learn more and see the software in action!
 

Breaking Down Our Human Capital Analytics Software Buyer’s Guide

Curious about Human Capital Analytics Software?

Our Buyer’s Guide to K- 12 Human Capital Analytics Software has an abundance of useful information, and we’re breaking it all down in this blog series. This is the first of four blogs that will unpack the ins-and-outs of this software and provide insights on the better use of data in your school’s business practices, vendor selection, implementation and more!
 
Learn about the fundamentals of Human Capital Analytics software below and stay tuned for more posts in this series.
 

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What is Human Capital Analytics Software?

Why is it important in K-12 schools and why have we developed a buyer’s guide?

 
Human Capital Analytics software is comprised of tools and platforms that collect, analyze, and interpret data related to the workforce and human capital within a K-12 school district.
 
The software improves workflows and employee management by analyzing data and using trends and other findings to shape policies and expectations. Staff attendance, teacher and student performance, recruitment, and professional development are all areas that improve when data is used to enhance practices and decision-making. Human Capital Analytics can benefit:

  • Recruitment and retention
  • Compliance and accountability
  • Equity and diversity
  • Workplace planning
  • Teacher effectiveness and professional development
  • Cost optimization

 
Check out our buyer’s guide for more details about the role data can play in streamlining recruiting processes, improving labor law compliance, reducing achievement gaps among students, training teachers, optimizing resource allocation, and more.
 
The guide is designed to support K-12 business leaders and stakeholders as you make decisions around the purchase of this software. Use these blogs and the guide to better understand your options and decide which offerings would be best for your districts.
 
Wondering how Human Capital Analytics benefits K-12 school districts?
Watch the video below to learn more!
 

 

Need Help with Your District’s Help Desk? Take this Quiz.

Don’t let your Help Desk fail your district – As a school district technology leader, it’s essential to ensure that your district has the best Help Desk solution.
 
That’s why we’ve created a simple and informative quiz to help you assess if Frontline’s Help Desk solution is the right fit for your district!
 
With this quick 5 question quiz, you’ll learn if our solution can help your district. Frontline’s Help Desk is built to manage the use, availability, and health of your district’s inventory. Districts can easily manage the growing influx of work orders – less time is spent managing tickets and more time is spent resolving them.
 
We understand the importance of effectively providing support for your district’s technology.
 
Take this quiz today to see if our solution can help your district this school year!
 


 
Learn more about how Frontline’s Help Desk solution can support your district here
 

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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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