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Best Practices for Sharing Data Across Your District

In today’s data-driven world, K-12 school districts have recognized the importance of sharing data across various departments, from student performance to finances and human resources. Having a systematic approach to disseminate this information can drive more efficient decision-making, enhance transparency, and improve stakeholder engagement, especially with the school board.
 
There are so many nuances to sharing data – after all, without context or visuals, sharing data can feel overwhelming and confusing. But when it’s done right, it can be a driving force for positive change in your district and elevate your voice as a leader in your school community.
 
Let’s explore all the nuances of sharing data so that you’ll be ready for your next school board meeting.
 

The Value of Sharing Data

  • Enhances Decision Making: Data is more than just numbers on a screen; it’s a reflection of students’ progress, the efficacy of educational strategies, and the health of the district’s finances.

    • By integrating insights from various departments, the district can paint a holistic picture of its functioning. This, in turn, provides a factual foundation for decisions. By sharing data, different departments can avoid working in isolation and make choices that synergize with the district’s overarching goals.

  • Promotes Transparency: In an educational environment, trust is paramount.

    Parents entrust the future of their children to educational institutions, and community members look to schools as pillars of society. Transparency isn’t just about openness; it’s about fostering that trust. Sharing data publicly or within the organization can allay concerns, answer questions, and provide clarity on the direction the district is taking.

    •  
    [ctt template=”9″ link=”6Gn3c” via=”no” ]“Transparency isn’t just about openness; it’s about fostering that trust. Sharing data publicly or within the organization can allay concerns, answer questions, and provide clarity on the direction the district is taking. ”[/ctt]
     

  • Improves Collaboration: Every department, be it academic or administrative, plays a pivotal role in a school district’s journey.

    • When these departments operate in silos, it often leads to redundancy, miscommunication, and missed opportunities. Sharing data fosters a culture of collaboration, ensuring that everyone is on the same page, working towards unified objectives.

  • Enables Proactive Responses: Waiting for annual reviews or the emergence of overt problems can be detrimental.

    • With real-time data sharing, districts can remain agile, spotting trends or potential pitfalls long before they become significant issues. This proactive stance ensures that the district is always a step ahead, tweaking strategies and reallocating resources as needed to ensure optimal performance.

    In essence, the value of sharing data is about creating an environment of informed decision-making, unwavering trust, seamless collaboration, and proactive management. It’s about ensuring that every stakeholder, from teachers to board members, has the tools and insights they need to contribute effectively to the district’s success.
     

    “In essence, the value of sharing data is about creating an environment of informed decision-making, unwavering trust, seamless collaboration, and proactive management. It’s about ensuring that every stakeholder, from teachers to board members, has the tools and insights they need to contribute effectively to the district’s success.”

     

    7 Best Practices for Sharing Data

    The process of sharing data, while invaluable, requires meticulous planning and execution. Data holds significant power, and in the wrong hands or without the right precautions, it can be misconstrued or even misused. To ensure that your district benefits from the vast wealth of information at its disposal, consider the following best practices:
     
    1. Centralized Data Storage:
    Imagine a world where every department has its database, each with varying degrees of accessibility and consistency. Such a scenario can lead to confusion, redundancy, and, more importantly, inaccuracies. Adopting a unified platform, such as Frontline Data & Analytics, ensures that everyone has access to the same set of information, thus ensuring uniformity and ease of retrieval.

    2. Define Access Permissions:
    While it’s essential for departments to share data, it’s equally critical to ensure that sensitive information remains protected. Just as you wouldn’t give every employee the keys to the main office, not everyone should have access to all data. Defining roles and access permissions ensures that information is shared responsibly and securely.

    3. Use Visual Tools:
    Data, in its raw form, can often be overwhelming. Numbers, percentages,
    and metrics can easily blur together without context. Visual tools like graphs, charts, and dashboards help transform this raw data into comprehensible insights. This not only assists in internal deliberations but makes stakeholder meetings and presentations more impactful.
     

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    4. Regularly Update & Audit:
    The value of data diminishes if it’s outdated. Regular updates ensure that stakeholders make decisions based on the current scenario. Moreover, periodic audits reinforce the accuracy and authenticity of the data, reinforcing its credibility.

    5. Train Personnel:
    Just as a treasure map is useless to someone who can’t read it, data requires interpretation. Training your staff to understand, analyze, and use the data at their disposal ensures that the information leads to actionable insights rather than just being a dormant asset.

    6. Establish Communication Protocols:
    Sharing data isn’t a one-time activity. It’s a continuous process that requires a defined cadence. Establishing when, how, and with whom data is shared (be it through reports, newsletters, or online portals) creates a systematic flow of information across the district.

    7. Prioritize Privacy:
    In the age of digital breaches and growing concerns about privacy, protecting student and staff data is paramount. Ensuring compliance with laws such as FERPA and implementing stringent security measures not only safeguards information but also the district’s reputation.

    Adopting these best practices transforms data from mere numbers on a spreadsheet to a strategic tool that can shape the trajectory of your district, improving outcomes across the board.
     

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    Engaging the School Board

    For many districts, the school board is a primary stakeholder. Keeping them informed is crucial.
    Here’s how to effectively share data with them:

    1. Create a Dashboard:
    Offer school board members access to a customized dashboard, perhaps leveraging Frontline’s Data & Analytics tools, which can be updated in real-time with pertinent data.

    2. Schedule Regular Briefings:
    Apart from regular meetings, establish briefings dedicated to dissecting and discussing the data.

    3. Welcome Feedback:
    Encourage board members to ask questions and provide feedback. This can offer fresh perspectives and enhance the data’s utility.

    4. Emphasize the Bigger Picture:
    While numbers are vital, don’t lose sight of the bigger picture. Relate data back to the district’s vision, mission, and strategic objectives.
     

    Who has done it well?

    Numerous school districts and educational institutions have reaped the benefits of effective data sharing. Let’s delve into a few illustrative examples:
     


     
    These examples underscore the transformative power of data sharing when implemented thoughtfully and strategically. Not only do they offer a testament to the benefits of data-driven decision-making, but they also serve as models for other districts aiming to harness the full potential of their data.
     

    Implementing a Data-Sharing Methodology: Your 10-Step Guide

    Implementing successful data-sharing methods, as exemplified by the aforementioned districts, requires a combination of strategic planning, technological investment, and cultural shifts within the institution. Here’s a step-by-step guide to bring these methods to fruition in your district:

    1. Assess Current Data Infrastructure:

    • Begin with an audit of the current data systems in place. Identify where data resides,
      who has access, and the nature of data collected.
    • Identify gaps or inconsistencies in data collection and storage.

    2. Set Clear Objectives:

    • Understand the primary goals behind sharing data. Is it to improve student outcomes, streamline operations, or foster transparency with stakeholders?
      Having a clear objective will guide the entire process.

    3. Choose the Right Tools:

    • Depending on your needs, invest in a centralized data storage and analytics tool like Frontline Data & Analytics or other relevant platforms.
    • Ensure the platform integrates well with existing software and databases in your district.

    4. Establish Data Governance:

    • Define roles and responsibilities concerning data management. Who will be responsible for data input, analysis, and sharing?
    • Develop protocols around data access, ensuring sensitive data remains protected.

    5. Train & Educate Staff:

    • Organize training sessions for staff on how to use the new systems and understand data analytics.
    • Cultivate a data-driven culture by emphasizing the importance of evidence-based decision-making.

     

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    6. Pilot & Refine:

    • Consider launching the new data-sharing methods in a smaller setting, such as a single school or department, before scaling up.
    • Gather feedback, identify issues, and refine the process based on real-world challenges and outcomes.

    7. Roll Out District-Wide:

    • Once you’re confident in the pilot’s success, expand the initiative across the district.

      • Maintain open channels of communication to address any challenges that arise during the broader rollout.

    8. Engage Stakeholders:

    • Regularly share insights with stakeholders, such as parents, community members, and school boards.
    • Emphasize transparency and encourage feedback to ensure the data is serving its intended purpose.

    9. Continuously Monitor & Update:

    • Data needs and technology will evolve. Continuously assess the system’s efficacy, ensuring it remains relevant and beneficial.
    • Regularly update data protocols and tools to keep up with best practices and emerging technologies.

    10. Celebrate Successes:

    • Recognize and highlight successes resulting from data-driven initiatives. This will bolster trust in the system and encourage wider adoption among stakeholders.

     

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    Conclusion

    Remember, while the steps above provide a foundational guide, every district has its unique intricacies. It’s essential to mold your approach according to the specific needs, hurdles, and resources of your district. Building a successful data-sharing culture is more of a continuous journey than a fixed endpoint. By staying dedicated and adaptable, your district can harness the full potential of data, driving success in education and administration in ways previously unimagined.
     

Unlocking the Power of Data for Successful Human Capital Management in K-12 Operations

Unlocking the Power of Data for Successful Human Capital Management in K-12 Operations

Effective Human Capital Management (HCM) is a key factor in determining the success of a school district and its mission.
 
In a recent webinar, Susan Walters, Principal Solutions Consultant, Jen Hahn, Solutions Consultant and Stan Wisler, Strategic Account Advisor from Frontline Education, explored the crucial role data plays in Human Resources and best practices for creating a data-driven culture within a district.
 
Read on for more!
 

Creating A Data-Driven Culture

Stan Wisler walked attendees through “data-driven culture” at a high-level, and how it can be used to improve outcomes and build trust in school districts. As a school district administrator or HR professional, you should know your district’s data. When staff, board or community have questions, having this data be readily accessible and properly managed is a must. That way, decisions related to professional development, staffing and recruitment, expenses and rates, retention strategies and a whole multitude of other processes or concerns are informed by real circumstances and root issues, rather than gut feelings.
 
Now, a “data-drive culture”doesn’t mean that experience, judgement and environmental factors should be abandoned. Data doesn’t have to make a school environment rigid or sterile; data that is relevant, timely, and easy to understand can be complementary to these other sources of information. Data helps keep you current, enhances transparency and helps tell the story of your district.
 

“The goal is to turn data into information,
and information into insight.”

Carly Fiorina, Former CEO of HP

 

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Connecting a Data-Driven Culture with the Best Practice of HR

By actively embracing a data-driven practice and culture, your staff can continue to ground your school’s culture in data and make important decisions based on evidence.
 
Here are three areas where data can make a huge difference when it comes to HR responsibilities and processes. Jen Hahn walked webinar attendees through ways that data helps pose and answer important questions and improve outcomes.

  • Absences, and low absence rates: What is our substitute fill rate? Is our compensation effective?
  • Recruiting, and withdrawal of applicants throughout hiring process:
    Which recruitment efforts work best?
    What is our open position fill rate and how many applicants per open position are there?
  • Professional Development, and incompletion of professional development:
    What is our turnover %?
    What is the cost of turnover (financial and educational)? Do our current retention strategies work?

 

Using Human Capital Analytics Software to Drive a Data-Driven Culture

Susan Walters rounded out the panel by discussing next steps – implementation of data analytics in these previously painted scenarios. Human Capital Analytics and an HCM system can make all the difference when working through these issues, providing consistent reporting and standardized analysis and communication of trends.

  • Using data to solve low fill rates for absences: You don’t want to assume compensation rate is the root cause. In many cases, there are other issues that can be addressed that don’t require more (or much more) money to be invested. Creative strategies can be implemented to attract substitutes to the positions that aren’t being as readily filled. Professional development resources can be used to encourage a wider pool of subs to fill roles that they might not otherwise.
  • Using data to explore the connection between district hiring practices and retention:
    It’s important to start by examining how candidate and successful applicant pools are built. If you know word-of-mouth is a common way candidates find out about positions, for example, this might change the ways candidates are pursued. How can you give staff and community more tools to help them spread the word?
  • Using data to perfect professional development strategy: Once applicants have been hired, think carefully about the professional development you offer. PD will help retain these professionals, who all have different needs and desires in their professional learning. Would more video, or on-demand access, be effective?

 

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Here are a few advantages of Frontline’s Human Capital Analytics solution.
The software, in addition to helping you identify and solve issues those explored above…

  • Consolidates data into one place
  • Delivers turnkey analysis and trends of district workforce
  • Reduces “Time-to-Insight”
  • Creates graphical, easy-to-use reporting
  • Frees up IT & HR resources, creating and maintaining complex reports
  • Provides research and data that contextualizes K-12 best practices

 

Use Early Warning Indicators to Begin Interventions Now

Education is not just about imparting knowledge; it’s about ensuring that each student can reach their full potential. To achieve this, schools often rely on data to understand the learning progress of their students. But what if, rather than waiting for the end of the semester or the annual state test, we could identify students at risk of falling behind much earlier? This is where the concept of Early Warning Indicators (EWIs) comes into play.
 

What are Early Warning Indicators?

EWIs are a set of indicators that provide information about a student’s risk of falling off-track academically or socially. They are proactive measures that use readily available data to highlight students who might be at risk of not meeting critical educational milestones.
 

Typical indicators might include:

  • Absenteeism
  • Low grades in foundational subjects
  • Behavioral issues
  • Decreased participation in class

 

Why Are EWIs Important?

  1. Prompt Interventions: The sooner we identify students who are at risk, the sooner interventions can begin. Early interventions are proven to be more effective than reactive measures, as they address issues before they become deeply entrenched habits or patterns.
  2. Resource Allocation: With the help of EWIs, schools can allocate resources, such as tutoring or counseling, more effectively and efficiently.
  3. Building Support Systems: By identifying at-risk students early on, schools can establish supportive environments and partnerships between teachers, parents, and counselors, fostering a collaborative approach to student success.

 

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Implementing EWIs in Your School District

  1. Data Collection: Begin by collecting relevant data, ensuring that it’s accurate, timely, and comprehensive. This could be attendance records, grades, or behavioral reports.
  2. Analysis: Use this data to set benchmarks for what is considered “at risk.” For instance, if a student misses a certain number of days within a month, they could be flagged by the EWI system.
  3. Intervention Strategies: Once students are identified, have a clear set of intervention strategies in place. This could be peer tutoring, counseling, parent-teacher meetings, or after-school programs.
  4. Regular Reviews: Continuously monitor the effectiveness of your interventions. Adjust strategies based on their success and changing student needs.
  5. Professional Development: Ensure that your staff is trained to understand and utilize EWIs. This includes not just recognizing the indicators but also understanding how to respond.

 

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If I have an RTI program, why do I need EWIs?

Both Early Warning Indicators (EWIs) and Response to Intervention (RTI) are pivotal in the educational system as methods to identify and support students at risk. However, they serve different purposes, have different focal areas, and employ varied approaches. Here’s a comparison to help differentiate the two:

  1. Purpose and Definition:
    • EWIs: Early Warning Indicators are signals, often derived from data, that a student may be at risk of not meeting key educational milestones. These indicators might include poor attendance, behavioral issues, or low course performance, among others. The goal of EWIs is to flag potential concerns early on so that they can be addressed proactively.
    • RTI: Response to Intervention is a multi-tiered framework designed to identify students who are struggling academically and provide them with targeted instructional interventions. It’s a process that closely monitors student progress and adjusts interventions based on that progress.
  2. Focus:
    • EWIs: The focus is generally broader. While academic performance is a part of EWIs, they also encompass non-academic factors like behavior and attendance.
    • RTI: Primarily focused on academic performance and the effectiveness of instructional methods.
  3. Implementation:
    • EWIs: Schools often use a system or dashboard that collects data on attendance, behavior, and course performance to generate alerts when students show signs of being at risk.
    • RTI: Schools often use a system or dashboard that collects data on attendance, behavior, and course performance to generate alerts when students show signs of being at risk.
      • Tier 1: General classroom instruction for all students.
      • Tier 2: Targeted interventions for students who don’t respond to Tier 1.
      • Tier 3: Intensive, individualized interventions for students who continue to struggle despite Tier 2 interventions.
  4. Response:
    • EWIs: Once a student is identified as at-risk through EWIs, schools might use various interventions, from counseling to parental involvement or academic supports, depending on the specific warning indicators.
    • RTI: The response is directly tied to academic performance. If a student doesn’t show progress in Tier 1, they move to Tier 2, and if still not making sufficient progress, to Tier 3.
  5. Duration and Monitoring:
    • EWIs: EWIs are continuous in that they consistently monitor specific indicators throughout a student’s academic journey. They can flag issues at any time.
    • RTI: Monitoring is more structured and is often done at set intervals. The intervention’s effectiveness is gauged, and if a student is not making progress, they might move to a more intensive tier.

While EWIs and RTI might seem similar because both aim at identifying and supporting students at risk, they have distinct differences. EWIs act as alarms, alerting educators about potential issues, whereas RTI is a structured approach to providing layered academic support based on student needs. Both are crucial, and in an ideal setting, they can complement each other to ensure every student gets the best support possible.
 

Conclusion

Early Warning Indicators are a powerful tool for K-12 school districts. They shift the educational approach from reactive to proactive, ensuring that every student receives the support they need as soon as they need it. By implementing EWIs, we can create a more inclusive, attentive, and successful educational environment for all students. Don’t wait for the end-of-year test results to understand where your students stand. Begin interventions now and ensure a brighter future for every learner in your district.
 

The 20-Mile Radius: Why Distance Matters to K-12 Hiring and Retention

When trying to fill teaching positions, what can school districts do that goes beyond simply posting jobs in more locations? Dr. Jon Isaacson, Superintendent of Hillsboro R-III School District in Missouri, shares some insightful strategies for hiring and, just as importantly, retaining teachers – and the data he looks at to make some of these decisions.
 
In this conversation with Frontline Education’s own Collin Osburn, Dr. Isaacson considers:

  • His view of the current state of hiring in education
  • Why it’s crucial for districts to focus on the things they can control, not the things they can’t
  • What a 20-mile radius around his district means for hiring and retention

 
 

Listen on Apple Podcasts, Google Podcasts, or Spotify.
 

Dig a little deeper:

 

 

Episode Transcript

 
Ryan Estes: Welcome to the Field Trip podcast from Frontline Education. My name is Ryan Estes, and today we’ve got something a little different for you. I am joined by two guests. The first is Dr. Jon Isaacson, who is Superintendent at Hillsboro R-III School District in Hillsboro, Missouri. And with him is my colleague, Collin Osburn.

Over the past 13 years, Collin has worked with thousands of school districts, helping them address challenges in areas like human resources, recruiting, hiring, managing teacher absences and substitutes and more. And so, Dr. Isaacson and Collin, thank you for joining me on Field Trip.
 
Dr. Jon Isaacson: Thank you for having me.
 
Collin Osburn: Thank you.
 
Ryan: We are having this conversation at a time when teacher shortage is a phrase that we sometimes see in headlines. Data from the Frontline Research and Learning Institute shows that on average across the country, school districts need to hire a similar or slightly higher number of teachers than they have in years past, but are seeing a pretty significant decrease in the number of applicants. Right now I’m actually going to turn it over to Colin and Dr. Isaacson, because I know that this is something that you are both very familiar with.
 
Collin: Thanks Ryan. And thank you Dr. Isaacson. I appreciate you taking the time.

Something that I’ve been talking about with a lot of leaders across the state and the country over the past decade, really, is how the teacher shortage has evolved, how the recruitment efforts have evolved. When I first got into the K-12 market, I heard principals tell me that they liked to see the handwriting on the applications. It gave them a good indication of the candidate. And I think that’s evolved quite a bit to where we’re at today. First, I’d just like to start out with asking you a question. How many openings did you have this last year, and how many have you gotten filled?
 
Dr. Isaacson: I believe we probably had about 10 to 12 openings, and we currently have one. Position that we haven’t filled. We may have this morning, but it was a special education position, and those are probably the most difficult to fill. But overall, I’ve been pretty pleased with how we ended up.
 
Collin: Tell me a little bit about how you think you differentiate your school district, and why you think you’ve been successful with filling those positions and how you’re pleased based on the quality of those recruitment strategies.
 
Dr. Isaacson: Sure. At Hillsboro, I do think historically we’ve been somewhat of a destination district. We’re n an area south of St. Louis where we still are rural, but it’s 35 minutes I can be down at Busch Stadium in downtown. So we’ve experienced some teachers who want to move further away from St. Louis. But also from a salary standpoint, we’re attractive to those who are just a little bit south of us.

The other thing that I’ve done is really trying to focus on hiring people that live within a 20 mile radius. And I could get more into that later on, but that has really helped as far as turnover. And so I think that’s actually allowed us to decrease the number of teachers that have left.
 
Collin: You’re like a lot of other districts in that you’ve got some metropolitan appeal. You’re close but still rural. You’ve got the best of both worlds. I don’t want to diminish any district’s efforts, but when I boil down some of their strategies, it really comes down to ‘post and pray.’ And then the strategic thought is, ‘Let’s post in more spots and pray more that we get more applicants,’ because I think there’s a correlation between the quantity of applicants and the quality of applicants. How do you brand and market your district, the culture, your community, how do you paint that picture so that you can get awareness to people that don’t know about Hillsboro?
 
Dr. Isaacson: I think that, that’s very challenging, especially in today’s day and age as far as with social media, you have to put pushing stuff out about your culture and celebrating your successes, but ultimately it’s going to come down to sometimes, financial for sure, what we’re able to provide for the families of our teachers. And what I mean by that is, what’s in it for their children? Because often, teachers will bring their children with them to school. So you have to have that quality school that they want to bring their own kids to.

I think another piece that is the biggest, even as far as attracting, is the best way to fill jobs is not to have jobs open. The best way to solve our substitute problem is to not have absences. I can control that. And so we’ve really made an effort to focus on the things that we could control.
 
Collin: What are some of the retention efforts that you have in place that you’re thinking, ‘Okay we’ve got to really show a plan of growth and tenure here in order to try to retain them’?

Because I think you probably would recognize there’s a pretty significant cost to training employees and turnover, and then ultimately, just the turnover in the classroom, right? If I have somebody that’s only in there for two or three years, you know how that impacts the district.
 
Dr. Isaacson: Yeah. So, shameless Frontline plug, but I actually use couple of the Frontline products I use Location Analytics for all of our employees. I did some studies over the course of a year or two, and what I found was when we had employees that lived 20 miles or more away, 35% of those employees had nine or more absences versus if they lived within that 20 mile window, the average absences was four.

I correlate that to probably kids and illness and being further away. Or even whether, if it’s icy, ‘I’m just going to take today off. I don’t want to take that day in.’ We focus on student-teacher contact time because, again, I can’t control the kids’ attendance. We really try to focus on educator attendance, so focusing on that as far as when it comes to trying to hire and focus on teachers that live within that radius.

The other thing that I found is in our school district, we don’t lose teachers, really, to neighboring school districts. It’s not about money. A lot of times the teachers that we lose live outside that 20 mile radius. Because what ends up occurring is their kids move to that junior high age, high school age. And it’s tough leaving Hillsboro and having a 45-minute commute to get back home for soccer practice or whatever. So it’s merely family reasons of which they’re leaving. So using those pieces and also keeping track of the districts that they’re going to, and that’s a part of the Frontline information. We are able to see where the teachers are going and where we are attracting them from.

And so I keep a pretty tight eye on that from year in to year out to see, ‘Why are we losing? And how can we stop that?’ And the number one reason people leave is family reasons. So focusing on distance is huge.
 
Collin: Something else I’ve seen, districts are reaching out to me a lot saying, ‘Hey, we need to make an adjustment to our application. It’s too long.’ And in years past, that used to be a screening criteria to say, ‘Okay, if you really want the job, we really need to know this information in order to consider you.’ And now I’m seeing substantial cuts in the questions that are on the application so that we can just really capture the bare minimum. And the districts seem to take on more of that post-application responsibility to further recruit, but they’ve just got to get the names in the pool. Is that something you guys have experienced too?
 
Dr. Isaacson: No, but I have heard it probably is a deterrent. I’ve actually heard that, even on subbing, some of our retired teachers are like, ‘That application’s so long, I don’t even want to apply to come back and sub teach.’

I may take what you just said there and do some of that because sometimes it is too long, and I use that to really screen on some culture questions more so than just the canned, if all of us are just giving the, ‘Give me your educational philosophy.’ We can get to that later. I’d much rather talk with you about that, because, two, with ChatGPT, I can figure that out in two seconds anyhow. ‘Write an educational philosophy.’ So how viable is that going forward?
 
Collin: From a leadership perspective, going through this list, I suspect you and I could probably talk for hours, right? And I tried to consolidate what I think are the most important factors that I hear across the state in the country and to this conversation. Am I leaving anything out that maybe you wanted to talk about that were important that we didn’t discuss?
 
Dr. Isaacson: The thing is, we’re at a very pivotal time in education. Enrollments are declining. It’s bad from a financial standpoint. At Hillsboro, in 2007 we had 3,700 kids. We’re going to be at 3,200. And it’s not because people are fleeing, it’s because people are waiting longer to have kids, and they’re having less kids. The kindergarten class of kids born in 2008 was the change in smaller class sizes from then on. They are now going into eighth grade. We used to have 300 kids a class. Now we have 200. So I’ve been able to go down a couple of teachers at grade level, and that’s fairly consistent, both in Missouri and nationally. That has helped us with the teacher shortage because we actually need less teachers. But the cost of turnover is huge. When we put so many efforts into growing a teacher, sending them to professional development conferences, then to have them just leave the professional 10 years in, that’s not going to be good for education nationally or in the state of Missouri, or at Hillsboro.
 
Collin: I really appreciate how you use the tools and how you view the the school system, and I really appreciate your adoption and time and thank you very much for this. I’d love to meet up with you in a year and get an update from you and see how it’s going, but I really appreciate the time and perspective.
 
Dr. Isaacson: Thank you for having me.
 
Field Trip is a podcast from Frontline Education, the leading provider of school administrative software. For more information about how Frontline solutions can help schools with human capital management, business operations, and student management, visit FrontlineEducation.com/FieldTripPodcast. And of course, don’t forget to subscribe to Field Trip while you’re at it for more stories like this one. Thanks for listening, and have a great day.
 

It’s Back-to-School Season!

It’s that time of year again – BTS!

But hold on, before you start humming “Dynamite” or “Boy with Luv”, we aren’t talking about the record-breaking K-pop group, we’re talking back-to-school!

To students, back-to-school is the promise of reuniting with friends, the thrill of new beginnings, and the excitement of a fresh academic year. For educators and administrators, it’s a time of meticulous preparation, innovative ideas, and a whole lot of heart.

So, as the season unfolds, let’s embrace the magic of back-to-school and celebrate the K-12 community. To educators, administrators, support staff, students, and parents…welcome back! Here’s to a year of growth, learning, and boundless potential.

Check out the infographic below for some back-to-school fast facts!

Sources:
Capital One, NYSBCA, Discover Magazine, Crayola, The Atlantic

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The Vital Role of School Nurse Retention: Nurturing Healthy Learning Environments

School nurses play an indispensable role in maintaining a safe and healthy learning environment for students. Their expertise, compassion, and dedication contribute significantly to student well-being, academic success, and overall school community welfare.
 
The school nurse shortage has revealed that a nurse’s impact is felt most strongly in their absence: without sufficient staffing, everyone suffers. Teachers and administrators are called to step in, and students who rely solely on the school nurse for health care may not see any health professional.
 
While recruiting school nurses is one challenge in the shortage, retaining your school nurses is your best defense. Let’s explore the importance of school nurse retention, the factors influencing turnover rates, and potential strategies to improve nurse retention and create a nurturing environment for our students. And if you’re a nurse, you can take a quiz to tell us what keeps you in the profession.
 


 

The Role of School Nurses

School nurses are not just medical professionals; they are the first line of defense for students’ health and well-being during school hours. Their responsibilities encompass a wide range of tasks, from providing first aid and administering medications to conducting health screenings, managing chronic conditions, and offering health education. By promptly addressing health concerns and promoting preventive care, school nurses contribute significantly to students’ physical and mental health, thereby fostering a conducive atmosphere for learning.
 

 

The Impact of Nurse Retention

Retaining experienced school nurses positively impacts both students and schools. Continuity in nursing staff ensures that students build a trusting relationship with their nurse, which can enhance communication and encourage students to seek assistance for health issues without hesitation. Moreover, experienced nurses are well-equipped to handle emergencies, recognize potential health problems early on, and collaborate effectively with parents, teachers, and other healthcare providers. Their wealth of knowledge contributes to a healthier and happier school community.
 

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Factors Influencing Nurse Retention

Despite their critical role, school nurses face numerous challenges that influence their decision to stay or leave their positions. Some common factors affecting nurse retention include:

  1. Heavy Workload: School nurses often manage large caseloads, making it challenging to attend to every student’s needs adequately.
  2. Limited Resources: Insufficient funding can result in limited medical supplies and equipment, hampering the efficiency of school nurses. Additionally, school nurses are incredibly passionate about supporting students, so many of them invent creative workarounds and make do with what they have. While this benefits the district, over time it can take a toll on nurses. If your nurses use a SIS to document health encounters, they have likely come up with ways to make it work even though it’s not built for school nurses.
  3. Lack of Recognition: The pivotal role of school nurses may go unnoticed, leading to a lack of
    recognition and appreciation for their efforts. Choosing to work in a school district rather than a hospital or private practice setting often means taking a lower pay rate. That means that the elements of a job outside of pay need to help make up that difference. Recognition may feel small, but it can make the day to day more rewarding.
  4. Burnout and Stress: The demanding nature of the job can lead to burnout and increased stress levels among school nurses.
  5. Career Advancement Opportunities: Limited opportunities for career advancement within the school system may discourage nurses from staying long-term.

 

Improving School Nurse Retention

Recognizing the significance of school nurse retention, schools and policymakers can take several steps to address the aforementioned challenges and create a more supportive environment:

  1. Adequate Staffing: Ensuring an appropriate nurse-to-student ratio is essential for the effective delivery of healthcare services. This sounds simple, but obviously with a nurse shortage can pose a challenge. Making your district competitive can go a long way in attracting talent.
  2. Professional Development: Providing opportunities for professional growth and continuing education can boost nurse morale and job satisfaction. While many administrators prioritize PD for teachers, PD for nurses goes mostly unnoticed outside of the required learning to keep their license. But what if your district were to offer PD that fulfilled their licensing requirements and offered real value?
  3. Competitive Compensation: Offering competitive salaries and benefits can attract and retain qualified school nurses. Obviously, this is not an easy element to adjust. Don’t underestimate benefits like flexible work schedules that help offset funding limitations.
  4. Recognition and Appreciation: Acknowledging the vital role of school nurses through public recognition and appreciation can boost morale, but that can come off as talking the talk rather than walking the walk. If you go a step further and make sure that your school nurses have systems purpose-built for nursing, that shows that you understand the importance of their role in your district.

    5.  

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  5. Parent and Community Involvement: Engaging parents and the community in supporting school nurses can foster a sense of unity and appreciation. If you have an EHR with a secure parent portal, you can ease some of the communication between nurses and parents and make staying compliant with required forms easier.

 

Conclusion

The retention of school nurses is crucial for maintaining a healthy and safe learning environment. Their expertise, compassion, and dedication impact students’ well-being and academic success. By addressing the challenges that lead to nurse turnover and implementing supportive strategies, schools can ensure that students benefit from the continuity and experience of their school nurses. Together, let’s prioritize school nurse retention and create nurturing environments that allow our students to thrive both academically and physically.
 

How to Find the Perfect Instructional Materials Management Software

When deciding on the best instructional materials management solution for your district, we can imagine both money and time are primary concerns. Student success is the most important goal, but an informed decision can benefit multiple aspects of your district’s success. These tips, inspired by Frontline’s 10 Questions to Ask When Evaluating an Instructional Materials Products piece, will guide you to the right system through careful evaluation. What are the important factors to consider when selecting an instructional materials management system? Let’s explore!
 

Here’s why you want to know…

 
…If the system is designed specifically for the K-12 educational environment:
A system that is already familiar with K-12 will bring features and functionality attuned to the print and digital instructional needs in your district, across buildings, staff, and students. Imagine a system that can also predict administrative needs, perform efficient reporting, and even automate necessary processes.
 
…If the system provides automated inventory workflows:
A solution that incorporates an automated method to add new inventory, transfer inventory and return surplus textbooks will save time for your staff and make these necessary processes more efficient.
 
…The ins-and-outs of the inventory audit process:
Time sensitive inventory audits don’t always require each individual item to be scanned. Because scanning can take up so much time, a system that performs streamlined audits would ensure inventory tracking stays current and updates are timely.
 
…How the system tracks inventory and losses by user:
It is critical for tracking purposes and accountability to be able to identify individual books and current “owners” by the unique barcode number. Unique labeling and scanning instructional materials then only has to be completed once for an automated process that gives insight into utilization, transfer needs, accountability policy needs, charges, etc. to develop.
 
…The system’s ability to oversee inventory/title quantities:
Knowing exactly what instructional materials are required across your district, even across separate systems within the district, is crucial for both student success and accurate budgeting. One centralized solution that can track enrollment and inventory across campuses would be ideal.
 
…If you can create and export customized reports by title, school, or inventory status:
Customizable, flexible reports would allow you to change how you view and assess inventory. Easy excel export options then makes wide distribution easier.
 
…If you can cross reference course enrollment data from the student information system with instructional material inventory data:
Interfacing with your SIS can improve accuracy and timing of inventory data, in real-time. With accurate inventory counts and an SIS integration, fulfillment response times can be reduced.
 
…If the system allows you to enter and track supplemental items like ancillary,
resource kits, calculators, etc.:
The ideal solution should track instructional material components, like multi-book sets, kit components and workbooks, separately. Any piece of instructional material can then be managed on its own or associated with a primary title, which allows for greater oversight and potential cost savings.
 
You may be wondering if there are instructional material management systems that have all of these important functions that enable student success, cost savings, and better time management. Make sure to check out the Dallas ISD case study showcasing Frontline’s Instructional Materials Management solution, where you can find all of these important features within one product.
 

Front & Center: Jodi Phelan

Jodi Phelan is the HR Project Manager in Acton-Boxborough Regional School District in Acton, Massachusetts. Her journey in education has taken her through almost every conceivable role in a school, including Assistant Director of Human Resources.
 
As part of the “Front & Center” series highlighting the amazing people who work in school districts across the country, we asked Jodi to reflect on what she’s learned in her time working in K-12 HR.
 

Can you share a few fun facts about yourself?

I started my career in sales operations with a software company. After 15 years, when my youngest was entering kindergarten, I moved to the education sector with Acton-Boxborough where I have worked for over 20 years. I’ve been married for 30+ years to my husband, Bill. We have two amazing sons, Brendan & Brian. I love to walk, be on the water (either lakes or the ocean), and spend time with family and friends. My latest obsession is pickleball!
 

What was your first job in education?

My first job in education was as a computer lab assistant at an elementary school where I also worked in a second-grade classroom as an assistant. I always like to tell people I think I’ve done everything in a school except drive the bus.
 
I moved into an EdTech Specialist role. The job combined teaching, building curriculum, handling break-fix issues, and providing professional development for our staff. Around 2015 I moved over to our central office and became the Benefits Administrator and Data Specialist in Human Resources, and then moved into the Assistant Director role a few years after that.
 
Currently I have moved on from that role and have gone part time. I am now the HR Project Manager for the district.
 

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

There are so many things on so many levels, but the first thing I would say is, “Don’t assume anything. Always ask the questions.”
 
When I took my first education job as a computer lab assistant, I thought, “I can assist anybody, especially in a computer lab.” I came from 15-plus years in the software industry. And lo and behold, the job was not “assisting” anybody. It was being in charge of 4th, 5th, and 6th graders, trying to teach them computer skills. I learned over and over, don’t assume anything, and always ask the questions.
 

What is one skill that someone working in Human Resources for a school district should have?

Oh, there are so many, but the overarching one is communication. It’s really a key skill, the ability for a leader to simply and concisely communicate.
 
On a large scale, it was about our policies and how to interpret them. On a smaller scale, it was the one-on-one interactions where you’re building relationships and trying to build cohesive communities.
 

Looking over the past year, what was your biggest “win” and how did you achieve it?

In my role as project manager, I was engaged to help evaluate our information systems and provide options to automate and streamline many functions: a lot of our data warehousing, whether it be for HR, Finance, EdTech… anywhere.
 
Right now, I’m starting to see the first of these initiatives, position inventory, go live. The way I view it, these initiatives are really the foundation to give our administrators the tools they need to make informed decisions. We have so many silos of information right now. It’s really important to consolidate and allow people some flexibility and transparency into all this data we have.
 
Frontline is definitely part of it. We currently have Frontline’s Absence Management, Professional Growth, and Applicant Tracking. And we are looking at Central to help us streamline more of our processes.
 

What is the best creative idea you’ve had working in HR that has made a difference in your role?

Necessity is the mother of invention.
 
When COVID hit, our world changed drastically on every level. We were, and still are, a very paper-heavy district. In a matter of weeks, we had to figure out ways around that for onboarding, for contract management, for various processes. It was the ability to research and figure out how we can quickly change those processes to be online, and to have our staff be able to learn and adapt to that. And we were able to do it.
 

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

We know technology plays a huge part in how HR can recruit and engage staff. On the recruitment side, we can reach a larger number and more diverse applicants using the various job boards that are out there. But for our hiring managers and for our committees, Frontline’s Applicant Tracking software really helps us to provide a structured process as well as a platform where they can share information and ideas.
 
Our hiring managers are not the same as what we see in the business world. They are teachers and coordinators who are asked to hire. That is really not the focus of their job, and these tools can help us make it simpler for them. And by utilizing technology — and this is why we’re looking at Central — we’re going to be able to reduce the time it takes for us to onboard staff which in turn allows them to focus on teaching. So, it’s huge.
 

What do you think will change most in education over the next ten years?

AI is coming. It’s coming fast, and our approach to how children learn is going to change with it.
 

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

I’m hoping that no matter what, we can continue to nurture children to be lifelong learners. I think that’s such an important mindset, and I’m hoping that we can harness those creative energies to foster that feeling of always wanting to learn.
 

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?
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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.
 

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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