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How Springland City Schools Uses Location Data to Keep Kids Safe

Springland City Schools is a fictional district that resembles many real districts across the country. Every day, parents send their children to its schools and trust that they will be kept safe. Like many real districts, Springland uses location data to plan school boundaries, respond to emergencies, and keep its students safe.  

Check out how Springland uses powerful Geographic Information System (GIS) tools to decrease emergency response times and increase peace of mind when it matters most. 

Where is Jason? 

At 5:00pm, Tammy Gray starts to worry. School ended two hours ago and it’s almost dinner time, but Jason isn’t home yet. She already called the school and the bus company. Both confirmed that he rode the bus home and got off at his stop. But what happened between then and now, and why isn’t he home yet? 

After looking out the windows one last time, and confirming he isn’t playing in the front or backyard, she picks up the phone and dials the Springland City Schools Police Department.  

Where could he be? 

Is he hurt..In danger…In trouble? 

When her call is answered, she pushes these thoughts from her mind and calmly explains that her eight-year-old son hasn’t returned from school. She listens and carefully answers the officer’s follow-up questions: 

“No. He doesn’t have a history of coming home this late.” 

”No. No family member or friend would have picked him up at his stop.” 

“No. He didn’t have a planned play-date.” 

“No. He doesn’t have his own cell phone yet.” 

“No. I have no idea where he could be.” 

A Data-Informed Search Strategy 

The officer tells her to stay home and wait in case Jason returns. He assures her that they’ll do their best to bring him home. So, Tammy hangs up the phone and waits. 

Springland City Schools, a mid-sized urban district, is among hundreds in the country with its own police department, staffed by several full-time officers. Equipped with Frontline Education’s Location Analytics, they can swiftly visualize geographic and descriptive data to effectively handle emergencies, ensuring the safety of students like Jason Gray.  

With just a few clicks, Officer Brad Jones logs into Location Analytics and zooms in on the area surrounding Jason’s home location. See the image below: 

Despite the dense population and hundreds of homes within a mile radius of Jason’s neighborhood, Officer Jones quickly identifies four in which other Springland City Schools students live. Instead of spending hours canvassing the neighborhood, he begins his search with these four, significantly speeding up the process.  

In less than an hour, Officer Jones has found Jason at one of the houses. After getting off the bus, he followed a friend home to play a new video game. He meant to call but got too carried away and lost track of time.  

Relief washes over Tammy as she hears that Jason’s been found. Within the hour Jason is returned to her. This happy ending is a testament to the effectiveness of Springland’s use of GIS technology, ensuring that families can have peace of mind knowing their children are safe. 

Springland City Schools’ innovative approach with GIS tools is not just about quick response times; it’s about creating a secure environment where technology and community work hand in hand to keep students safe. This integration of modern technology into school safety plans demonstrates how data can be a powerful ally in ensuring the well-being of our children. 

Keep Students in Your District Safe with Location Analytics. 

Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

K-12 Human Resource’s Essential Back-to-School Checklist

It’s almost that time of year again — back-to-school season. Your mailbox is full of advertisements for school supplies (even if you don’t have school-aged children), and you’re busy, busy, busy. It’s a hectic few weeks in the Human Resources department, and you’re working overtime to get through everything on time.

You can do it! This busy period will be over soon enough, and you’ll be sipping pumpkin spice-flavored everything before you know it. So, let’s lend some clarity to the tornado of tasks you need to get done with our back-to-school checklist.

Fill all open teaching positions

Do you have more classrooms than teachers? If all of your teaching positions are filled, congratulations! Make sure all of your new hires have completed the onboarding process and are set up for success. This includes getting them access to the technology they need, like their computer and email, as well as any online systems used in the district.

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But if you still have open positions — whether due to a shortage of qualified applicants, late resignations, candidates accepting jobs elsewhere or a slow hiring process — it’s time to get cracking. You know how important it is to have positions filled before students return — parents won’t be thrilled if their children start the year with substitute teachers. But late-summer hiring efforts are often hampered by smaller applicant pools and less-qualified candidates, so you may want to carve out some time to recruit potential applicants more proactively.

Distribute employee handbook and other policies for employee acknowledgement

Do you have all the policy acknowledgements you need from each employee? Making sure that you have signed agreements from each staff member helps ensure that district policies are followed and protects the district in case rules are broken.
For example, you may wish to have a record that each employee has read and acknowledged your district’s:

  • Computer Network Usage Agreement / Technology Policy
  • Employee Handbook Acknowledgement
  • District Corporal Punishment Acknowledgement
  • Sexual Harassment Policy Acknowledgement
  • FERPA Acknowledgement
  • Policy Updates
  • Code of Ethics

 It can be tough to track down which individual forms have been completed and returned for all the employees in the district, especially when you have so much else going on. For that reason, you may want to consider implementing an employee information system that manages the paperwork online and automatically tracks what forms still need to be completed, and by whom.

Have updated records for each employee

Before school starts, it’s a good idea to make sure all of your personnel files are up-to-date. It’s best to have things like payroll details double-checked before school is underway. And, you’ll want to ensure that records such as employees’ contact information and emergency contacts are still accurate.

If you still manage this information manually, stored in rows of filing cabinets, it might be a chore to update — but it’s necessary! You don’t want to find yourself in a situation where you need to get in contact with an employee’s family in case of emergency but can’t find the right name or phone number. If your district uses an online human resources information system (HRIS), it should be a simple matter of sending out a reminder to all employees to update their information through the self-service portal.

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Share the calendar of important dates with staff

Do all staff members know important dates throughout the school year, beyond what’s posted on the academic calendar? Of course, employees need to know things like when spring break will fall, but there’s more going on than school closings. Make sure everyone is aware of what to expect (and when) to avoid surprises down the road.

For example, you might want to publish a list of payroll dates, so everyone can plan their budget around when they’ll be paid. Plus, you might want to make sure that educators are aware of the evaluation timeline, dates for professional development events or “no vacation allowed” periods.

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Ensure that substitutes are ready to work

The first month or two of school may not be high-absence times, but now is the time to prepare your substitute pool. Do they know everything they need to know in order to feel comfortable taking an assignment? Make sure that substitutes are set up in your absence and substitute management system and are able to see jobs they’re eligible for. You’ll also want to make sure that new substitutes are trained on how to take jobs in the district and are clear on district expectations.

Beyond the logistics of making sure substitutes know how to find jobs in the district, you’ll also want to be proactive in engaging them so they want to work in your classrooms. Data from the Frontline Research & Learning Institute shows that on average, half of all substitutes aren’t taking jobs. So even if you have a large substitute pool, you could still be at risk of a sub shortage.

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Check in with school leaders

HR isn’t the only hectic place to be during back-to-school season — principals have a lot to do to prepare, too! Set aside some time to check in with your school leaders and make sure they have everything they need to support their staff, from Day 1 and beyond. School leaders can have a significant impact on teacher absenteeism and retention rates, so it’s important that they have the resources they need to support the district’s human capital management strategy.

Newer principals in particular may benefit from some extra support — they may have tons of experience in instruction, but not as much in personnel management. That’s where you can lend your expertise and help them craft a school culture of continual improvement and positivity.

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Ensure Your Strategic Plan is Full of S.M.A.R.T. Goals for the School Year

A S.M.A.R.T. goal is: Specific, Measurable, Attainable, Relevant and Timely. So, if your district has had fill rates of about 70 percent for the past few years, your goal might be to raise fill rates to 85 percent over the next 18 months. This goal meets the S.M.A.R.T. criteria because it is:

  • Specific: You’ve defined a clear goal that focuses on one objective, which is raising fill rates.
  • Measurable: You will be able to track your progress and have evidence that you have met the goal. Fill rates are a metric that you can track quantitatively.
  • Attainable: If your district historically has had trouble finding enough substitutes, it’s probably not pragmatic to believe that you’ll suddenly achieve 100 percent fill rates in one year. If you do, that’s fantastic — but keep expectations realistic. 85 percent is slightly higher than the national average, so it’s not too out of reach if your fill rates are currently at 70 percent.
  • Relevant: Since the hypothetical district in this example has historically had low fill rates — leading to lost instructional time and the loss of planning time for teachers — wanting a higher fill rate is directly relevant to the HR team’s strategy of supporting employees and students.
  • Timely: Naming a timeframe for when a goal will be achieved makes it more likely that you’ll actually reach it. Giving yourself 18 months gives you time to identify new strategies, put them into play and reap the rewards. It takes time to build a strong substitute program!

Plan Your Professional Growth So You Can Best Support Your Staff

Finally, think about your own professional growth. What will you do this year to become an even more effective HR leader? As busy as you are, dedicating time to your own learning will help the district in the long run. Whether you pick a topic to study up on in-depth, attend a conference to learn about a variety of HR issues or register for a certification course to learn more about the systems you use, plan for it now. After all, when you feel inspired and you’re growing professionally, you’ll be best suited to support your staff in their own professional journeys.

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Erin Shelton

Erin is a writer and member of the award-winning content team at Frontline Education. With experience in education, she is passionate about creating content that helps to support and impact the growth of both students and teachers.

Measuring Inventory Management Effectiveness: 5 Metrics You Need to Track 

Imagine going into the next school year only to find that 10% — or more — of your technology assets are missing. With the influx of technology at your campuses each year, managing your inventory effectively is more critical than ever. 

Rather than simply assuming your policies are working, each decision you make should be informed by data. You have a litany of data points you can use to optimize people and processes. But if you do not know which ones to track, it can be paralyzing and stall your inventory management program. 

How do you know which data to track to get the most out of your inventory management program? For starters, here are five key metrics to monitor.

1. Missing or Lost Assets 

Every laptop that is not returned at the end of the year and every tablet that goes missing represents a significant cost to your district. For example, if a district has issued 10,000 Chromebooks to students and has a 5% loss rate, that works out to 500 devices lost annually — costing $150,000 or more to replace. Implementing best practices such as regular audits, clear accountability policies, and incentivizing proper asset management can drastically reduce these losses. 

Collecting data on missing or lost assets is important during audit season and for planning future purchases. Spending more money to replace lost assets means fewer dollars available for new technology assets. This could derail your district’s long-term technology plan and prevent students from having equitable access to resources. 

Focus on recording the asset retention rate at each campus to save your school district time and money. Some districts may even include the percentage of lost and missing assets on each principal’s evaluation to represent how the principal runs their campus. Are they financially responsible? Are teachers and students held accountable for the devices they have access to? 

Identify an acceptable threshold for missing assets from the audit, like five percent. If a campus has a missing rate higher than that, an improvement plan may be necessary. This plan should be developed with the Technology and Finance Departments and the campus principal to ensure staff and students appropriately manage classroom devices and report right away when items are lost. 

2. Task Completion Time 

Tracking how much time is spent performing inventory procedures can highlight efficiency gaps. If one staff member takes longer than another to complete a task, it may indicate a need for additional training, or it could be that your procedures have not been communicated correctly. 

Recognizing these numbers provides the opportunity to offer your staff more training and teach them the skills they need to be successful. Set a standard completion time for how quickly certain tasks should be done and then evaluate how consistently that process is being performed. 

The time spent on procedures also extends to how districts communicate information. Many districts expect campus staff to tag assets but have not taught them the proper protocol or given them the necessary resources to do this. Tracking task completion time will show you whether staff is prioritizing correctly and whether policies and procedures are properly documented. 

3. Staff Satisfaction 

While staff satisfaction is number three on the list, this metric is the most important. Your staff’s ability to successfully complete their tasks is the cornerstone of your entire inventory management program. You simply cannot be effective if you do not get staff buy-in. 

Survey staff to gauge their satisfaction and get a better glimpse into their roles and responsibilities. Here are some examples of questions you could ask: 

  • Do you know what is expected of you at work? 
  • Do you have the materials and equipment needed to do your job right? 
  • Are your fellow employees committed to doing quality work? 
  • Do you have any recommendations for how to better meet the goals the district has set out? 
  • Could we accomplish these goals in a faster or more effective way? 

Their answers will provide insight into what they need to do their jobs efficiently. Make sure to continually revisit your communication plan, vision, and other change management principles. Continue to refine your message, procedures, and training based on staff feedback. 

4. Last Scan Date 

Certain assets are highly mobile and need to be continually monitored, rather than once a year during an audit. Ideally, campuses with a higher number of mobile assets should have more frequent audit processes or spot checks to ensure that inventory records are accurate. 

As a district, you should have a normal percentage of assets that are constantly moving. Identify staff who effectively maintain their inventory, then determine how much of that inventory is mobile versus static and break it down by product type. The last scan date is important because it helps regulate mobility at each school. If it is not equal across the district, then you have a starting point to investigate whether a particular school has the devices they are supposed to, how the campuses use assets, and even if the right people are managing the data. 

5. Vendor Satisfaction 

A vendor scorecard is similar to a staff satisfaction survey but geared toward vendor relationship management. The scorecard can cover how your vendors are handling installation, repair, disposal, and even audit management. Some of the key questions you should ask when building a vendor scorecard are: 

  • How well does the vendor tag the assets? Are they following asset tagging best practices? 
  • Are the vendors supplying devices following the correct procedures? 
  • Are the vendors recording details on your assets? 
  • Is the information provided to you by vendors given in a reasonable amount of time? 
  • Can you find your items where vendors said they installed or delivered inventory? 

When building a vendor scorecard, make sure the metrics you are tracking are meaningful and measurable and that you have a consistent scale for how they are measured. Ensure those requirements are effectively communicated prior to signing your vendor contract and continuously evaluated during and at the end of the contract. 

Ready to enhance your inventory management? Frontline’s Inventory & Help Desk Management can help you track and optimize your key metrics. Contact us today to see how we can help you achieve your inventory goals! 

Frontline Education

Frontline Education provides school administration software partnering with over 12,000 K-12 organizations and millions of educators, administrators and support personnel in their efforts to develop the next generation of learners. With more than 15 years of experience serving the front line of education, Frontline Education is dedicated to providing actionable intelligence that enables informed decisions and drives engagement across school systems. Bringing together the best education software solutions into one unified platform, Frontline makes it possible to efficiently and effectively manage the administrative needs of the education community, including their recruiting and hiring, employee absences and attendance, professional growth and special education and interventions programs. Frontline Education corporate headquarters are in Malvern, Pennsylvania, with offices in Andover, Massachusetts, Rockville Centre, New York and Chicago, Illinois.

Using Third Grade Data Insights to Boost Graduation Rates 

Districts across the country are once again evaluating their foundational reading curricula, echoing a broader debate among politicians and pundits on effective early literacy strategies. Despite the differing opinions on the best instructional methods, reading experts universally agree: achieving reading proficiency by third grade is essential for a student’s life trajectory. Yet, the stark reality remains—many American students have yet to achieve this critical milestone. Surprisingly, about two-thirds of American fourth graders still struggle with reading proficiency, a statistic that has remained largely unchanged over the past three decades.  

“Students who fail to [master reading by the end of third grade] often falter in the later grades and drop out before earning a high school diploma.”1 

Predicting High School Dropout Before It’s Too Late 

High school graduation has large and lasting impacts on both personal and societal wellbeing. Those who graduate from high school tend to live longer, healthier, and happier lives. Still, about half of a million high school students drop out of school each year, prompting thought and district leaders alike to wonder: 

Which personal factors predict high school drop out? 

A research study published by Donald J. Hernandez for the Annie B. Casey Foundation in 2011 sought to answer this critical question by analyzing data from a national longitudinal study of nearly 4,000 students. Spanning over a decade, the study began in first grade and continued until students either completed high school or reached age 19 without finishing. Its primary focus was on two key variables: third grade reading proficiency and economic status, specifically poverty. Assessing these factors involved the following methods:  

  • 3rd Grade Reading Proficiency was evaluated using the Peabody Individual Achievement Test (PIAT) reading subtest, categorizing students into proficiency levels aligned with the National Assessment of Educational Progress (NAEP): proficient, basic, and below basic. 
  • Economic status, particularly poverty, was determined through caregiver interviews conducted biennially. Students were identified as experiencing poverty if, during any of the five interviews, they lived in a family with income below the federal poverty threshold. 

3rd Grade Reading Proficiency and Poverty Experience Predict High School Completion 

The study, conducted to assess the impact of poverty experience and third grade reading proficiency on high school completion, produced compelling findings that underscore the critical importance of early literacy. Here are the key insights:   

  • The research highlighted a significant disparity in graduation rates based on third grade reading proficiency levels as measured by the PIAT reading subtest. Students who scored below basic had a graduation rate nearly 20 percentage points lower than those who achieved proficiency.  
  • Similarly, the study revealed that students who had experienced poverty during their childhood had a graduation rate that was 20 percentage points lower than their peers who did not experience poverty.  
  • The combination of low third grade reading proficiency and poverty, termed “double jeopardy,” deeply impacted graduation rates. Only 74% of students who fit this profile completed high school, illustrating a compounding effect of both factors on educational outcomes.  
  • Conversely, nearly all students who did not experience poverty (98%) and scored proficient or above on the PIAT (96%) graduated high school, indicating a strong protective effect of early reading proficiency and socioeconomic stability.  

For a visual representation of Hernandez’s findings, refer to the figure below illustrating graduation rates across different combinations of these critical factors.  

Proportions of Students who Completed School by Reading Level and Poverty Experience.

74%77%78%84%89%91%96%98%
Basic or Below Basic
 and poverty experience		Below BasicPoverty ExperienceBasic and Below BasicProficient and Poverty ExperienceBasic

Basic and Below Basic and not Poverty Experience		Proficient and AboveNo Poverty Experience

“While [students who scored Below Basic] account for about a third of the students, they represent more than three fifths of those who eventually drop out or fail to graduate on time.”1

Reading Performance Remains Static According to the NAEP Grade 4 Reading Assessment

More than a decade has passed since Hernandez published his findings which linked third grade reading proficiency and poverty experience to graduation outcomes. In that time, his research has served as a cornerstone for hundreds of subsequent studies on factors influencing school completion, which have collectively shaped policies and reform efforts like the Every Student Succeeds Act, the Common Core State Standards, and most currently, the Science of Reading movement.

Despite these efforts and the widespread attention to improving educational outcomes, national assessments of elementary students’ reading proficiency show minimal improvements. As of the 2022 administration of the National Assessment of Educational Progress (NAEP), the statistics remain sobering: 37% of fourth graders scored below basic, marking the highest percentage since 2003, while only 24% achieved a proficient score, the lowest recorded since 2005. These persistent challenges underscore the ongoing need for effective interventions and renewed efforts to ensure all students achieve essential reading skills early in their educational journey. The two tables below display data from the 2003, 2005, 2011, 2015, and 2022 administrations of the NAEP Reading assessment of U.S. fourth grade students. The first table displays the four distinct score categories. The second collapses them into two. Below Proficient includes students who scored Basic and Below Basic. Above Proficient includes students who earned scores of Proficient and Advanced.

Percentages of U.S. Students by Score Bracket on NAEP Reading in Selected Years

Below BasicBasicProficientAdvanced
20223729249
20153133279
20113334268
20053633248
20033732258

Percentages of U.S. Students Who Scored Below and Above Proficient on NAEP Reading in Selected Years

Below ProficientAbove Proficient
20226633
20156436
20116734
20056932
20036932

“For children, a critical transition takes place during elementary school: until the end of third grade, most students are ‘learning to read’. Beginning in fourth grade, however, students begin ‘reading to learn’. Students who are not reading at grade level by third grade begin having difficulty comprehending the written materials that are a central part of the educational process in the grades that follow. Meeting increased educational demands become more difficult for students who struggle to read.”2

What Can District Leaders Do?

District leaders have the power to shape educational outcomes through data-informed decisions, despite limited control over societal factors like poverty. Research underscores early reading proficiency as pivotal for high school completion. To enhance literacy outcomes, districts should prioritize:

  1. Regular Assessment: Continuously evaluate students’ literacy skills, including print concepts, phonemic and phonological awareness, to identify early risks.
  2. Up-to-date Data: Ensure accurate and current student assessment data for informed and timely decision-making.
  3. Integrate Data: Join all student data including academic and demographic data to easily identify students who might be in “double jeopardy” or compounded risk.
  4. Early Warning Indicators: Establish research-backed indicators to detect literacy challenges as early as kindergarten.
  5. Identify Students in Need and Perform Diagnostic Assessments: Not all students will have the same literacy needs. Additional assessments can help providers zero-in on each students’ emerging literacy skills that they can strengthen in a tier 2 setting.
  6. Targeted Interventions: Develop and launch interventions tailored to address the specific needs of students who are not proficient readers, particularly those from economically disadvantaged backgrounds.
  7. Progress Monitoring: Use data visuals to track student performance and refine strategies promptly.

By committing to these strategies, district leaders can narrow achievement gaps and equip all students with essential literacy skills for lifelong success.

References

  1. Hernandez, D. J. (2011). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation.
  2. Lesnick, J., Goerge, R. M., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment? A longitudinal analysis of third-grade students in Chicago in 1996-97 and their educational outcomes. Chicago, IL: Chapin Hall at the University of Chicago.

Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

The New Faces of At-Risk Students: Breaking Stereotypes and Building Support 

Forty years ago, A Nation at Risk sounded the alarm on America’s education system, warning of a “rising tide of mediocrity” that threatened the country’s future. After four decades of ambitious reforms, the faces of at-risk students are far more nuanced than the rebellious troublemakers often portrayed in pop culture. Forget the leather-clad Danny Zukos, the mischievous Zack Morrises, or the charismatic Ferris Buellers. The reality is that at-risk students don’t always fit a mold, making it extremely challenging for school leaders to identify all who need more support before it’s too late. 

Understanding the Complexity of Risk Indicators 

Contrary to the binary view of dropouts versus graduates, recent research indicates that students disengage from school for a wide variety of reasons, with each reason manifesting in different constellations of risk factors that often appear well before they leave school. This means that efforts to identify students and re-engage them need to be flexible. One research study identified three distinct profiles of at-risk students, shedding light on the diverse faces behind the statistics.1 

A single risk factor rarely causes a student to drop out. Instead, “the likelihood that a student will drop out increases when multiple risk factors are present.”2 Therefore, a composite of risk factors should be used to guide identification and intervention efforts. Factors like attendance, behavior, and course performance can be addressed through strategic interventions. These, often called the ABCs—are the most predictive indicators of high school dropout.3 

Profiles of At-Risk Students: A New Perspective 

Some at-risk students are easily identifiable, while others show signs only in specific settings, making detection more challenging. Mr. Bailey teaches 9th grade English language arts (ELA) and has twenty students in his first period class. Among them are Brian, Nina, and Kabree who are profiled below. Every day, Mr. Bailey records data points on each student, tracking their attendance and homework completion.  

Though the school year has only been underway for nine weeks, concerning patterns are emerging among some students. Brian is a major concern for Mr. Bailey due to various reasons. On the other hand, despite being at elevated risk, Nina and Kabree have not yet raised any red flags.  

These three students exemplify the different types of at-risk students identified by research: those who are obviously at-risk (Brian), those who are quietly at-risk (Nina), and those who are engaged but still at-risk (Kabree). 

The chart below visually summarizes the data collected on each student, with green indicating strong performance, yellow indicating borderline performance, and red indicating areas of concern. Read their stories to learn more. 

Brian: Obviously At-Risk 

The bell marking the start of class rang several minutes ago, and Brian slowly and reluctantly walks to his desk, which is directly in front Mr. Bailey’s. Mr. Bailey, who is already circulating the classroom checking for last night’s homework, expects his tardiness at this point. Still, he greets Brian and asks him to take out his homework before continuing with his rounds. Brian doesn’t have his homework today. In fact, he hasn’t completed a single assignment since school started. When Jason, who sits next to Brian asks why he was late to class, Brian shoves him causing him to fall. Brian knows that he’ll be written up again and will probably end up in in school suspension, but that might be better than sitting through another English class. 

Nina: The Quiet Achiever

As soon as she descends the bus steps, Nina rushes to her English classroom. She looks forward to chatting with Mr. Bailey, who is also the faculty advisor of her creative writing club which meets weekly after school. Sometimes, she uses the time in between bus drop off and first bell to finish her homework. Though she emigrated from Haiti four years ago, and is now a proficient English speaker, homework that is reading-heavy continues to challenge her. So, while she’s the star in Mr. Bailey’s class, subjects with lots of technical and domain-specific vocabulary, like science, challenge her beyond the point of frustration. She’s proud of the work she’s doing in English but is in danger of failing science, math, and history.  

Kabree: The Involved Student 

Kabree has been cheering since kindergarten and this year she earned a spot as a flyer on the varsity cheer team. The team practices every day after school and cheers year-round for the football and basketball teams. She refuses to miss a day of school, unless she’s too sick, because she can’t attend practice if she’s absent and loses next-day-game cheering eligibility. Her school requires student athletes to maintain a 2.0 grade point average to participate in athletics, but her coach requires a 3.0. With the support of her coach and teammates, Kabree maintains mostly A’s and B’s. A perfect storm of team and interpersonal conflict, financial stressors at home, and unrelenting social media bullying causes a series of lunchroom outbursts which led to disciplinary referrals and temporary probation from the cheer team. 

Proactive Strategies for Identifying and Supporting All Students At-Risk 

There is no mold for the at-risk student, which makes it challenging for educators to build the perfect system to identify and intervene. Any educator could guess that Brian’s behaviors are symptoms of disengagement, and if left unaddressed, his lack of connection to school may cause him to eventually dropout. However, students like Nina and Kabree who are involved, well-behaved, and engaged slip through the cracks every single day. So, what can educators do? 

1. Build a bird’s eye view of student data.

  • Each school stakeholder sees just a slice of a student’s performance. A student might behave differently in math class than in gym class – or in the morning versus the afternoon – or in the cafeteria versus the classroom. A single teacher’s view is often not enough to determine a student’s holistic risk. School and district leaders are positioned to oversee all of these data points and identify and mitigate risk through policy, regulation, and programs. 

2. Maximize the value of the student data you already collect. 

  • Merge attendance and course performance data from your student information system, achievement data from your local, state, and national assessments, and discipline and any other student information for the purpose of building a composite student risk profile.  

3. Configure risk indicators and thresholds. 

4. Identify students who exceed the thresholds, indicating that they are at elevated risk. 

5. Track student indicators over time and check in on those whose data show sudden increases in behaviors like: 

  • Disciplinary events 
  • Absences 
  • D’s and F’s 
  • Suspensions 
  • Missing homework assignments 

By adopting these strategies, educators can more effectively monitor and support all students, ensuring that no one slips through the cracks. 

References 

  1. Bowers, A. J. and Sprott, R. (2012). Why tenth graders fail to finish high school: A dropout typology and latent class analysis. Journal of Education for Students Placed at Risk, 17(3), p. 129-148. 
  1. Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., Horner, R. (2015). An analysis of the relationship between implementation of school-wide positive behavior interventions and supports and high school dropout rates. The High School Journal 98(4), p. 290-315. 
  1. Allensworth, E. (2013). The use of ninth-grade early warning indicators to improve Chicago schools. Journal of Education for Students Placed at Risk, 18(1), p. 68-83. 

Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

4 Ways an EHR Helps You Unlock Your Potential as a School Nurse

School Nurse Directors and School Nurses have a lot on their plates, so while we wish we could say that getting an electronic health records system would give you time to relax, that wouldn’t be accurate.  

But that might be just what the nurse ordered in order to make your case for why you need an EHR. Today we’ll explore 4 opportunities that become more attainable when you have an EHR. 

  1. Making Use of Your Data 

During every student encounter, you are collecting precious data. And of course that data is important for continuity of care, state reporting, and in the event of a lawsuit. But aside from those uses, there is a world of discoveries waiting for you in that data.  

With an EHR, you’ll standardize documentation (with plenty of opportunity for notes, too!), so you can splice and dice data to your heart’s content. This makes it easy to dive into potential trends: whether they be trends for one student, across a campus, or an entire district. And those could be physical, mental, or behavioral trends.  

Looking at trends can be helpful if you’re thinking about playground equipment or contagious diseases. And it can help other parts of your district better understand the important work you do. Because while you know you’re not simply adhering band-aids, not everyone realizes how often school nurses are the ones keeping students in school. Compiling student absence data with physical and mental health data can help you demonstrate how the presence of a school nurse often translates to lower rates of chronic absenteeism. 

And school nurses are often the first line of defense for mental health crises. While many have stories of a “gut feeling” they trusted to support a student, you deserve to have data to back you up when you go to a parent and alert them that their student is suffering. 

  1. Contemporaneous Charting 

Best practices for charting suggest that charting in real time, known as contemporaneous charting, is far more trustworthy than summary charting (when you document later in the day). If you ever find yourself having to defend your documentation, it’s far easier to defend your notes if they were taken at the time of a visit. 

If you’ve attended a NASN conference or read any of NASN’s materials, you’re likely familiar with the benefits of this real-time charting. 

Of course, school nurses are busy, so it can be hard to squeeze in documentation when you’re seeing dozens of students in a day. But when you have tools like templates at your disposal, you get a little time back in your day. Similarly, if you need to send letters home to parents, you can do tasks like that in bulk (and check if parents/guardians have seen your note!) rather than one-by-one. 

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Why Every School Needs an EHR

Just like every school should have a school nurse, students benefit when schools have an electronic health records system. This blog post dives into why that’s the case. 

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  1. Take Advantage of Medicaid Reimbursements 

If you’re not submitting for reimbursement, you’re not alone. Many districts don’t, especially for services outside of a child’s IEP. But when you have an electronic health records system, that’s the perfect starting place.  

Rather than creating a separate process for billing Medicaid riddled with duplicate data entry, you can document once and extract the data. That means for the school nurse seeing a student, the nurse can go through their normal process for documentation, and then you can bill Medicaid for that service.  

With the expansion of Free Care (being able to bill Medicaid for services outside of the IEP), it’s in your interest to make sure your district gets every dollar you’re owed from this federal funding source.  

Then you can look at how much money you’re getting back from Medicaid and communicate that information to stakeholders so that they can understand how school nurses are making a difference on the district bottom line.  

  1. Approach Legislators  

School Nurses across the country are advocating for health care in their states, but that advocacy work takes time. Armed with data, leaders in school health might have more time to approach local governments for funding to support health in their schools. The Arizona School Nurse Access Program began with grant funding from the state, but that funding only ever made it across the finish line thanks to the work of school nurse leaders. 

Your Next Steps 

Ready to learn more about electronic health records systems? Check out this buyer’s guide. Frontline School Health Management is an award-winning system built for K-12.  

Learn more about Frontline School Health Management here!  

Elise Ozarowski

Elise is a writer and member of the award-winning content team at Frontline Education. A former member of Frontline’s events team, she is passionate about making connections, whether that be in person at events, online via social media or directly in her writing.

Welcome Aboard: Enhancing New Teacher Orientation and Induction for a Successful School Year 

As the new school year approaches, K-12 Curriculum & Instruction (C&I) administrators face the vital task of preparing new teachers for the challenges and opportunities that lie ahead. A well-structured orientation and induction program can make all the difference, setting the stage for a successful and cohesive educational experience. Here are some key elements to consider when designing your program to ensure new teachers feel supported, confident, and ready to make a lasting impact. 

Importance of Early Support 

The first days and weeks of a new teacher’s journey are crucial for setting the foundation for a successful school year. Early support during orientation and induction not only helps new teachers feel welcomed but also builds their confidence.  

Here’s why early support is essential and how it can be effectively implemented: 

  • Clear Expectations: Providing new teachers with a clear understanding of their roles, responsibilities, and the school’s expectations is fundamental. This clarity helps reduce anxiety and allows them to focus on delivering quality instruction. 
  • School Culture Insights: Familiarizing new teachers with the school’s culture, values, and community norms is vital for their integration. Understanding the school’s ethos helps new teachers align their teaching approach with the institution’s goals and fosters a sense of belonging. 
  • Peer and Well-being Support Networks: Establishing peer support networks where new teachers can connect with colleagues, share experiences, and seek advice can significantly enhance their onboarding experience. Peer support fosters a collaborative environment and provides new teachers with a sense of community. 

“Being a first-year teacher with no experience can be super, super overwhelming. It’s just nice to know that you have somebody that has your best interest at heart.”

– Jaclyn Harvey, Frontline Education

Professional Development 

Tailored professional development sessions are a cornerstone of effective new teacher induction. Focus on the specific needs of new teachers, offering workshops on classroom management, instructional strategies, and the use of technology in the classroom.  

This targeted approach ensures that new teachers have the skills and knowledge necessary to thrive. 

  • Ongoing Support: Professional development shouldn’t be a one-time event or “sit and get”. Establish a culture of continuous learning by offering regular training sessions, access to online courses, and opportunities for peer observations. Encourage new teachers to set professional growth goals and provide the resources to achieve them! 
  • Personalized Learning Plans: Recognize that each teacher has unique strengths and areas for growth. Develop personalized learning plans that address individual needs and career aspirations.  

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Mentorship Programs 

Pairing new teachers with experienced mentors can provide invaluable ongoing support. Mentors can offer practical advice, share their experiences, and help new teachers navigate the complexities of the school environment. This relationship can be instrumental in building confidence and promoting professional growth. 

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Alignment with Curriculum Goals 

A well-structured orientation and induction program should align new teachers with the school’s curriculum goals and instructional strategies. By familiarizing them with the curriculum framework and assessment methods, you ensure consistency in teaching quality and help new teachers understand how their role fits into the larger educational mission. 

Community Building 

Creating a sense of community among new teachers and between new and existing staff fosters a collaborative and supportive environment. Consider organizing team-building activities and social events to help new teachers build relationships and feel part of the school community. 

Using Data for Improvement 

Data from evaluations and feedback can be a powerful tool for continuously improving your orientation and induction process. Regularly assess the effectiveness of your program and make adjustments based on the insights gained. This iterative approach ensures that your program remains relevant and effective year after year. 

Role of Technology 

Incorporating technology into the orientation and induction process can enhance accessibility and flexibility. Online resources, webinars, and digital tools allow new teachers to access information at their convenience, complementing in-person sessions. This blended approach caters to different learning styles and schedules. 

Blended Learning for Comprehensive Induction: 

Blended learning combines face-to-face and online learning experiences to provide a more holistic and flexible approach to professional development. This method can be particularly effective for new teacher orientation and induction by offering: 

  • Interactive Webinars and Online Courses: These platforms can provide synchronous and asynchronous learning opportunities, allowing new teachers to engage with content, participate in discussions, and access recordings at their own pace. 
  • Access to a Wealth of Resources: Online repositories of instructional materials, lesson plans, and educational articles can be invaluable. New teachers can explore these resources to find innovative teaching strategies and stay updated on best practices. 
  • Personalized Learning Paths: Technology allows for the creation of personalized learning plans that can adapt to the unique needs of each new teacher. Learning management systems (LMS) can track progress and provide tailored recommendations based on individual performance and feedback. 

Investing in a comprehensive new teacher orientation and induction program pays dividends in the long run. By providing early support, professional development, mentorship, and fostering a sense of community, you set the stage for new teachers to succeed. Aligning these efforts with your curriculum goals and leveraging data for continuous improvement ensures that your program remains effective and impactful. 

With Frontline’s Professional Growth software, you’ll save time while giving your teachers the customized learning experiences they want and deserve. 

Erin Shelton

Erin is a writer and member of the award-winning content team at Frontline Education. With experience in education, she is passionate about creating content that helps to support and impact the growth of both students and teachers.

Generative AI for K-12 Administration: Assess Staff Knowledge and Perceptions

The conversation around generative AI in K-12 education has mainly centered on teacher and student use cases like grading and personalized learning. However, there’s also significant potential for K-12 administrative staff. How can superintendents, principals, HR professionals, and business leaders use these tools to streamline tasks and optimize efficiency, freeing them up to focus on the most impactful work? This series addresses that question through articles outlining a variety of administrative AI use cases.  

The success of a new district or school-wide initiative often hinges on the knowledge and perceptions of those implementing it, primarily the instructional staff. Assessing these factors is a critical first step. By identifying knowledge gaps early, administrators can line up targeted professional development opportunities, increasing the likelihood of success. Similarly, understanding teachers’ perceptions of a new method before its implementation can help address resistance and frustration in advance.  

However, the process of creating assessments for every new district initiative and analyzing the data can be time-consuming and labor-intensive. This is where generative AI can help. With the right prompts, it can streamline these tasks, providing valuable insights more efficiently.  

The Problem 

Susan Baylor, district superintendent, aims to focus on innovation for the 2024-2025 school year. Last year, all generative AI platforms were blocked for students and staff, but this year they will be made accessible. She wants teachers to use these tools in authentic and creative ways to enhance their curricula. Over the summer, she plans to gather data on teacher knowledge and perceptions so that she can anticipate potential conflicts. However, she needs to develop a survey that will produce insightful data and she doesn’t have the time.  

The Solution 

Superintendent Baylor visits ChatGPT and enters the following prompt: 

You are a data scientist. Construct a survey to measure teacher intentions and readiness to adopt genAI technologies in the K-12 context. The data will be collected by district administrators and analyzed to determine key topics and learning objectives for professional development on genAI to increase teacher readiness. 

Seconds after hitting the Enter key, ChatGPT returns a survey (see below), complete with questions and response options, which she edits according to her goals and needs before sending it out to her staff. 

Certainly! When collecting data to determine key topics and learning objectives for professional development on genAI to increase teacher readiness in K-12 education, you’ll want to create a survey that helps district administrators understand teacher intentions and their current state of readiness. The following survey is designed for administrators to administer to teachers: 

Title: GenAI Readiness Survey for K-12 Teachers 

Introduction: Thank you for participating in this survey. Your feedback is critical in helping us understand the readiness of teachers in adopting General Artificial Intelligence (GenAI) technologies in K-12 education. The data collected will be used to develop professional development programs to better support teachers. Please answer all questions honestly and to the best of your ability. 

Section 1: General Information  

1.1. School Name:  

1.2. Your Position:  

1.3. Your Name (Optional):  

1.4. Number of Teachers in Your School: 

Section 2: Teacher Awareness and Understanding of GenAI Technologies  

2.1. How would you rate the overall awareness of GenAI technologies among teachers in your school? 

  • Very Low 
  • Low 
  • Moderate 
  • High 
  • Very High 

2.2. In your opinion, how well do teachers in your school understand the potential of GenAI technologies for K-12 education? 

  • Very Poor 
  • Poor 
  • Neutral 
  • Good 
  • Very Good 

Section 3: Teacher Perceived Benefits and Concerns  

3.1. Based on your observations, what potential benefits do teachers believe GenAI technologies could bring to K-12 education? 

3.2. What concerns or challenges have teachers expressed regarding the implementation of GenAI technologies in their teaching practices? 

Section 4: Teacher Willingness to Adopt GenAI Technologies  

4.1. How willing do you believe teachers in your school are to incorporate GenAI technologies into their teaching practices? 

  • Not at all willing 
  • Somewhat willing 
  • Very willing 

4.2. What factors or incentives do you think would increase teachers’ willingness to adopt GenAI technologies in their classrooms? 

Section 5: Technology Infrastructure and Support  

5.1. Please rate the current technology infrastructure and support available in your school for integrating AI technologies. 

  • Excellent 
  • Good 
  • Fair 
  • Poor 

Section 6: Teacher Professional Development  

6.1. Has your district provided professional development or training related to GenAI technologies for teachers in the past year? 

  • Yes 
  • No 

6.2. What type of professional development or training do you believe would be most valuable for teachers to effectively integrate GenAI technologies? 

Section 7: Perceptions of Student Engagement and Learning  

7.1. In your opinion, how could GenAI technologies enhance student engagement and learning in K-12 classrooms? 

Section 8: Open-Ended Questions  

8.1. Please share any additional comments, insights, or concerns you have regarding teacher readiness for GenAI technology adoption in K-12 education. 

Conclusion: Thank you for completing this survey. Your input is invaluable in shaping the professional development programs to enhance teacher readiness in adopting GenAI technologies. The information provided will be used for research and program development purposes. If you have any additional comments or questions, please feel free to contact [contact information]. 

The potential for generative AI to transform K-12 education extends beyond classroom applications for students and teachers. AI can also significantly enhance administrative efficiency, allowing leaders to focus on more strategic work that has greater reach and impact. By leveraging AI to streamline data collection and analysis, educators can gain deeper insights into staff readiness and perceptions, enabling them to tailor professional development to meet real needs. 

Stay tuned for the next post in our series as we explore innovative ways AI can support K-12 administrative staff in optimizing their work. In the meantime, check out our resources on AI in education: 

Empowering K-12 Districts: Navigating AI Adoption for Enhanced Educational Efficiency and Effectiveness 

How do K-12 teachers and leaders feel about integrating AI in the school setting? This white paper aims to bring educators’ voices to the forefront of the AI conversation. It uses data from Frontline’s K-12 Lens Survey to present insights on educators’ AI perceptions and plans for integrating AI into the K-12 setting. 

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The Role of AI in K-12 Professional Development 

AI has been everywhere in the news, and education is no exception. This blog post dives into AI’s place in education now and in the future. 

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Ellen Agnello

Ellen is a graduate assistant at the University of Connecticut. She is a former high school English language arts teacher and holds a Master’s Degree in literacy education. She is working on a dissertation toward a Ph.D. in Educational Curriculum and Instruction.

ESSER-Funded Laptops: Strategies for Management and Sustainability 

The Arrival and Expiration of ESSER Funds 

Since 2020, school districts across the United States have received federal funds to help mitigate the pandemic’s impact on students and educators. The Elementary and Secondary School Emergency Relief (ESSER) funds made over $190 billion available to schools, allocated based on the federal Title I education funding formula and prioritizing districts with some proportion of low-income students. This funding became critical to supporting efforts like reopening schools, addressing mental health issues, and improving structures for remote learning. 

Apart from special funding sources like ESSER, most states have not seen increases in their primary education budgets since 2019, making it difficult for many school districts to cover rising expenses.   Districts relied on ESSER funds to manage cost increases, but these one-time funds are expiring, and we are now faced with budget shortfalls affecting program staff and resources that were temporarily sustained by these funds. 

An Explosion of Technology 

A majority of districts used the funds to drastically increase their technology inventory to support instruction: 

used ESSER funds to purchase educational technology. 

of that technology was used to continue instruction during pandemic-related closures.

purchased mobile hotspots to address internet connectivity issues.

Source: U.S. Department of Education. Local Educational Agencies’ Uses of Elementary and Secondary Emergency Relief Funds for Technology.
June 7, 2023. 

The pressure on school districts was intense. Amid health and safety concerns, a mental health crisis, and startling levels of chronic absenteeism, districts scrambled to put devices into students’ hands — and tracking those assets took a back seat. Many districts are just now starting to rebuild their physical inventory best practices. 

Under these circumstances, ESSER funding is coming to an end, and state and federal entities now require reporting and accountability for the use of those funds. It is imperative that districts get a handle on what they have, where it is, and how it is or was being used. 

Responding to Audits 

As IT and Finance departments face the reality of upcoming state and federal audits, many are re-examining their inventory management systems and the need for robust asset tracking and reporting is growing acute. While multiple software companies provide inventory solutions, now is the time to determine which solution will best fit your needs. 

Here are a few questions to consider: 

  • How confident am I in my inventory data today? This can range from 0-100%, although it is rare for a district to say they feel 100% confident. 
  • What resources do I have to increase my confidence in my inventory data? Some districts might consider adding additional resources at the campus level to assist with conducting physical inventories; others might consider using a third-party vendor. 
  • What buy-in do I have with district leaders to improve inventory reporting? This buy-in can take many different forms, such as sharing resources or budget across departments, or enforcing accountability within schools. 
  • Do I have a partner in the Finance Department who can help me build confidence with financial reporting? This is key if you want to be able to track specially funded assets in the system and respond to audits with reliable data. 

Also ask any potential software vendors: How can you assist me in boosting my confidence in my inventory data through best practices for data maintenance and initial data entry? An inventory management system requires ongoing management. A good partner will share best practices and help you uphold data integrity. 

Partnering with a company that truly understands ESSER and specially funded assets will benefit you as you track devices across your schools. Tracking location and to whom (or to which room) each asset is assigned will make it easier to report on how the asset is used. Systems that track the lifecycle of an asset from procurement to disposal, including where it was, how it was used, and who changed the status, will provide you with key insights into how ESSER funds were used. 

Other primary fields like PO number, manufacturer, vendor, account number, purchase date, and expiration date will also provide a breadcrumb trail back to the special funds used to purchase each asset, helping you answer auditor questions about assets that were purchased with federal funds. 

If you do not already have this information at your fingertips, this is where a partnership between the IT Department and the Finance Department will be invaluable, as you pull information out of the purchasing system and into the asset management system. 

Did you know? 

Frontline’s Asset Management gives you the flexibility to track specially funded assets, easily see all asset information, lock down movement or disposal of assets, and set up approvals and permissions. It’s specifically built for K-12’s ever-growing needs! 

Prolonging Device Lifespans 

Maintaining devices – regardless of funding source – is key to good financial stewardship. An inventory system will be able to track asset location, funding information, MDM fields, and status lifecycles, but a good help desk system that connects with your inventory system is essential for managing repairs. 

With Frontline’s Asset Management and Help Desk Management, here are some ways to get the most from your technology investment: 

  • Monitor device end-of-life dates. Run reports twice a year for a full understanding of which devices are expired or close to end of life. This can inform technology needs for state testing, as well as technology budgets over the next few years. 
  • Proactively image and update devices. Keep your firmware up to date to ensure devices are secure and benefit from improved performance and compatibility with other software your district uses. 
  • Set a maintenance schedule. It can be daunting to try to image and inspect every single device every summer. Break down the maintenance schedule by grade throughout the school year to manage the full fleet more effectively. Over the summer, simply conduct cosmetic checks. 
  • Keep an eye on which devices require more repairs. If certain models or manufacturers are frequently brought in for repair, they may be wise to avoid in future budgets. 
  • Enforce accountability for malicious damage. Devices will always have normal wear and tear, but some damage is easily avoided. When intentional damage does happen, the best way to recoup funds may be to hold students accountable, either by offering insurance on devices or charging fees (either partial or for the entire amount). In any case, track all damage and inform parents if their child is responsible. 

It is also important to hold staff accountable for their devices. Here are some effective strategies districts have used. For each one, getting principal buy-in is critical. 

  • Have staff perform inventory checks in their own classrooms and of their own assigned assets. Periodically ask staff to spend no more than 30 minutes to make sure they still have the assets they began the year with. This can be crucial to helping them understand the importance of their items. 
  • Report statistics back to the schools. This is a great place to show positive reinforcement. Some districts use gift cards for coffee, ice cream parties, or matching inventory shirts to call out good inventory performance at the campus level. A little can go a long way to celebrate inventory wins! 
  • Build a culture that understands the value of technology. This does not happen overnight. Regularly hold in-service days to highlight innovative technology usage or promote best practices and training on how to use the technology teachers have. 

Financial Planning 

No matter how protective you are of your investments, technology does not live forever. You and your team will need to proactively plan to request funds to replace technology as it ages out or succumbs to wear and tear. Here are some tips to help you financially plan with your district to ensure technology needs are not overlooked. 

  • Develop a long-term technology plan aligned with district goals. Outline the expected lifespan of devices and your replacement schedule. Early in the process involve key stakeholders such as IT staff, administrators, finance teams, and even your school board. This will help ensure comprehensive input and buy-in. 
  • Establish refresh cycles for different categories of devices. Student Chromebooks are often on a four-year refresh cycle, while staff devices can range anywhere from five to seven years. Different categories can help prevent all refresh cycles from landing on the same year, which is challenging from a budget perspective. 
  • Provide annual budgeting and forecasting for future years. Understanding what you have in inventory will allow you to effectively budget for this year and next. Using historical data, current usage trends can help maximize your resources and provide accurate forecasting. The more accurate and reliable the Technology Department’s forecast is, the smoother the partnership with the Finance Department. 
  • Conduct an analysis of your total cost of ownership (TCO). For best results, include both hard costs and soft costs. This will offer visibility into the total lifecycle cost of devices, including initial purchase, maintenance, repairs, and eventual disposal. 

Total Cost of Ownership (TOC) Model 

  • Conduct regular internal audits and inventory management. Maintain accurate inventory of all devices, including condition, location, and usage. Pro tip: use a standardized method for reporting on asset condition, such an A/B/C grading system or a nomenclature like new/good/fair/poor. This will give you more confidence in what you have and what you will need in the future. 
  • Implement maintenance and repair programs. A preventative maintenance program can help extend the lifespan of devices and reduce the frequency of replacements. Establish clear policies for repairs, including warranty coverage and repair turnaround times and cost responsibilities. This will help you be proactive with your technology fleet and stay ahead of needs. 

Conclusion 

ESSER funds have provided an opportunity like never before to enhance the technological capabilities in your schools and significantly impact the educational experience of students and staff alike. However, as these funds come to an end, maintaining, protecting, and updating this technology is a huge responsibility. 

By establishing a robust system of insurance, repairs, and technology updates, you can ensure that laptops and other devices funded by ESSER remain functional and secure for years to come. This proactive approach will help you maximize the impact of ESSER investment, extending the lifespan of your devices, and ensuring that staff and students have the reliable tools they need to succeed. 

AnnaMaria Gallozzi

Sr. Product Manager at Frontline Education

Addressing the Special Education Teacher Shortage: A Plan of Action

The shortage of special education teachers in the United States is a growing concern, affecting the education of over 7.5 million students with disabilities. At the start of the 2023-2024 school year, 70% of schools reported vacancies in special education positions, putting immense pressure on existing teachers and administrators. Special education teachers like Maryellen Robinson in Massachusetts report being overwhelmed by balancing the diverse needs of their students with limited resources.1 “It makes me feel so sad knowing that there’s such a shortage of people who want to go into this field and working with students like my own,” said Robinson. 

Kimber Wilkerson, a professor of special education at the University of Wisconsin-Madison, points to several factors behind this shortage in a recent PBS News interview.2 “I think the job of being a special educator is a meaningful job that provides a lot of satisfaction. But the stresses and the pressures on teachers in schools right now, they are real. So it definitely contributes to people leaving their jobs faster than they might have in the past,” said Wilkerson. Burnout is significant, driven by high workloads and stress. 

Wilkerson shared that the public perception of teaching as a desirable profession has eroded over the past decade, coupled with diminishing benefits and autonomy for teachers, deterring individuals from pursuing careers in special education. 

This shortage impacts the quality of education for students with disabilities. Schools often consolidate caseloads, reducing individual attention. Some resort to hiring less qualified individuals, exacerbating the problem by increasing burnout and lowering service quality. A report by NPR highlighted the situation in Del Norte County, California, where staff shortages forced students like Emma Lenover to miss school and regress in vital skills.3 

Challenges and Solutions 

Addressing this crisis requires creative solutions. “Grow your own” programs can help. This infographic dives deeper into grow your own programs and how you can get started.  

Efforts to increase teacher pay and provide more professional development and support are crucial. Initiatives like improving working conditions, offering competitive salaries, and establishing mentorship programs can help attract new talent and retain existing educators.  

There are many steps districts can take to mitigate these issues: 

  1. Improve Working Conditions: Enhance the school environment to be more inclusive and supportive, including accessible buildings and a culture that values special education. 
  1. Increase Compensation: Offer competitive salaries and benefits to attract and retain qualified special education teachers. 
  1. Professional Development: Provide continuous training and professional growth opportunities to help teachers manage their workload and stay updated with best practices. 
  1. Mentorship Programs: Establish mentorship programs where experienced special education teachers can guide and support new hires. 
  1. Reduce Administrative Burden: Simplify paperwork and administrative tasks to allow teachers to focus more on their students. 

Academic Research:

Boston University professors share what schools can do about the Special Ed Teacher Shortage in this recent webinar.

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Action Plan for Districts 

Despite the challenges, the role of special education teachers remains vital. These educators support students with disabilities and help them achieve their potential. Encouraging more individuals to enter and stay in this field is essential for ensuring that all students receive the education and support they need. 

  1. Conduct Needs Assessment: Evaluate the specific needs of your district to understand the extent of the staffing shortage and its impact. 
  1. Lobby for Funding: Advocate for increased state and federal funding to support higher salaries and better resources for special education. 
  1. Collaborate with Universities: Partner with local colleges and universities to create pipelines for future special education teachers. 
  1. Community Engagement: Engage with the community to raise awareness about the importance of special education and the challenges faced by teachers and students. 

By addressing these issues comprehensively, districts can begin to resolve the special education teacher shortage and ensure that students with disabilities receive the quality education they deserve. 

Utilizing Technology Tools:

Technology tools like Frontline Special Programs Management and Frontline Medicaid & Service Management can play a critical role in alleviating the administrative burden on special education staff. These tools streamline documentation and compliance processes, reducing the time teachers spend on paperwork and allowing them to focus more on student interaction and instruction. By automating tasks such as IEP tracking, service logging, and Medicaid billing, these solutions can improve efficiency, enhance data accuracy, and ensure that necessary services are provided promptly. 

Dr. Taylor Plumblee

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

8 Groups Who Benefit from Human Capital Management in K-12 

Human Capital Management (HCM) systems are revolutionizing the way K-12 districts manage their staff. These systems streamline administrative processes, enhance professional development, and ultimately improve student outcomes. But who exactly benefits from these systems? This blog post will explore the key stakeholders who gain the most from HCM systems in K-12 education. 

1. Administrators: Lead with Efficiency 

  • Efficiency and Productivity: HCM systems automate administrative tasks, allowing administrators to focus on strategic planning and decision-making. 
  • Data-Driven Decisions: Access to real-time data and analytics helps in making informed decisions about staffing, budgeting, and resource allocation. 
  • Compliance and Reporting: Simplified compliance tracking and reporting ensure that districts meet all regulatory requirements without hassle. 

2. Human Resources: Simplify Tasks and Ditch Paper 

  • Streamlined Processes: HCM systems reduce the time spent on manual tasks such as payroll, benefits administration, and employee records management. 
  • Recruitment and Onboarding: Enhanced tools for recruiting, hiring, and onboarding new staff ensure that the district attracts and retains top talent. 
  • Employee Engagement: Improved HR workflows and communication tools help in maintaining high levels of employee engagement and satisfaction. 

“It has streamlined our process and minimizes the risk of losing documents. You can allow different administrators, principals, and employees to see different parts of each program and what is specific to their role in the district.”  

– Suzie Gerhardt, Human Resources Director, Circleville City School District 

3. Superintendents: Drive Strategic Vision 

  • Strategic Planning: HCM systems provide data insights that support long-term planning and district-wide initiatives. 
  • Resource Allocation: Ensure optimal use of resources across the district. 
  • Leadership Support: Foster a culture of continuous improvement and professional excellence. 

4.  Curriculum & Instruction Departments: Elevate Teaching Standards 

  • Professional Development: Offer targeted training programs to support teacher growth. 
  • Evaluation Management: Easily conduct transparent evaluations, incorporate data, identify areas for growth, and have more meaningful conversations about teaching. 
  • Data-Driven Instruction: Use analytics to enhance teaching methods and student learning outcomes. 

 “I feel like our staff now has a place where they can go online, they can take their own training if they want. They have the opportunity to do their own learning at their own pace if they want. They can find consistent, custom content. They can go in and register, check their transcript, track their in-service points.”

– Heather Platt, Professional Learning Coordinator, Martin County School District 

5. Teachers and Staff: Empower Growth and Retention 

  • Professional Development: Personalized learning and career growth opportunities support continuous professional development. 
  • Simplified Administrative Tasks: Tools for managing attendance, leave requests, and other administrative tasks make it easier for teachers to focus on instruction. 
  • Mentorship and Support: Access to mentorship programs and resources ensures that new teachers receive the support they need to succeed. 

6.  Principals: Foster School Excellence 

  • School Management: Efficiently manage daily operations and administrative tasks. 
  • Staff Support: Provide necessary resources and support to teachers and staff. 
  • Student Success: Focus on initiatives that directly impact student learning and well-being. 

“It facilitates and lessens the burden on the principal and allows them to spend more time focusing on instruction.”

– Rick Rodriguez, Assistant Superintendent, Lubbock ISD

7. Students: Support Uninterrupted Learning 

  • Quality Education: When teachers are well-supported and engaged, they can provide higher-quality education. 
  • Consistent Learning Environment: Efficient substitute management and reduced administrative burdens on teachers ensure that students experience fewer disruptions in their learning. 

8. Your Community: Foster Strong Connections 

  • Transparency and Communication: HCM systems facilitate better communication between schools and parents, fostering a stronger community relationship. 
  • Enhanced School Reputation: Schools that effectively manage their human capital tend to have a better reputation, attracting more families and community support. 

Human Capital Management systems provide comprehensive benefits across the entire educational ecosystem. By streamlining administrative tasks, enhancing professional development, and improving overall efficiency, these systems create a better environment for administrators, HR teams, teachers, students, and the broader community. 

Learn more about Frontline’s Human Capital Management suite here. 

Erin Shelton

Erin is a writer and member of the award-winning content team at Frontline Education. With experience in education, she is passionate about creating content that helps to support and impact the growth of both students and teachers.

Prepare for a Successful School Year with Our Comprehensive Nurse Director Checklist 

Streamline your school health management and ensure your nursing team is set up for success. 

As a nurse director, your role is crucial in maintaining the health and well-being of students. Start the school year off right with our detailed Beginning of Year Checklist. This essential guide will help you develop effective policies, streamline processes, and support your nurses in managing key tasks efficiently. 

Beginning of Year Checklist for Nurse Directors  

Objective: 

To ensure that your school nurses are well-prepared and efficient in managing their tasks throughout the school year. This checklist will guide you in policy development and setting up processes to support your nurses in key areas. 

1. Reporting: 

  • Review Reporting Requirements: Ensure you understand the district, state, and federal reporting requirements. 
  • Set Up Reporting Schedule: Create a timeline for regular reporting intervals (weekly, monthly, quarterly). 
  • Standardize Reporting Templates: Provide standardized templates for nurses to use. 
  • Training: Ensure all nurses are trained on how to use reporting tools and templates. 
  • Audit System: Implement an internal audit system to regularly review reports for accuracy and completeness. 

2. Scheduling: 

  • Appointment System: Set up an efficient system for scheduling student health appointments and follow-ups. 
  • Coordination: Coordinate with school administration to avoid scheduling conflicts. 
  • Training: Train nurses on the use of the scheduling system. 
  • Appointment Reminders: Implement a system for sending appointment reminders to students and parents. 
  • Monitor Efficiency: Regularly review the scheduling process for efficiency and make necessary adjustments. 

3. Immunization Management: 

  • Update Immunization Policies: Review and update immunization policies according to current guidelines. 
  • Record-Keeping System: Ensure an efficient and secure electronic health record system is in place. 
  • Communication Plan: Develop a plan for communicating immunization requirements and reminders to parents. 
  • Training: Train nurses on how to input and manage immunization records in the system. 
  • Compliance Monitoring: Regularly review immunization records to ensure compliance with health regulations. 

4. Group Screenings: 

  • Scheduling Screenings: Create a schedule for vision, hearing, and other health screenings. 
  • Screening Protocols: Standardize screening protocols and procedures. 
  • Documentation: Provide templates for documenting screening results. 
  • Training: Train nurses on the proper use of screening tools and documentation practices. 
  • Follow-Up Plan: Develop a plan for follow-ups and referrals based on screening results. 

5. Managing Medications and Prescriptions: 

  • Medication Policies: Update and review policies on medication administration and management. 
  • Documentation System: Ensure a reliable system for documenting medication administration and inventory. 
  • Training: Provide training on medication administration procedures and documentation. 
  • Parental Consent: Establish a process for obtaining and storing parental consent forms. 
  • Inventory Management: Implement a system for tracking medication inventory and expiry dates. 

6. Caring for Students with Chronic Conditions: 

  • Chronic Condition Protocols: Develop and update care protocols for students with chronic conditions. 
  • Individual Health Plans (IHPs): Ensure that each student with a chronic condition has a current IHP. 
  • Training: Train nurses on managing and documenting chronic conditions. 
  • Communication: Establish clear lines of communication between nurses, parents, and healthcare providers. 
  • Emergency Plans: Develop and review emergency plans for students with chronic conditions. 

7. Medicaid Billing for Health Services: 

  • Verify Eligibility: Ensure all nurses understand the criteria for Medicaid billing OR that you have a Medicaid vendor that verifies eligibility.  
  • Set Up Billing Process: Establish a clear and efficient process for documenting and submitting Medicaid claims. 
  • Training: Provide training on Medicaid billing procedures and any relevant software. 
  • Compliance Check: Regularly check for compliance with state and federal Medicaid regulations, if not included with your Medicaid Billing system.  
  • Monitor Billing: Implement a system to monitor billing accuracy and resolve discrepancies promptly, if not included with your Medicaid Billing system.  

By following this checklist, you will ensure that your nursing team is well-prepared, efficient, and compliant with all health regulations, providing the best possible care for your students throughout the school year. 

Download your free Beginning of Year Checklist now and set your school health program up for success!
Download Now

Frontline School Health Management is dedicated to empowering nurse directors with the tools and resources they need to optimize school health services. From efficient immunization tracking to streamlined Medicaid billing, our solutions ensure that your team can focus on what matters most – the health and well-being of your students. 

With Frontline School Health Management, you get: 

  • Efficient Reporting: Standardize and streamline reporting processes to save time and improve accuracy. 
  • Simplified Medicaid Billing: Easily process and submit Medicaid claims with our user-friendly tools. 
  • Effective Immunization Management: Maintain compliance with up-to-date immunization records and reminders. 
  • Organized Group Screenings: Schedule and document health screenings effortlessly. 
  • Comprehensive Medication Management: Ensure safe and accurate medication administration and tracking. 
  • Chronic Conditions Support: Develop and manage Individual Health Plans for students with chronic conditions. 
  • Streamlined Scheduling: Efficiently coordinate appointments and follow-ups with our integrated scheduling system. 

With Frontline School Health Management, you can confidently lead your nursing team, knowing you have the right tools and support to ensure a healthy and productive school year. Don’t wait – download your checklist today and take the first step towards a more efficient and effective school health program. 

Dr. Taylor Plumblee

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