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Cultivating a Positive School Culture Through Hiring & Onboarding

Have you ever worked in a school with an amazingly positive, supportive culture? The type where relationships are characterized by respect, trust and transparency; where mistakes are seen as opportunities for growth; where individual successes are recognized and celebrated. If you’ve been lucky enough to work in such a place, you know that a positive school culture has a certain magic to it — you can’t see or touch it, but there’s no denying that it’s there, uplifting staff and students alike.

While strategic leadership is vital to cultivating that kind of culture, building and maintaining it involves effort from everyone in the school — including your newest hires. So, it’s crucial that your school’s mission, vision and values are clearly communicated (and actively modeled!) in your hiring and onboarding processes.

Here’s how to do it.

Align Hiring with School Culture

School culture starts with hiring professionals who believe in and connect to your organization’s mission, vision, and values.

To achieve this:

  • Get specific about culture: Are you relying too heavily on a gut feeling about “culture fit“?
  • Examine your hiring process: Does your school culture shine through?
  • Reflect on interviews: Are you discussing school culture as a part of the discussion?

[ctt template=”9″ link=”jL40f” via=”no” ]School culture starts with hiring staff who believe in the organization’s mission and vision, and are closely aligned with the school’s values.[/ctt]

At one school, the tagline “Dedication. Collaboration. Innovation guides administrators in hiring candidates who are likely to be a good fit.

Communicate and Model the School’s Values

There’s no single set of characteristics that define whether a school’s culture is positive or not. But you know what it is that makes your school a wonderful place to be — and you know your values aren’t just words on a wall. Take a close look at what you think are the most important qualities that contribute to your school culture … and shout them from the rooftops!

  • Are they clearly communicated in job postings?
  • Are they laid out front and center in new hires’ welcome packets?
  • If you had to describe your district’s brand as an employer, could you?

These practices help you move towards hiring “culture carriers” — highly qualified professionals who will be models and champions of your school culture.

Make sure your school’s values are intentionally modeled throughout the hiring and onboarding process. For example, if collaboration is a key part of your culture, don’t let new hires feel isolated. Plan networking activities to welcome new employees into the school’s community and consider setting up more coaching or mentoring programs. Likewise, if your schools prize innovation, don’t make new hires slog through an inefficient, old-fashioned paper-laden onboarding process — find an onboarding system that makes the process easier.

Focus Oon What Matters in Onboarding

Onboarding and induction should inspire new hires to be enthusiastic stakeholders in the school’s culture. But in many school districts, employee onboarding is focused on paperwork and process — not supporting new hires and ensuring their success.

It’s understandable how this happens: the sheer volume of paperwork necessary to bring a new employee into the district can be overwhelming. But it’s necessary to “tame the paper beast” in order to focus on what really matters in onboarding: setting the stage for each employee’s success.

So, don’t let paper or process distract you (or new hires) from building relationships and being a present, positive force in the organization. Obviously, you can’t just let onboarding paperwork go by the wayside — the information collected during onboarding is crucial to actually employing someone to work in the district. But the paperwork itself shouldn’t be the focus on onboarding, it should be an administrative task that doesn’t take up too much of anybody’s time. When you’re able to automate paperwork and process necessary to onboarding new employees, you can find time for celebrating culture. You’re able to look for opportunities to maximize the human element of employee onboarding whenever possible:

  • Answering new hire’s questions
  • Building relationships
  • Wholeheartedly welcoming them into the community

That’s when you can really show what your school culture is all about.

Ready to learn how you can create an outstanding hiring and onboarding process?
Frontline Human Capital Management

The Teacher Retention Crisis: How AI Can Help 

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 Teacher Retention Challenge 

School districts nationwide are facing critical teacher shortages and turnover rates, jeopardizing the stability of education. Retaining qualified teachers has become essential, and one solution may be surprisingly straightforward: listening to staff. Research consistently shows that when districts actively seek and respond to teacher feedback, educators are more likely to remain engaged and committed to their roles. However, the true effectiveness of staff surveys hinges on how well the data is analyzed and acted upon, which is often easier said than done. 

The Role of AI in Streamlining Survey Analysis 

AI tools like ChatGPT can significantly streamline this process, transforming how administrators collect, analyze, and act on staff feedback. By automating the analysis of open-ended survey responses, AI extracts meaningful insights from qualitative data, helping administrators better understand staff needs and enabling them to respond faster and more effectively. This enhanced analysis ultimately supports teacher retention by addressing concerns more quickly and comprehensively.  

Learning from Successful Districts 

The power of listening to staff is evident in success stories from districts like Freeman, Gorham, and Calhoun City Schools, where survey feedback led to transformative changes. These districts took staff input seriously and implemented impactful changes like diversifying classroom literature and creating new leadership roles for teachers. These efforts sent a strong message to staff: their voices matter. Research confirms that empowering teachers by giving them a say in decision-making not only boosts retention but also contributes to stronger school communities and improved student outcomes.  

ChatGPT: Identifying Science of Reading Knowledge Gaps  

Nearly every state has passed legislation mandating that school districts align reading curricula with the Science of Reading (SOR)—a collection of research rooted in cognitive psychology and neuroscience that aims to understand how students learn to read and which instructional practices are most effective. However, for a variety of reasons, few teachers have been exposed to evidence-based reading instruction in their teacher preparation programs, leaving districts to identify and fill these knowledge gaps. 

One district surveyed its K-3 teachers to assess their perceived knowledge before launching professional development initiatives. The survey included questions like:

  1. Rate your knowledge of the Science of Reading (1 = lowest, 5 = highest.) 
  2. Explain your selection. Write as much as you can about what you know about the Science of Reading. 

While open-ended survey responses provide richer, more nuanced insights, they are often time-consuming to analyze. The real challenge for school administrators lies in processing the large volume of qualitative data surveys generate—especially for questions like number 2. However, these responses offer valuable context that numeric data alone cannot capture, such as highlighting specific professional development needs. Planning PD around these insights can increase teacher engagement and retention by showing staff their voices are being heard and acted upon.  

Here, ChatGPT offers a powerful solution by rapidly analyzing hundreds or even thousands of responses, identifying trends and themes within minutes–work that would otherwise take days. See the prompt below.  

1. What teachers know; 2. What they don’t know yet

[Paste all 145 survey responses.] 

  • “I’ve attended several workshops on the science of reading and incorporate structured literacy practices into my daily lessons. I focus heavily on phonemic awareness and systematic phonics instruction.” 
  • “I’ve heard the term but haven’t really explored it in depth. My approach has mostly been traditional, and I feel like there’s a lot more I need to learn.” 
  • “The science of reading emphasizes phonics as a key to unlocking literacy. I’m familiar with teaching decoding and blending, but I could use more practice in applying these strategies with students who are struggling.” 
  • “I know that the science of reading is rooted in cognitive research and focuses on the essential components like phonemic awareness, decoding, fluency, vocabulary, and comprehension. I’ve implemented a lot of these practices in my classroom.” 
  • “I don’t know much about it. I’ve relied mostly on guided reading and leveled readers, and I haven’t really studied structured literacy approaches.” 

Seconds after submitting the prompt and survey responses for analysis, ChatGPT generated a trend analysis, revealing what teachers know and where gaps remain. 

Trend Analysis:

1. What Teachers Know:

  • Strong Understanding of Phonemic Awareness and Phonics: Many teachers have a solid understanding of the foundational elements of The Science of Reading, specifically phonemic awareness and systemic phonics instruction. They feel confident implementing structured literacy practices and recognize the importance of these components in helping students, especially struggling readers. Phrases like “I focus heavily on phonemic awareness and systematic phonics instruction” and “I’ve seen positive results” suggest that teachers are comfortable applying these strategies in their classrooms. 
  • Familiarity with Research-Backed Practices: Some teachers have engaged with the cognitive research behind the science of reading. They understand that it is evidence-based and emphasizes explicit, systematic instruction in reading. For example, “I know that the science of reading is rooted in cognitive research” reflects teachers’ awareness of the research foundation. 
  • Application in Classroom: Several teachers have already integrated components of The Science of Reading into their daily lessons, indicating that they have attended workshops or undergone professional development on the topic. Teachers frequently mention the use of decoding and blending strategies in their classrooms. 

2. What Teachers Do Not Know Yet:

  • Comprehension and Vocabulary Instruction Gaps: While teachers are confident in teaching phonics and decoding, they often express uncertainty about teaching comprehension and vocabulary. This is a recurring theme, with phrases like “I could use more practice in applying these strategies with students who are struggling” and “I feel less confident when it comes to teaching comprehension.” Teachers indicate that they are still figuring out how to support students in these areas. 
  • Fluency Instruction as a Weak Area: Many responses reveal that teachers feel less confident teaching fluency. This is highlighted by comments such as “I’m confident in teaching phonics and decoding but less so when it comes to fluency and comprehension strategies,” indicating that fluency remains a challenging area for many teachers. 
  • Incomplete Understanding of the Science of Reading: Some teachers are still unfamiliar with key concepts of the Science of Reading or have not fully explored them. Responses like “I’ve heard the term but haven’t really explored it in depth” and “I’m still getting familiar with the terminology and approach” show that some teachers have limited exposure to structured literacy approaches or have relied on traditional methods, such as guided reading, that may not align with the Science of Reading. 

Teachers possess a strong foundational understanding of phonemic awareness and phonics, which they regularly apply in their classrooms. However, there are notable gaps in their knowledge of fluency, comprehension, and vocabulary instruction, areas where they seek more professional development. Teachers are eager to deepen their understanding of the Science of Reading, particularly as it relates to supporting struggling readers and implementing research-based practices consistently.  

As the teacher retention crisis continues to challenge school districts across the country, finding ways to effectively gather and act on staff feedback is more important than ever. AI-driven tools like ChatGPT offer a powerful solution for analyzing the complex data generated by staff surveys. By leveraging AI, districts can ensure they respond to teacher needs with targeted professional development and support, fostering a culture of engagement and retention. Ultimately, embracing these technologies will help districts not only improve retention rates but also create more supportive environments where both teachers and student thrive. 

Ellen Agnello

Ellen Agnello is a former teacher, educational researcher, and university instructor in teacher preparation. She critically examines key issues impacting K-12 teachers and administrators. Through a research-driven lens, she explores and writes about the evolving challenges in education, offering insights to help both educators and school leaders thrive.

Why Building-level Asset Management is the Perfect Complement to Your Fixed Asset System 

Fixed asset system, building level asset management system… what’s the difference? Why would a school district ever need both? 

A fixed asset system is primarily a financial tool designed to manage capital assets above a set monetary threshold to fulfill district accounting needs. Although effective for financial reporting and compliance for capital assets, these systems fall short in managing the day-to-day assignment, movement, and usage of assets across the school district. 

A building-level asset management system, on the other hand, complements and significantly enhances the reporting capabilities of your fixed asset system. It is focused on perpetual inventory tracking and increased accountability, driven by the need to reconcile the fixed asset system’s data as well as non-capitalized assets that are critical to instruction. 

Building-level asset systems provide data integration options with the district’s student management system and human resources software to manage the assignment of devices to students and staff. Additionally, they complement the needs of financial asset managers with real-time mobile inventory audit functionality, digital inventory transfer and disposal workflows, and asset usage reports broken down by site to keep your asset information up to date. 

As a vital counterpart to your fixed asset system, a building-level asset management system will enable you to: 

1. Communicate Asset Information Across the District 

Asset identification is a widespread practice within school districts, but it is more common for capital assets above a specific monetary threshold. With the influx of lower-cost mobile devices, schools need a system in place to correctly verify the location and status of any asset necessary for instruction or operations to ensure they are accounted for accurately. 

Building level asset management systems allow the entire district to identify and update asset information as it is needed for department assets, eliminating guesswork and reducing the time spent hunting for information. And that means you can be sure the right assets are in the right hands at the right time, enhancing learning outcomes and teacher effectiveness. 

2. Keep Asset Data Accurate  

Most district business administrators cringe at the idea of adding thousands of low-cost, non-capital assets to their already large, fixed asset ledger. A building-level asset system provides you with a separate database for campus and department leaders to easily manage assets under their control. It also minimizes the need for paper forms by providing electronic asset transfer forms, documenting the movement of assets from building to building using barcode scanners. District and school leaders can easily report on asset location, status, utilization, and funding source, which is crucial for staying compliant with state and federal regulations for assets funded through Title I or CTE programs, or those that are designated for IEP requirements. 

Integrating your asset management system with your SIS and human resources software makes it easy to maintain an accurate view of devices assigned to students and staff. This visibility increases accountability and helps to minimize loss or misuse. With controlled access across schools and departments, the right asset management system ensures that every asset is accounted for and managed effectively. 

FRONTLINE ASSET MANAGEMENT CASE STUDY: SOUTH HUNTINGTON SCHOOL DISTRICT 

Faster Device Collection and Distribution,
Increased Accountability, and Less Asset Loss 

“It’s really helping to keep the district’s spending under control, which is a huge piece.”

– Reanna Fulton, Ed.D., Assistant Superintendent for Student Services

Read the Case Study

3. Automate Physical Inventory   

Using a building-level asset management system in addition to your fixed asset system, you can easily perform and monitor the progress of inventory audits in real time – giving the district instantaneous information about which assets are verified, missing, or misplaced. By validating the location of assets electronically, there is no longer a need to send paper printouts or spreadsheets from the fixed asset system for each school principal to account for site assets. Use room inventory reports as a starting place to find the asset in the school building, where schools can quickly identify the actual location of assets. This automation provides the same functionality that expensive physical inventory companies would use to systematically audit each site, saving both time and money. 

4. Ensure the Accuracy of the District’s Property Listing   

District business administrators reconcile the actual physical inventory of purchased assets to the district’s property listing. Without a building level asset management system, processing paperwork to update assets that have been lost, damaged, disposed, stolen, or transferred is a time-consuming, manual task. Producing an accurate property listing of all assets located within each campus is incredibly difficult without automating these processes. Building-level asset management systems give school staff the tools necessary to verify their physical inventory, while providing district administrators access to asset records and reports for each building, increasing transparency and reducing asset verification times. 

5. Increase Financial and Operational Efficiency   

A building-level asset management system contributes to significant cost savings. By reducing loss, ensuring assets are used effectively, and automating inventory and audit processes, school districts can save money, time, and effort, which can be redirected toward furthering educational goals – and that is something to get excited about. 

These are just a few of the ways your inventory control processes benefit by having both building-level and fixed asset management systems. To explore how you can achieve a higher level of fiscal responsibility, operational efficiency, and educational support with Frontline’s Asset Management, schedule a consultation today. 

Schedule a Consultation

Talk Data to Me: Accurately Predicting District Absences

Last fall, the Frontline Research and Learning Institute analyzed over years of absence data and reported high-level predictability of K-12 absence trends. That analysis, further outlined here, lead to the development of a district-level absence prediction model by Frontline’s Human Capital Analytics team and districts across the county utilized the model’s results during the 23-24 school year.   

So, how did the model perform? How accurate was it at predicting a district’s absences? Let’s take a look!  

Absence Prediction Data  

The Absence Prediction model inside of Human Capital Analytics provides a district with a predicted number of substitute-required absences that they can expect to occur in their district on any given day. The model, which is trained using each district’s unique historical absence data, also provides a measure of accuracy to the district so they can be confident in its predictions.  

The accuracy measure takes the daily difference between the district’s prediction and the real number of absences that occurred each day, and divides that average difference by the average number of real daily absences that have occurred in that district. That result gets subtract from the number 1 to produce a percentage measure where the larger the percentage, the more accurate the model has been.   

For example, let’s say the average daily difference between the prediction and reality is 4 absences, and the district has an average daily absence total of 40 absences.  

Their accuracy measure would be 

1 – 4/40 = 90%  

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Across the sample of K-12 districts utilizing Human Capital analytics during the 23-24 school year, their models were highly accurate at predicting district-level absence totals.  Check out the table below!  

Accuracy Range % of Districts 
90-100% 68% 
80-89% 19% 
70-79% 10% 
Less Than 70% 3% 

The takeaway: 

  • 67% of districts enjoyed daily predictions that were greater than 90% accurate. 
  • A whopping 87% of districts benefited from daily predictions that were at least 80% accurate.   

Districts were able to use their predictions to proactively allocate substitute resources, optimize positioning of building substitutes, set up incentive programs to encourage substitutes to fill absences on days where high volumes of absences were predicted, and intelligently plan professional development that would minimize the creation of absences on certain days.   

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Talk Data to Me: How Many Absences are Substitutes Actually Filling?

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Want Your Own Predictions?  

With Human Capital Analytics, you can access machine learning predictions for the entire 23-24 school year. This tool will empower district leaders to analyze which days they can reasonably expect more or less sub-required absences and see how their absence trends rise and fall throughout the year.  

Look Into Your District’s Future with Human Capital Analytics 

Kevin Agnello

Kevin is a Product Manager of Human Capital Analytics for Frontline Education. He is a former high school mathematics teacher and holds a Master’s Degree in Educational Curriculum and Instruction, a Master’s Degree in Educational Psychology, and is working on a dissertation toward a Ph.D. in Educational Psychology.

Telling Your District’s Health Data Story: Where Should You Start? 

School nurses and health professionals are often taking mental note of countless data points on any given day: how many students they’ve seen, how long those meetings lasted, any common physical symptoms they’ve started seeing more often… the list goes on.  

But when faced with the idea of synthesizing data or reporting on it, that can feel overwhelming, or, depending on how you document health office visits, impossible. 

Today we’re discussing how you can use health data to feel more empowered as a health professional in your school or district, specifically focusing on the basics to get you started. 

Why Health Data Reporting? 

We’re in an era where data often drives decisions in schools, something that can help make sure all students are served equitably. That also means that it can be hard for departments that aren’t used to extensive reporting (beyond the mandatory state/federal reporting) to tell a story with data. 

Using quantitative data can be crucial in backing up your ideas, and strengthens any qualitative evidence you’re bringing to a conversation. And that conversation could be anything. It could be related to hiring a new school nurse, or it might be that you need to change the ground surface at the elementary school playground after seeing a series of injuries. 

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Data-Driven Care: Elevating School Nursing with Effective Reporting 

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Going Beyond State & Federal Reporting 

Of course, if you’re a health professional in a school setting, you’re used to reporting to the government. But what we’re talking about today goes beyond those reports.  

We’re talking about the idea of taking data points to understand what’s going on in schools, make changes, and see if those changes are working. 

Where to Start? 

Starting with health data reporting can seem daunting, especially if you’re new to the practice. Here are a few ways you can get started:  

Consider the Questions You Have 

Start by identifying the key questions you want to answer. Before you get to the data piece, just consider what you’d like to know. You can start big (“Should we hire an additional school nurse?”) or small (“are we seeing more flu cases this year compared to last?”). 

Here’s a list of questions you might consider, or that might help you get started:  

  1. What percentage of students have received all required vaccinations, and how does this vary by grade level? 
  1. Are there trends in absenteeism due to illness, and do certain seasons or months show higher rates? 
  1. How many students have been diagnosed with asthma, and how often do these students require medical attention during school hours? 
  1. What is the prevalence of mental health issues, such as anxiety or depression, among students, and has this rate changed over time? 
  1. Are there correlations between student health conditions (e.g., anxiety, diabetes) and academic performance or attendance? 
  1. What are the most common reasons for visits to the school nurse, and do these reasons vary by age or gender? 
  1. How many students have food allergies, and what are the most common allergens reported? 
  1. What percentage of students are enrolled in free or reduced lunch programs, and how does this correlate with reported health conditions? 

Go With Your Gut 

Do you have a hunch about a health related trend in school? That can be a great place to start. Maybe you’re used to seeing increased instances of students feeling down or depressed in the lead up to winter. If you track those instances and look at them from a high level, are there any commonalities? Or maybe that’s a sign that it’s a good time for education on mood boosters for darker months.  

Alongside teachers, health professionals are people who interact with students a lot. And for some students, school nurses are the only healthcare professional they have access to on a regular basis. Your gut feeling about a student or a school-wide trend is important, but won’t always help you make a case to district leadership. So tracking and reporting is one way to quantify and validate that gut feeling, and make it easier to share with others when action is warranted.  

Start Small 

You might be thinking to yourself, “even if I wanted to compare this year’s flu rates to last, I can’t because I can’t don’t have historic data”. That’s ok! It might feel frustrating, but you have to start somewhere. It’s a good idea to have some short-term goals alongside some longer-term goals.  

So you can start tracking flu rates knowing that it won’t help you compare this year to last, but will position you to do that next year. And in the meantime, you could look at the reasons students are visiting the nurse’s office and see if there are any trends there. 

Knowing that you’ve been reporting health data to the state, you could consider starting with that data first and gradually expand as you become more comfortable with the process. 

Talk to Your Vendor 

Your EHR or health data management vendor can be an invaluable resource in your reporting journey. They can help you understand what data is available, how to access it, and how to use the tools at your disposal to generate meaningful reports. Don’t hesitate to reach out to them for guidance and support. 

Use Cases 

Mental Health vs. Physical Health 

The traditional healthcare model often separates mental and physical health, but in schools, many school nurses are involved to some degree with both mental and physical health. Especially as nursing evolves and our understanding of mental health evolves, there is increasing understanding around the relationship between physical and mental health.  

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The Importance of Reporting in Your District’s Mental Health Program

In recent years, mental health challenges among students have become increasingly prevalent, casting a shadow over the educational landscape. As K-12 school districts grapple with these issues, the importance of data-driven approaches cannot be overstated. In this blog post, we’ll explore why robust reporting is essential for your district’s mental health program.  

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Communicable Diseases  

When is it time to take actions to mitigate the spread of a communicable disease?  

In the wake of COVID-19, there is a delicate balance for school health professionals to not raise alarm unnecessarily while proactively addressing potential disease spread. If you maintain reporting for illnesses like streptococcal pharyngitis (strep) and infectious mononucleosis (mono), you can look at infection rates and understand the severity of a potential outbreak. 

Some electronic health record systems make it easier to track and report on contagious diseases.    

The Importance of an EHR/Tools 

Electronic Health Records systems (EHRs) have become increasingly important for school districts looking to go beyond the capabilities of their SIS.  

Frontline School Health Management has extensive reporting, and is purpose-built for K-12.

You can learn more about it and see it in action 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.

Why Automated Substitute Placement Beats Manual: A Comparative Guide 

In the midst of budget crunches and a substitute teacher shortage, school districts are examining every possible area for savings. One significant area where efficiencies can be gained is in managing teacher absences. Manually handling substitute placement not only consumes valuable time but also lacks a centralized view of spending and important trends. In contrast, automating substitute placement can bring significant savings and optimize resource utilization.  

Let’s explore the disadvantages of manual substitute placement versus the advantages of automation. 

The Substitute Teacher Shortage 

The shortage of substitute teachers has become a critical issue for many districts, further compounded by ongoing teacher shortages. This challenge adds significant complexity to managing absences effectively. Understanding how manual and automated systems address this issue is essential for optimizing resources and maintaining uninterrupted student learning.  

Here’s a quick look at how each system fares in tackling this pressing problem: 

Manual Substitute Placement and the Shortage 

  • Increased Difficulty in Finding Substitutes: With fewer substitutes available, manual calling becomes even more time-consuming and often results in unfilled positions. 
  • Last-Minute Scramble: The shortage amplifies the inefficiencies of manual systems, leading to a last-minute scramble to cover classes and additional stress for school staff. 

Automated Substitute Placement and the Shortage 

  • Wider Reach and Faster Response: Automated systems can contact a larger pool of substitutes quickly, increasing the likelihood of finding available candidates even in a tight market. 
  • Proactive Management: Automation allows for better planning and proactive management of absences, helping districts mitigate the impact of the substitute shortage. 

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Manual Substitute Placement: The Cons 

The Cost of Manual Substitute Calling 

Many districts use a decentralized absence management process, where a live substitute caller or secretary in each school records absences and finds substitutes. This process incurs substantial expenses in salaries and benefits for sub-callers and is often ineffective. Sub-callers often spend hours making countless phone calls, only to face unresponsive or unavailable substitutes. 

Before Frontline, I’d have to call subs and go down a list and maybe never find anybody. Now, teachers would get on the app, enter their day of their absence, and it would immediately start calling subs. ‘This person has filled this position, this vacancy.’ So, it really alleviated a lot of stress. 

–Jennifer Prejean, Human Resources Facilitator

Inconsistent Fill Rates 

Manual contact with substitutes, especially for last-minute absences, often results in low fill rates in classrooms. This can lead to additional expenses and frustration as principals may need to ask already busy teachers to cover for absent colleagues. 

FAST FACTS:

Substitutes prefer to receive absence notifications through a mobile app rather then text message, phone call, or internet browser by a ratio of 4:1.

Read More

Lack of Absence Accountability 

Without an automated tracking system, districts struggle to view and report on absence trends or track teachers’ leave balances. This lack of data can lead to the abuse of absence privileges, increasing costs for the district. 

Piles of Paperwork 

Manual processes for recording absences, logging substitute calls, processing approvals, and filing timesheets are paper-intensive processes. This paperwork doubles when information needs to be re-entered manually into payroll systems, causing confusion, slow processes, and additional expenses. 

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Automated Substitute Placement: The Pros 

Cost Savings and Efficiency 

An automated substitute placement system eliminates the need for part- or full-time substitute callers and increases district fill rates. The system can contact a large number of substitutes simultaneously, and jobs are available online for proactive substitutes to accept. 

Access to Better Reports 

With an online system, districts can analyze data such as absence trends and substitute costs to improve performance and reduce unnecessary expenses. Advanced systems provide custom report writers, allowing districts to create a wide variety of reports that can be exported into Excel and other formats. 

“I’m able to go in the report section and run a report each month. It takes me about 30 minutes to do 44 sites and come up with the [attendance] percentages for the schools. Thank goodness we’ve got Absence Management because data is immediately at my fingertips.”

– Bruce Chaffin, HR Director

Reducing Teacher Absenteeism 

Having consistent teachers in the classroom reduces placement costs and has been proven to improve student performance. An automated system increases teacher accountability through 24/7 tracking and instant online reporting. Real-time visibility and access to absence history enable districts to track casual absence abuses and facilitate discussions with teachers about improving attendance. 

Elimination of Paperwork 

Web-based automated systems dramatically reduce paperwork costs and disorganization. All substitute contact information and calls placed by the system are logged online, eliminating the need for call logs. Absence approvals can be managed online, and substitute data can be seamlessly transferred to payroll systems. 

“I put my absences in, and I also manage and approve absences for my faculty. It makes managing leave so much easier.”

– Karen Ingram, Career and Technical Education Director

Integration with Other Systems 

Automated systems save time by integrating with other applications and exporting data through reporting tools. Integration with payroll systems reduces manual data entry and errors, translating into direct savings for districts. 

Ready to go digital? 

Automating substitute placement offers substantial benefits for K-12 districts, from cost savings and improved efficiency to enhanced accountability and reduced paperwork. By adopting an automated system, districts can optimize their resources and focus on what matters most – providing quality education. 

Learn more about automated substitute placement here: Frontline Absence Management 

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.

Embracing Change: Best Practices for Enabling Organizational Change in K-12 Districts 

Understanding the Impact of Change 

Organizational change is a common experience for many workers, but its effects can be profound. According to the American Psychological Association’s 2017 Work and Well-Being Survey: 

  • Half of the workforce reported experiencing organizational changes in the past year or anticipated changes in the near future. 
  • Employees going through changes were more than twice as likely to suffer from chronic work stress and four times more likely to experience physical health symptoms at work compared to those not undergoing changes. 
  • One-third of U.S. workers felt cynical about change, suspecting hidden agendas among leaders. 
  • Those recently affected by change were three times more likely to distrust their employers.  
  • Only 40% of employees had confidence that changes would have the desired effects, while 30% doubted that changes would achieve their intended goals. 

Despite these challenges, organizational change is essential for growth and innovation. Yet, it’s crucial to approach change in a way that minimizes resistance and maximizes positive outcomes, especially in K-12 districts, where the stakes are high. 

The Unique Challenges in K-12 

K-12 education is constantly evolving, with schools facing ongoing pressures to adapt. Whether integrating new technologies, addressing diverse student needs, or navigating shifting educational policies, change is ever-present. However, this relentless pace can lead to change fatigue among staff, making it difficult for decision-makers to gain support and cooperation. 

The Importance of Change Enablement 

“For organizations to successfully navigate turbulent times, they need resilient employees who can adapt to change. Disillusioned workers who are frustrated with change efforts, however, may begin to question leaders’ motives and resist further changes. To build trust and engagement, employers need to focus on building a psychologically healthy workplace where employees are actively involved in shaping the future and confident in their ability.”

David. W. Ballard, PsyD, MBA, head of APA’s Center for Organizational Excellence 

A solid change enablement strategy prepares and supports individuals and organizations in adopting new ways of working. It’s not just about new systems or processes; it’s about addressing the human side of change. Here’s how districts can ensure a smoother transition: 

Seven Best Practices for Managing Organizational Change 

  1. Effective Stakeholder Communication: Engaging all stakeholders, from district leaders to end users, by understanding their needs and tailoring communications and training efforts accordingly. 
  1. Identify Rational and Emotional Needs: Understand the roles, tasks, and emotional drivers of those affected by the change. 
  1. Risk Management: Consider and address potential risks and constraints throughout the change process. 
  1. Inclusive Training Approach: Provide role-specific training that addresses the diverse needs of different personas, ensuring everyone receives the support they need. 
  1. Inspire Rather Than Enforce: Create a positive narrative around change, focusing on solving current pain points and involving stakeholders in the process.  
  1. Role-Specific Focus: Tailor training and support to the specific needs of different roles within the organization.  
  1. Additional Support for Novices: Offer extra assistance to new staff or those less familiar with new processes to ensure smooth adaptation. 

The Change Enablement Framework

Projects with structured change programs are six times more likely to meet their objectives than those without. The Change Enablement Framework encompasses both the technical and people sides of change, including:   

  • Change Enablement Program Management: Overseeing the change process from start to finish. 
  • Impact Assessment: Evaluating the effects of change on different stakeholders. 
  • Communication: Keeping everyone informed and engaged.  
  • Engagement and Buy–In: Encouraging active participation and commitment. 
  • Education and Skill Building: Providing training and resources to build skills and confidence. 
  • Monitor and Support: Continuously monitoring progress and providing necessary support. 

By incorporating these elements, districts can navigate change more effectively, fostering an environment where staff members are ready, willing, and able to succeed in a new landscape.  

Zooming in on Project Communications 

Effective communication is a cornerstone of successful change enablement. Engaging employees at the right moments and about the right topics fosters a sense of involvement, helping them adapt smoothly to new developments. Consistent project communications throughout the project lifecycle are crucial for maintaining transparency and support. The visual below outlines a strategic approach to project communications, guiding organizations through key stages: 

Transforming Change into Opportunity 

With the right strategies in place, districts can experience reduced resistance, enhanced change capability, smoother change adoption, successful project implementation, and better benefit realization. 

Beyond Buy-In: Fostering Commitment 

The ultimate goal of change enablement goes beyond mere buy-in; it aims to foster genuine commitment. Employees should not only understand the changes but also value and support them. By nurturing change champions within the organization, districts can ensure that new systems and processes are not just implemented but embraced and seamlessly integrated into daily operations. 

Harnessing the Power of Change 

Managing organizational change in K-12 districts requires a thoughtful and comprehensive approach. By adhering to best practices and focusing on both the technical and emotional aspects of change, districts can transform potential challenges into opportunities for growth and improvement. With a solid framework, clear communication, and engaged leadership, change can become a positive force that drives efficiency, energizes teams, and enhances productivity, ultimately benefiting the entire K-12 community. 

Frontline embodies these best practices, guiding districts through the complexities of optimizing their ERP systems. We collaborate closely with districts to ensure a smooth transition, addressing both technical requirements and the human elements of change, ensuring that new systems are effectively integrated and embraced by all stakeholders. Together, we turn the promise of change into a reality of improvement and success. 

“It was quite challenging. It was a very hard project, but we were supported by Frontline throughout the process and that really helped us be successful.”

– Dr. Angel Vales Lara, Assistant Superintendent of Information Technology at Austin ISD 

“Working with Frontline through all parts with all team members, there was always the spirit of collaboration and the willingness to focus on the end outcome through whatever challenges we faced together during the implementation.”

– Oscar Rodriguez, Chief Technology Officer, Austin ISD 

“It was very key for Austin ISD to make sure that we included multiple departments in the process. For us that included technology, human resources, finances, and procurement. And so when you have these multiple departments working together to achieve a common goal of improving the system, that was really important to us and I believe we really achieved that in Austin ISD.”

– Eduardo Ramos, Chief Financial Officer, Austin ISD

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.

Blended Learning: The Michelin-Star Recipe for K-12 Professional Development 

Imagine a Michelin-star chef, maybe Gordon Ramsay or Anne-Sophie Pic, crafting a gourmet dish: combining the finest ingredients, precise techniques, and innovative flair to create a culinary masterpiece. Similarly, blended learning for K-12 teachers combines the best elements of traditional in-person instruction with the innovative capabilities of online resources to craft an enriching and effective professional development experience. 

In the digital age, where technology is integral to learning and Gen Z students (and educators) are digital natives, this approach not only aligns with modern educational needs but also offers numerous benefits that can significantly enhance the skills, engagement, retention, and confidence of teachers. 

Read on to uncover topics like: 

  • What is Blended Learning? 
  • Advantages of Blended Learning in K-12 PD 
  • Who Benefits from Blended Learning? 
  • Implementing Blended Learning in Your School District 
  • The Future of Professional Development 

What is Blended Learning? 

Blended learning integrates the best of both worlds—traditional in-person training and digital resources. This approach allows educators to access materials, engage in interactive activities, and collaborate with peers online, while still benefiting from the personal interaction and immediate feedback of face-to-face sessions. Blended learning can take various forms, such as flipped classrooms, online courses supplemented by in-person workshops, or a mix of synchronous and asynchronous learning activities. 

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Advantages of Blended Learning in Professional Development 

Flexibility and Convenience 

One of the most significant advantages of blended learning is its flexibility. Teachers can access online modules and resources at their own pace and on their own schedule. Flexible professional development is particularly beneficial for educators who often juggle multiple responsibilities and may find it challenging to attend in-person workshops regularly. 

Personalized Learning for Teachers 

Blended learning allows for a more personalized approach to professional development. Educators can choose courses and modules that align with their specific interests, needs, and skill levels. This tailored learning experience can lead to more effective and meaningful professional growth. 

Cost-Effectiveness 

Blended learning can be a more cost-effective teacher training solution for school districts. It reduces the need for travel and accommodation expenses associated with traditional professional development seminars. Additionally, online resources can be reused and updated as needed, providing long-term value. 

Increased Engagement 

Interactive online platforms can make professional development activities more engaging. Features such as discussion forums, quizzes, and multimedia content can enhance understanding and retention. The combination of different teaching methods caters to various learning styles, making professional learning activities more inclusive. 

Collaborative Opportunities 

Blended learning transforms professional development into a vibrant, interconnected community of practice. By leveraging digital platforms and face-to-face interactions, this approach creates a rich tapestry of collaboration that extends far beyond traditional boundaries. Teachers can also connect with peers from different schools or districts, broadening their professional network and learning from a diverse group of educators. 

Real-Time Feedback and Support 

Online components of blended learning often include immediate feedback through quizzes and interactive activities. Educators can also receive ongoing support from instructors and peers through online discussion boards and virtual meetings, helping them to apply new strategies in their classrooms effectively. Blended learning really revolutionizes the PD feedback loop, cultivating a dynamic and responsive environment.  

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The Risk of Outdated Professional Development 

Sticking with outdated professional development methods can have several negative consequences: 

  • Decreased Engagement: Traditional methods might not hold the attention of modern educators who are used to interactive and tech-savvy environments. 
  • Lack of Data Integrity: Using disparate systems for PD can result in data silos, making it difficult to track and analyze professional development progress accurately. 
  • Limited Reach: In-person-only sessions can limit participation, especially for educators with tight schedules or those in remote areas. 
  • Higher Costs: Relying on multiple vendors for certification credits, learning management systems (LMS), content, compliance, and PD events can be expensive. The expenses related to travel, accommodations, and printed materials can also add up, straining school PD budgets. 
  • Inefficiency: One-size-fits-all training sessions may not address the specific needs of individual teachers, leading to less effective professional growth. 
  • Losing Candidates: School districts that rely on outdated PD methods may lose potential teaching candidates to other districts that offer more modern, flexible, and appealing professional development opportunities. 
  • Negative Perception: Newer generation teachers might perceive schools with outdated PD as “old school” and less innovative, potentially affecting their decision to stay long-term or their overall job satisfaction. 

By not adopting blended learning, schools risk falling behind in providing relevant and effective professional development, ultimately impacting teacher performance and student outcomes. 

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Who Benefits from Blended Learning? 

Blended learning isn’t just advantageous for teachers; it benefits the entire district and school community: 

Teachers 

Gain flexibility, personalized learning, and opportunities for collaboration and immediate feedback. 

Students 

Indirectly benefit from having better-prepared and more engaged teachers who bring fresh ideas and strategies into the classroom. 

School Districts 

Save on costs, provide more effective training, and support a culture of continuous improvement and innovation. 

Administrators 

Can track professional development progress more efficiently and ensure that training aligns with district goals and standards. 

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Implementing Blended Learning in Your School District 

To successfully integrate blended learning into your district’s professional development programs, consider the following steps: 

1. Assess Needs and Goals: Conduct a needs assessment to determine the specific professional development needs of your teachers. Set clear goals for what you hope to achieve with blended learning. 

2. Choose the Right Platform: Select a robust and user-friendly online learning platform that can support various types of content and interaction. Ensure that it integrates well with existing systems and is accessible to all educators. 

3. Develop High-Quality Content: Create engaging and relevant content that meets the needs of your teachers. Incorporate a mix of videos, readings, interactive activities, and assessments. 

4. Provide Training and Support: Offer training sessions to help teachers become comfortable with the new platform and blended learning approach. Provide ongoing technical support to address any issues that arise. 

5. Evaluate and Adjust: Continuously evaluate the effectiveness of your blended learning programs through feedback and performance data. Be prepared to make adjustments to improve the learning experience. 

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The Future of Professional Development 

The blended learning concept is simple, but it’s flexible enough to meet the needs of almost any individual or group. And the benefits are nothing to brush off: time that would have been required teach a workshop can now be reclaimed (saving money on substitute teachers) or used for collaboration and application.  

The search for more effective ways to teach students never ends. You research. You get creative. You lean in, put your weight into it. You do these things because knowledge — and the skills to gain knowledge — equips students for success in life. What would it look like to apply some of these ideas to professional learning? To move past the sit-and-get workshop? To find creative ways to provide the kind of learning opportunities each individual teacher needs and wants? Blended professional learning is a great place to start.  

By leveraging the advantages of both in-person and online learning, blended learning can empower teachers to achieve their professional goals and improve student outcomes. As we continue to embrace digital transformation in education, blended learning will undoubtedly play a pivotal role in shaping the future of professional development. 

Interested in learning more about Frontline Professional Growth?

Get Started 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.

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.

Learn More about Employee Central

Everything you need to manage your district’s people — in one place.

 

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.