Frontline Blog

The question of how to support students’ mental health was top of mind before the pandemic. Now it’s more critical than ever. COVID-19 has been an ongoing traumatic event for many students. And as schools reopen virtually or in person, figuring out which students need support — and how to support them — is a growing challenge for schools.

A recent Talk Data to Me blog explored the importance of substitute teacher engagement in maximizing your organization’s absence fill rate. But what about the way substitutes accept jobs in your district? Can that impact fill rates as well?

How can schools avoid legal exposure during the COVID-19 pandemic? In August, School Law practitioner John B. Comegno II, Esq. presented a webinar on schools' legal considerations as they set about reopening. Here, John responds to audience questions about that topic.

In this article, two colleagues — one with an HR background, one from the world of professional development — consider how to motivate and engage employees through two different lenses.

Previously on Talk Data to Me, we examined COVID-19’s impact on teacher absences throughout the spring. Between March and the end of the school year, most school districts across the country had migrated to virtual learning models, and during that time the number of absences requiring a substitute plummeted. So far during the 2020-21 school year, some districts have chosen to fully reopen, some are continuing with virtual learning, and others are operating somewhere in between, with a hybrid model.

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

School-based Medicaid claiming programs enable districts to seek reimbursement through three distinct avenues: Fee-for-Service Billing (otherwise known as Direct Service Billing), School-Based Administrative Claiming, and Cost Reconciliation. Understanding the definitions of each program and how they are related are the first steps to understanding how the cost reconciliation process can impact your district’s revenue.

What happens when teachers work to ensure their students’ success but that success remains elusive? Frustration. I hear frustration from teachers when they feel they are not meeting the needs of their students. Teachers care deeply.