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How K-12 Districts Can Use Location Data to Increase Equity over Summer Break

Summer: Not a “Vacation” for Every Student 

 

Mrs. Johnson’s third grade students file into the classroom, take their seats, and open their notebooks to start their bell work. Projected on the whiteboard, a prompt reads: “Summer break is coming soon! Write about a fun trip you might go on, a cool activity you want to try, or a special holiday you will celebrate.” Most students get started right away. Shane writes about attending basketball camp at the local university and meeting his favorite college players. Tracey writes about a family trip to the beach. Mark writes about celebrating his birthday with presents, cake, and a bounce house. Jade doesn’t write anything at all because, unlike her peers, her summer plans are less certain. With school closed for the summer, she worries about where and when she will eat. With her parents away at work all day, she worries about how she will fill her time.

The Summer Care Gap 

But Jade isn’t alone in her uncertainty. More than 10% of American children live in food insecurity. Additionally, in about two-thirds of American households with children, both available parents work and must arrange care for their children when school is out of session. For many, this means piecing together summer camps, programs, and care that costs a good chunk of their earnings. This model is financially and logistically unsustainable for many American families, and some, like Jade’s are left with only one option: leaving their children home alone. Without reliable meals and more capable peers or adults to provide academic enrichment activities, many American children begin the new school year with decreased abilities in essential skills like reading and math. 

Challenges K-12 Districts Face as they Try to Bridge the Gap 

K-12 districts do their best to address summer gaps including providing consistent access to healthy food through federally funded, state-administered summer nutrition programs. The National School Lunch and Breakfast Programs provide nutritious meals to kids who participate in qualifying summer school programs. SUN Meals, another summer food service program, allows agencies to distribute food at eligible locations including schools, churches, and parks. However, states report challenges with meal sites, participation, and program administration.  

One of these challenges is selecting an accessible site for the students who most need it. About 20 million pre-high school students live too far to walk or bike to school and about 20% of economically marginalized families do not own a vehicle. So, without bus availability, the optimal site is one that is safely walkable. However, manually mapping all qualifying students’ home addresses, identifying highly concentrated areas of students who receive free and reduced priced lunch, and then selecting a site within walking distance of that location is tedious and time-consuming work.  

Using Student Location Data To Make Faster and Smarter Decisions 

Committed to serving all students, including those who are most in-need, some district leaders have integrated student location data with other student-level data points that they regularly track. Using a comprehensive mapping tool, administrators can load and visualize data so that they can more easily identify trends and make the right decisions, like which neighborhood to select for the site of their summer nutrition program. 

The map below shows a district’s geography with black lines marking school boundaries. Each person icon represents a student’s home location. The fill color indicates free or reduced priced lunch eligibility (See the legend in the top left corner of the map). Notice the concentration of blue in the center of the map – this might be the ideal location for summer meal support and academic enrichment. 

Users can select this area to drill down into the data and see the socio-economic, grade level, and school breakdown of the students who reside within it (See the map below). This information can help school leaders and program administrators rest assured that the location is suitable for a summer food service program. 

By utilizing data analytics software, district leaders can easily identify patterns and make smarter decisions to help students, like Jade, have a worry-free summer.  

How RFID Can Make Physical Inventory Management Easier

Physical inventories can be so daunting. Countless mundane hours of touching every single asset across your district, manually inventorying mobile devices, projectors, access points, server rooms, and everything in between is dull, time-consuming, and leaves room for human error.

Imagine if you could magically inventory everything within 14 feet of you in just a few seconds.

With Radio Frequency Identification (RFID), it’s possible, allowing you to speed up your inventory audit. (Sorry for the mislead there — it’s not actually magic.)

“Any sufficiently advanced technology is indistinguishable from magic.”

— Arthur C. Clarke, Profiles of the Future: An Inquiry into the Limits of the Possible

What is RFID? 

What do tollbooths, concert wristbands, and your favorite retail store have in common? RFID! 

RFID, or Radio Frequency Identification, is a technology that utilizes radio frequency waves to transfer data and information. RFID tags can uniquely identify and track inventory and assets. And unlike barcodes, the RFID tags do not require direct line of sight or proximity to successfully confirm the location of an asset while performing a physical inventory. 

RFID technology works by transmitting radio waves between an RFID scanner (sometimes called an RFID interrogator) and an RFID tag, which is made up of a microchip with an antenna. When a scanner sends out electromagnetic waves, the RFID tag attuned to receive the waves sends a unique signal back to the scanner. The microchip on the RFID tags holds information on the tag and relays the electronic product code (EPC) and asset tag number to the RFID scanner.  

There are three essential elements involved in this transaction: 

RFID Tags 

RFID tags can be affixed to assets to be read by the reader. You can tag items that are mounted to ceilings or walls, stacked in carts or cabinets, and stored out-of-sight. 

  • There are two types of RFID tags: 

Passive tags don’t require their own power source — rather, the tag is powered by the scanner. They are affordable, have a long life (with no need for battery power), a shorter communication range and have a smaller profile as a thin and flexible tag. Cost varies $1-$5 per tag, depending on what assets you are going to tag and how many tags you are purchasing. 

Active tags use a battery to power the tag, which continuously broadcasts a signal. Active tags have a greater read range, but the battery generally lasts for 3-5 years and requires replacement. Cost: $15-$100 per tag. 

Barcode scanners and QR codes are other options for scanning assets. While RFID inventory management has significant advantages such as better security and the ability to scan multiple items at the same time from a greater distance without a direct line of sight, there is also a higher up-front cost. While you can print barcodes and QR codes yourself, the same is not true for RFID tags. But it is worth noting that the RFID tags offered by Frontline include a barcode for manual scanning as well. 

  • RFID Scanner/Reader 
    RFID tags can be read simultaneously and automatically by the RFID scanner. You don’t have to physically scan each asset, instead, the RFID scanner will read RFID tags within 14 feet. 
  • Software 
    What use is important data read from the tags without a way to store and understand it? Software enables you to collect and understand the information in order to manage inventory across your district. 

Make Inventory Audits Easier with RFID 

RFID technology makes it possible to scale your device inventory audits by addressing the challenges that strain your current processes: limited staff resources, increased inventory purchases, and an overwhelming number of building locations. 

Not only can RFID inventory management save your technicians valuable time, but it can also immediately sync audit results into Frontline’s Asset Management. By automatically updating your database, your team can make real-time decisions based on accurate data. 

Here are a few ways that RFID can help you manage assets more effectively:  

  • Tag Your District’s Assets with RFID 
    RFID tags can be read simultaneously and automatically by the RFID scanner. You don’t have to physically scan each asset — instead, the RFID scanner will read RFID tags within about 14 feet. This means that you can instantly inventory your assets and mobile devices that are hard to reach. You’ll be able to inventory projectors mounted to ceilings, tablets or laptops in storage or on a cart*, and routers and switches overhead, simply by being in the same room as they are. 

* Materials such as metal or water (or people) can interfere with RFID frequencies. When using RFID to scan for assets in a room, ensure that computers are not stacked directly on top of one another and open doors to storage closets and technology carts. 

  • Make Confident Decisions Based on More Accurate Data 
    Not only does RFID give your technicians the capability to reduce manual data entry, save time, and increase accuracy, it also immediately syncs audit results with an asset management system. When you reconcile inventory, your team can make real-time decisions based on accurate data. With a clear picture of what you have and where it is, you can make smarter purchasing decisions, saving your district time and money.
  • Cut Time Spent on Physical Inventory in Half  
    Depending on the size of your district, inventory at each school can take several days. With RFID capability, you can trim that to just a few hours. By cutting down the time spent performing audits and making the process easier, you can conduct inventories more often and more easily, helping discover underutilized inventory, improving your data accuracy and making better use of the inventory you have. 

Is RFID Right for Your District? 

While RFID is remarkably effective and can save K-12 technology departments significant time, be wary of claims that it will solve all problems for all districts everywhere. If your school district is considering RFID, performing a physical inventory is highly recommended. 

Learn how Frontline’s Asset Management software can help you track your district’s assets with RFID and/or other scanning methods. 

From Staffing to AI: Presenting Key Trends from Frontline’s K12 Lens Survey

Like so many in the K-12 space, we read constantly about the many challenges that school leaders face. Among the list include staffing shortages, increasing student needs, enrollment fluctuations, inconsistent funding, and major technology shifts, including the latest player to the game: generative AI.

We always have questions and are committed to answering them and developing more nuanced understandings of these important issues, which often are not as simple as they seem. Our latest effort to get some answers involved surveying about 700 K-12 personnel.

Check out our key findings in the infographic below and for even more insights be sure to read the K12 Lens.

K-12 HR End-of-Year Checklist: Ensuring a Smooth Transition to Summer and Beyond

We know that K-12 Human Resource staff have a lot on their plates, especially as the school year winds down. Between managing staff, updating records, and planning for the next academic year, it can often feel like a juggling act. But don’t worry, we’re here to help make the end of the year as smooth as possible with our K-12 HR end-of-year-checklist.  

This guide is designed to keep all your ducks—or should we say, school buses—in a row, helping ensure a seamless transition to summer and setting the stage for a triumphant return in the fall.

Want a print friendly version?

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11 Steps to Wrap Up Your School Year 

1. Complete Performance Evaluations 

End the school year by conducting thorough performance evaluations for all staff. This is a crucial step in recognizing achievements, addressing areas for improvement, and planning professional development opportunities.

2. Update Staff Records and Certifications 

Ensure all staff records are current, including contact information, emergency contacts, and professional certifications. Verify that any required certifications are up to date and schedule reminders for renewals due in the upcoming school year.

3. Conduct Exit Interviews

For staff not returning in the next academic year, schedule and conduct exit interviews. These can provide valuable insights into the working conditions and potential areas for organizational improvement. 

4. Staffing for Summer and the New School Year 

Review staffing needs for summer programs and the upcoming school year. Begin recruitment early to fill any anticipated vacancies and ensure a smooth start to the new school year. 

5. Review and Update HR Policies 

Stay compliant with changes in labor laws and educational policies. Review your HR policies and update them as necessary to reflect any new regulations or district initiatives. 

Hand-picked Content: The Balancing Act of K-12 HR

How many hats do you wear? Read Now –>

6. Plan and Schedule Professional Development 

Professional development doesn’t stop when the school year ends. Whether it’s technology integration and digital literacy or social-emotional learning (SEL), plan and schedule summer training sessions to enhance your staff’s skills and prepare them for new challenges in the upcoming year. 

7. Enhance Employee Engagement and Wellness Programs 

Evaluate the effectiveness of your current employee wellness and engagement programs. Summer is a great time to introduce new initiatives or enhance existing programs to boost morale and support staff well-being. 

8. Prepare for Onboarding New Hires 

Did you know only 28% of districts have digital onboarding processes? The end of the year is the perfect time to streamline your onboarding process for new hires. Ensure that all onboarding materials are updated and that your process is ready to welcome new staff effectively. 

Hand-picked Content: The Onboarding Opportunity

Read Now –>

9. Utilize Data & Analytics for HR Decisions  

Analyze data from performance evaluations, surveys, and other HR metrics to inform staffing decisions, professional development plans, and employee engagement strategies. Use this data to identify trends, address issues, and enhance overall organizational effectiveness. 

10. Budget Review and Resource Allocation 

Conduct a thorough review of the past year’s budget and make adjustments for the upcoming fiscal year. Ensure that resources are allocated efficiently to cover all necessities, from staffing to professional development.  

11. Communicate with Staff and Stakeholders 

Keep the lines of communication open. Provide regular updates about any changes or important dates for the upcoming school year through newsletters, emails, and staff meetings. 

This comprehensive K-12 HR end-of-year checklist ensures that HR administrators can manage their responsibilities effectively, allowing them to focus on what truly matters—supporting the educators who nurture our students’ growth.  

As we move forward into summer and the next academic year, preparation today can pave the way for success tomorrow. 

Ready to ditch all that paper? Learn more about Frontline Human Capital Management.

Webinar Recap: Cultivating Exceptional Mentor Programs in K-12

In one of our recent power-packed webinars, the Professional Development team from Brevard County Public Schools joined us to discuss the importance of mentorship in K-12 and its impact on teacher retention and effectiveness. 

This post gives you a quick summary of the session, a closer look on Brevard County mentor programs, and best practices for HR and C&I teams to take back to their school districts. 

Interested in a preview? Check out this snippet! 

Webinar Speakers:

  • Susan Walters, Solutions Director, Frontline Education  
  • Bridget Reed, Learning & Development, Brevard Public Schools 
  • Lisa Stanley, Professional Learning & Development, Brevard Public Schools 
  • Lynnette Thorstensen, PD Specialist, Brevard Public Schools 

Webinar Topics: 

  • Identifying and developing core mentor qualities 
  • The blueprint to becoming a mentor 
  • Strategies for a conducive mentorship dynamic 
  • Setting your mentor program apart

Brevard County: Enhancing Teacher Induction and Mentoring  

Brevard County Public Schools is one of the top 50 largest districts in the United States, with 8 schools, over 73,000 students, and 5,000 teachers. They’ve seen a dramatic increase in the hiring of teachers on temporary certificates—from 50 to 300 over four years. This created an urgent need for the C&I team to create and establish a robust support system for their educators without formal teaching credentials. 

Brevard County: A Closer Look 

  1. Mentoring for New Teachers on Temporary Certificates: 

Approximately 52% of Brevard’s new teachers are on temporary certificates. This high percentage underlines their strategic focus on mentoring as a critical support structure to help these educators transition successfully into their teaching roles. 

  1. Evolution and Data-Driven Adjustment of the Mentoring Program: 

The team at Brevard continuously refines their mentoring program based on ongoing data analysis. This approach allows the district to adjust its strategies to better meet the needs of new teachers and ensure that the program remains effective and responsive. 

  1. “College of Education” Approach: 

The team adopted what they refer to as a “College of Education” approach, where new teachers are provided with the necessary training from day one, akin to handing them the keys to their new profession. This method involves intense initial training and ongoing support to mimic the structured learning environment of a traditional college of education. 

  1. Characteristics of Effective Mentors: 

Not all excellent teachers are effective mentors. The Brevard team emphasized the importance of selecting mentors who are not only skilled teachers but also empathetic, supportive, and capable of acting as advocates and role models for new teachers. Effective mentors should also be well-versed in the systemic and cultural aspects of the school and district, to better guide new teachers through their early years. 

Handpicked Content:

The Guide to Nurturing New Teachers for Growth and Retention

Learn More

Strengthening Educational Support through Innovative Mentoring 

Throughout the duration of the webinar, Bridget, Lisa, and Lynnette take a deeper dive into mentoring, and discuss strategies and best practices. From training modules and mentoring meetings to the use of technology to manage and improve the mentoring process, this team covers it all. 

The main takeaways: 

  1. Adaptive Training Methods: 

Educational organizations should offer flexible training delivery methods, including nighttime and virtual sessions. This flexibility accommodates diverse schedules and learning preferences of new teachers, helping them integrate more effectively into their roles without compromising their existing commitments. 

  1. Monthly Mentoring Meetings: 

It’s beneficial for lead mentors to organize monthly mentoring meetings that cover a variety of educational topics. These sessions should be tailored to address current educational needs and challenges, providing continuous support to mentors. This structure ensures that mentors are equipped to guide new teachers through the dynamic landscape of modern education. 

  1. Comprehensive Communication: 

Implementing a monthly newsletter that reaches all stakeholders involved in the mentoring process, from principals to administrative staff, can significantly enhance the visibility and effectiveness of mentoring programs. Such communications not only inform but also engage and rally support across the organization, fostering a collaborative environment. 

  1. Feedback and Continuous Improvement: 

Regularly collecting and analyzing feedback from mentoring program participants is crucial. This process helps identify areas for improvement and ensures that the program adapts to meet the evolving needs of mentors and mentees. Effective feedback mechanisms can lead to timely and significant enhancements in the mentoring process. 

  1. Cultural and Personal Integration: 

Addressing the personal and cultural integration needs of new teachers, especially those relocating from different areas, is essential. Providing information and support regarding local amenities, housing, and community engagement can ease the transition for new teachers, enhancing their satisfaction and overall well-being, which contributes to better job performance and retention rates. 

Handpicked Content:

Creative Ways to Encourage, Motivate, and Support Your Teachers

Read More

Cultivating Exceptional Mentorship in K-12 Education 

The key takeaway: Effective mentor programs not only facilitate ongoing professional development through tailored training sessions and mentoring meetings, but they also address the personalized needs of new educators. This holistic strategy ensures that new teachers receive the necessary support to succeed professionally and adapt personally, significantly enhancing their ability to thrive in their new roles and environments. 

Watch the full on-demand webinar here. 

Looking to learn more about Frontline Professional Growth?
Learn More

Teacher Appreciation Week #ThankATeacher

It’s Teacher Appreciation Week!

It’s no secret teachers are the backbone of our education system. Their hard work, dedication, and unwavering commitment is invaluable, and we are continually grateful for all that they do each and every day.

We want to take a moment to express our gratitude to those who work tirelessly to educate and inspire the next generation of leaders, thinkers, and innovators.

So, to all teachers, past and present, thank you for the impact you’ve had on our lives here at Frontline and the lives of countless others.
#ThankATeacher

#ThankATeacher: Mrs. Jameson

I am delighted to recognize Mrs. Jameson – my sophomore US Government Teacher. A rigorous & demanding teacher who challenged us daily! Walking into her classroom you could not help but notice that all 8 chalkboards were completely filled with notes for that day’s lessons. Because of her, I majored in political science and became a social studies teacher! All before the digital age, she had us put together a portfolio with bios and pictures of our representatives, cabinet members, and supreme court justices. A fun fact – she received a letter from the Supreme Court after so many of her students wrote to them asking for a picture of all the justices! The letter asked her to please refrain from asking her students to write to them requesting a group picture. Their offices simply do not have the staff to handle so many requests!

Alfredo Loredo

#ThankATeacher: Mr. Swirsky

One of the fondest teacher memories I have is that of my 5th grade English teacher, Mr. Swirsky. Mr. Swirsky not only took a keen interest in ensuring I was academically prepared for middle school, but also served as a mentor for several years into high school. He sometimes had a “tough love” approach to learning which I appreciate now (but perhaps not at the time!). One specific instance is the time that he made all of his students line up at the doorway to his classroom. He would not permit anyone to enter until they recited EVERY auxiliary verb in under 20 seconds. To this day, I would confidently challenge anyone to a race in reciting these! Thank you, Mr. Swirsky!

Bill O’Shea

#ThankATeacher: Miss Erickson

From my youngest memories, I genuinely loved school, and my teachers were a primary reason. I could write about many of them, but one that I’ve rarely shared publicly was Miss Erickson. She was my 3rd grade teacher and I think only a year or two out of college, and her energetic enthusiasm in the classroom was infectious. She had the privilege (or challenge?) of having my two best friends and me in her class, and all three of us loved art. Our favorite “special” was Art Class, we took private art lessons together, and we were constantly drawing anything and everything during class. Rather than discourage the incessant doodling of three eight-year-olds as a distraction to academic learning, Miss Erickson embraced it and gave us something productive to focus on during second semester: she arranged for the three of us to put on our own art show in the elementary school lobby. We each worked on new drawings and paintings for months, curated our collection, matted and framed our pieces, and finally, one Saturday afternoon, filled that corridor with a pretty impressive (imho) art exhibition of our own creation. The show stayed up for weeks, was one of my proudest elementary school memories, and was the first of numerous art shows and exhibitions I would participate in as I eventually pursued a career in art and design. One of the many threads I can trace from the career success I’ve enjoyed goes back to Miss Erickson’s outside-the-box encouragement of my creative talents.

Rand Habegger

#ThankATeacher: Mr. Daniel

I wanted to recognize Mr. Daniel. He was my Finance Magnet teacher in the National Academy of Finance magnet program I attended in high school. His passion for business and finance education inspired me in so many ways. I pursued degrees in Business Administration and Economics in college as a result of his classes and after working in sales/marketing for about 5 years after college, I decided to take further inspiration from Mr. Daniel and I helped open the first Junior Achievement-sponsored Business & Entrepreneurship Magnet Program in Florida, which was a life-changing experience for me. I still talk to Mr. Daniel a few times a year and never miss an opportunity to remind him what a difference he made in my life and all the ways he has inspired me. PS – He is still leading that program and my daughter is starting high school there next year. I am hoping and praying she will be able to take his classes as well.

Taylor Plumblee

#ThankATeacher: Ms. Barry

In high school the teacher who made a lasting impact on me was Ms. Barry. Initially I switched into her Shakespearean Reading class to hang out with my friends, but I quickly learned that Ms. Barry was unlike any teacher I’d ever met. Once you were in her class you became one of her “kids” and she fostered an environment where each of us could learn, grow, make mistakes without judgement and navigate some of the most complex years of young adulthood. Whether it was a great or awful day we could all count on Ms. Barry. She made learning about Shakespeare in High School engaging and fun. She was our greatest supporter and I still feel comfort when I think back to the energy of her classroom. She helped set me on a path to become who I am today and I’m eternally grateful for that!

Nichelle Smith

#ThankATeacher: Mrs. Pope

My mom was a teacher that impacted my life beyond measure. She was my 7th & 8th grade English teacher and a teacher for 20+ years. I don’t really have one story because she was a teacher not only at school but at home as well. She constantly pushed me in my classes and made sure I was doing my best. If I didn’t understand something she would take the time to sit down and help me. She grew up on a farm and was incredibly hard working and taught my brother and I to be the same. Her passion for education and hard work made her a wonderful teacher and role mode. While she is no longer with us the impact she had on the lives of her students and myself will last forever.

Jon Pope

#ThankATeacher: Mr. McGrath

I want to recognize my high school gym teacher Mr. McGrath. I had some pretty miserable experiences in gym class in middle school, so I really dreaded gym class going into high school. I was lucky enough to land in Mr. McGrath’s class. For fitness testing, he made everything feel low pressure, and encouraged us to focus on our strengths rather than our weaknesses. When we did a test to see how fast we could run 200 meters, he asked if I’d try one more time because he thought I could push myself harder. That second try was the first time I felt the rush that comes with a really great run. I didn’t fall completely in love with running until much later (about 2 years after college), but looking back, I appreciate that he saw something in me that I couldn’t yet see in myself, and he never made assumptions about someone’s athletic ability based on how they look.

Elise Ozarowski
Do you have a teacher you want to thank?
Mention us on Twitter @FrontlineEdu and use the hashtag #ThankATeacher!

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Position Management: Moving from Transactional to Strategic Thinking

In our latest webinar, we explored the intricate details of position management and its critical role in the strategic planning and staffing of K-12 school districts. If you couldn’t attend, or are simply looking for key takeaways, you’re in the right place! 

This blog post summarizes the main points discussed during the session to ensure you walk away with a comprehensive understanding of how effective position management can transform your district’s HR processes. 

Interested in a preview? Check out this snippet! 

Webinar Speakers:  

  • Jen Lodovico, Strategic Consultant, Frontline Education 
  • Maria Bird, Compensation Program Specialist, York County 
  • Mitch Welch, Solutions Director, Frontline Education 

Webinar Topics: 

  • Understanding the difference: position management vs. position control 
  • Effective dating and its impact on strategic planning 
  • Navigating the movement of positions and people across the district 
  • Empowering principals with data to drive decision making 

What is Position Management in K-12? 

Position management is a strategic approach that goes beyond simply filling vacancies as they arise. As explained by our experts, it involves strategic planning and visibility to align staffing decisions with the organization’s broader goals and budget constraints, ensuring that each position not only fills a vacancy but also contributes effectively to the organization’s overall objectives. 

Check out how our webinar speakers define position management: 

  • “A lot of times, it differs from what an administrator might think because they focus on the people aspect. When someone leaves, the immediate thought is that we need to replace that person. However, in the HR and Finance world, the focus is on determining what positions are necessary to handle our business needs at the end of the day. It’s not just about the numbers.” – Maria Bird 
  • “Position management provides visibility and transparency into everything you’re doing. With this visibility and transparency, you can make the correct staffing decisions for the children, as these positions ultimately impact them directly. So, what are we doing? How are we evaluating these positions?” Jen Lodovico 
  • “Position management involves more than just filling the ‘chair’; it also encompasses the movement of positions, changes within positions, position notifications, contract renewals, and campus visibility. You really have to consider how you manage positions across our entire division, rather than just replacing someone who has left.” – Mitch Welch 

Hand-picked Content:

The Guide to Mastering Position Management and Employee Data in K-12   
Read Now

Webinar Takeaways: Position Management Best Practices  

To summarize, position management is not just about filling vacancies; it’s a strategic approach to defining and managing roles within various departments or schools. Below are five best practices for position management, as outlined by Jen, Maria, and Mitch throughout the webinar.  

By implementing these tips, you’ll be well on your way to ensuring that your district’s staffing is aligned with operational and strategic goals, rather than simply replacing outgoing staff. 

  1. Enhancing Visibility and Transparency: 

A key benefit of robust position management is the increased visibility and transparency it provides. This clarity allows for more informed staffing decisions, ensuring that personnel align with the organization’s needs and objectives, which is crucial for maintaining efficiency and staying within budget. 

  1. Leveraging Technology for Efficiency: 

Integrating advanced HR systems can significantly streamline position management processes. These systems facilitate real-time updates on staffing changes, simplify the tracking of vacancies, and enhance the overall efficiency of the hiring process, moving away from outdated methods such as manual tracking and spreadsheets. 

  1. Maintaining Data Integrity: 

Consistency in job titles and role responsibilities across different departments is essential for data integrity. This uniformity helps prevent confusion and inefficiencies, underscoring the need for standardized position management processes that support accurate staffing and budgeting. 

  1. Proactive Strategic Staffing: 

Effective position management requires a proactive approach, anticipating future staffing needs based on trends and projections. This foresight allows organizations to strategically recruit and fill positions, rather than reactively scrambling to address unexpected vacancies. 

  1. The Crucial Role of HR: 

HR’s role in position management extends beyond filling positions; it involves ensuring that each role is strategically aligned with the organization’s goals. This includes managing the movement of positions within the organization, filling roles appropriately, and adapting to both internal changes and external factors. 

Position Management: Moving from Transactional to Strategic Thinking 

The key takeaway: Position management is a dynamic and crucial aspect of organizational strategy. By adopting a structured, technology-driven approach, organizations can enhance their operational efficiency, reduce staffing challenges, and better align their human resources with strategic objectives.  

We hope these insights from our recent webinar help you understand the importance of strategic position management and inspire you to implement or refine your own practices. 

Watch the full on-demand webinar here. 

Looking to learn more about Frontline HRMS? Learn more here.  

Got Section 504 Questions? We’ve got answers.

While we await updated guidance from the Office of Civil Rights (OCR) for Section 504, schools are still doing everything they can to stay in compliance with the law. But that’s easier said than done.

In an effort to support the education community, we recently hosted a webinar with leading education law attorneys Jose Martín and Dave Richards, both of whom are leaders in the Section 504 space. You can still watch it on demand here.

Before we start, we’d love to hear from you: what Section 504 questions do you have?

 

Let’s Get Into It

  1. Do you have to have a medical diagnosis to have a 504?

     

    You do not need a medical diagnosis (it’s illegal to require one to initiate an evaluation for 504). If the Section 504 Committee identified an impairment as part of its evaluation, this identification is an educational determination only as permitted by Section 504, and not a medical diagnosis for purposes of treatment. 

     

  2. When is it appropriate to move from a Health Care plan to a 504 for a food allergy?

     

    Anytime the allergy requires any more than the most minimal precautions or emergency measures. Err on the side of providing allergy measures under a 504 plan.
     
  3. What about a child with Sickle Cell Anemia? How do you decide between a Health Care Plan versus a Section 504 Plan?

    If the child needs regular health-related accommodations or services, you should evaluate the student under Section 504, and if eligible, address a plan to address their health concerns within the legal protections of Section 504. 

     

  4. The law suggests that “school districts have the obligation to identify” students for a 504 Plan. What does it mean to “have the obligation”?

    Districts have the duty to look for and find students who may be disabled and in need of 504 services, with a coordinated set of notices, referral processes, outreach efforts, and more.

     

  5. How do you measure the impact of a 504 Plan?
    Based on academic, emotional, behavioral, social, and physical performance and how it appears to be affected by the disability.

     

Hand-picked Content for You 

Section 504 Best Practices for Evaluation & Assessment  Read Now

 

  1. What happens when the child seems to be functioning in the same ways as their peers, but parents want accommodations in a Plan “just in case?” 

    Section 504 plans are provided based on actual present need, not “just in case.” 

  1. Thinking about the “OCR Updates,” what are they? What might they entail? 

    The Office of Civil Rights is responsible for providing guidance on Section 504 requirements. In this case, it’s expected that the latest updates will include strengthening of parent procedural safeguards. It’s important to keep in mind that these updates will almost certainly require more of schools rather than less.  

Did you know?  

Frontline has an exclusive partnership with Attorneys Dave Richards & Jose Martín, nationally recognized CESD Section 504 experts. Behind the scenes, they regularly update our forms to reflect and address changes in law, guidance from the Office for Civil Rights, and rulings from the courts.  Learn More

  1. If a student is regarded as having an impairment and we observe traits of the impairment (i.e. parent reports ADHD but no received diagnosis, and the 504 team observes behaviors consistent with ADHD) are we ok to implement the plan based on what is being observed? 

    If various sources of data available to you indicate that ADHD is present, a 504 committee can qualify the child despite the lack of a private diagnosis. 

  1. If an evaluation is completed to look at possible special education eligibility but under federal guidelines, the student doesn’t meet the criteria for eligibility, can the 504 team use the DSM-5 guidelines for a diagnosis to trigger the development of a 504 Plan based on the findings in the evaluation?

    Potentially yes, if the special education evaluation determines there is some impairment, even if not sufficient for IDEA eligibility. The DSM is a guiding resource, but a variety of sources of data must point to the presence of impairment and substantial limitation on a major life activity. 

  1. Must (or should) evaluation for a 504 Plan for a learning-based impairment utilize standardized assessment? 

    It’s not required but is allowed if the parent/guardian consents. 

  1. Does a Section 504 evaluation have to be a report like a special education report?

    No. As long as the committee documentation reveals a decision based on careful consideration of various sources of data, the evaluation is sound under §504. 

  1. Could mental health conditions be considered a reason for a 504 Plan?

    Mental health conditions are impairments that can substantially limit the major life activities of learning, thinking, concentration. So yes, mental health conditions could qualify. 

  1. Does the Plan need to be reviewed annually?

    While best practice perhaps, not required. But the 504 Plan must be reviewed at least every three years, or more frequently if conditions warrant. 

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  1. We have several students who had 504 Plans due to dyslexia, and have gone through all the dyslexia protocol and are now in high school. Could the committee look at dismissal from Section 504 if they are making good progress? 

    Not if their dyslexia still requires some accommodations in the classroom in order for the student to have an equal opportunity to learn. 
  1. Should a 504 Plan include a shortened day if parents say a child is having meltdowns when he gets home because he can’t handle the full day even though when at school these behaviors don’t occur at all? 

    Probably not advisable to agree to a shortened school day in such a situation, as it severely limits student access to curriculum. Other supports such as student and/or parent counseling may be advisable. 
  1. If a student has all A’s but struggles with testing anxiety, how can the school see a substantial limitation? 

    If the anxiety is significantly affecting the student before and during the test in a way that is detrimental and affects thinking and concentration, they could qualify. Legislative history indicates that the Congress wanted to emphasize that high-functioning students could nevertheless qualify under Section 504. 
  1. What should I do if a parent insists that the child’s disability is affecting them at home, but it is not at all impacting the child in school?

    Section 504 Plans are intended to address the impact of a disability at school in order to provide equal access to education, so in the case mentioned above, the child may not qualify.  
  1. Does a Section 504 Plan or IEP apply during after school activities? Sports, after school care, etc. 

    Yes. Section 504 is about nondiscriminatory access, and that may mean reasonable accommodations in order to access extracurricular activities and nonacademic services. See 34 CFR 104.37. 
  1. If utilizing a variety of data that already exists, is consent required for a 504 evaluation? 

    For initial evaluation, or reevaluations that will include testing, parental consent is required.  
  1. Can we use standard psycho-educational assessments, like formalized rating scales or a brief achievement assessment, in combination with other data sources, as part of the evaluation for 504 with parent consent? 

    Sure, as long as you have the parent’s/guardian’s consent. 
  1. If a change needs to be made to 504, can it be amended? Or do you need to do an annual review? 

    You can have a brief review meeting rather than a full annual review. 

Frontline’s software for Section 504 Program Management is the only solution where you can access Dave and Jose’s Section 504 forms. You can learn more about Frontline Section 504 Program Management here.

Analytics in Action: Managing Absences, Employee Time, and Strategic Impact

Looking to unlock the potential of your human capital management and foster an environment of efficiency? You’re in the right place.

In a recent webinar, K-12 experts explored strategies to positively impact absences metrics, analyze employee absence data, gain the complete view of employee time, and ensure compliance with state and federal labor laws.

In this blog, we’ll give you a quick breakdown of their conversation, including key takeaways, resources to get started, and more.

Interested in a preview? Check out this snippet!

Webinar Speakers:

  • Hattie Kogami, Director of Human Resources, Vallejo City Unified School District
  • Kevin Agnello, Product Manager, Frontline Education
  • Tim Carr, Solution Consultant Group Lead, Frontline Education

Webinar Topics:

    • Understand the importance of managing absences and employee time not just for operational efficiency, but also to stay compliant with state and federal labor laws including ACA, FLSA, FMLA.
    • How to get out of the weeds by saving time on timesheets and data entry and know when and where your employees are working, and in which job.
    • Actionable strategies that administrators can implement to reduce absenteeism, improve teacher and staff availability, and enhance the overall educational experience.

Gaining the Complete View of Employee Absence and Time: Improving Accuracy, Compliance, and Operational Efficiency

Webinar Q: How can integrating time and absence data improve school district workforce management?

A: Check out our summary from Tim below!

        • Integration of Absence and Time Data: Integrating absence management with timekeeping systems can provide staff a holistic view of attendance. This integration helps in creating a complete and accurate picture of employee attendance and time data, facilitating better decision-making.
        • Reducing Errors in Manual Processes: It may not be a surprise, but high error rates may typically be associated with manual timekeeping systems. According to the American Payroll Association, organizations using traditional timecards typically have a 1 to 8% error rate. But even a 1% error rate can significantly impact payroll. Transitioning to digital systems can reduce these errors, ensuring more accurate and reliable payroll management.
        • Compliance and Risk Management: Manual processes may also pose the risk of non-compliance with labor laws, so it’s crucial to have a robust system in place to manage compliance effectively to avoid penalties and fines.
        • Trust but Verify: Everybody makes mistakes. Time tracking systems should be designed to help verify and validate time and attendance data. This helps in maintaining integrity and accuracy in the system, preventing potential abuses (and honest errors).
        • Real-Time Data and Reporting: There are endless benefits of having access to real-time data and comprehensive reporting capabilities within absence and timekeeping systems. This data will enable school districts to immediately identify trends, manage absences more effectively, and adjust strategies on the fly, thus enhancing operational efficiency and responsiveness.

“In a simplified report, there’s lots of immediate, in-person, real time data that goes on day-to-day when it comes to your absences and to your timesheets. And that’s just a couple of snippets of keeping that compliant, that can be a really, really difficult task. It requires that connection of HR and Business working together.” – Tim Carr

Strategies for Enhancing Substitute Management and Absence Responsiveness in Schools

Webinar Q: How can school districts leverage data-driven strategies and technology to improve fill rates, manage substitute availability, and enhance overall absence management effectively?

A: Check out our summary from Kevin and Hattie below!

        • Understanding Fill Rates: Kevin highlights the importance of monitoring fill rates—the percentage of substitute-required absences that are filled. This metric is crucial for managing classroom coverage and reducing administrative burdens.
        • The Role of Technology in Absence Management: Kevin discusses the role of advanced human capital analytics in monitoring and managing absence data more effectively. This includes using technology to track substitute availability and deployment, which helps districts respond more dynamically to changing needs and ensure adequate classroom coverage.
        • Availability vs. Utilization of Substitutes: While there may be an adequate number of substitutes available, the percentage actively working is lower than before the pandemic, affecting fill rates.
        • Proactive Absence Management: Hattie emphasizes the need for proactive strategies, such as scheduling absences as far in advance as possible and avoiding planning absences on known high-absence days like Fridays.
        • Data-Driven Decision Making: Both speakers underscored the importance of using accurate data to make informed decisions regarding human capital management, stressing the role of good data practices in ensuring effective substitute management.

“Since we started using Human Capital Analytics, it’s brought up a lot of questions in our industry, you know, is our data good? Because one of the main things that we talk about is the quality of data, right?

Bad data in creates bad data out. So, how do we reflect accurate fill rates if our data is not accurate? That’s one of the main things we’re always looking at: are we putting good data in?” – Hattie Kogami

“There are things that you can do proactively, from the administration of absence management and substitute management to help mediate any negative effects that could come from absences. There is some flexibility to analyze data for better absence metrics. Even having a conversation with your staff to put absences in as early as possible so you’re able to maximize the lead time.” – Kevin Agnello

Managing Absences, Employee Time, and Strategic Impact

The key takeaway: By combining time and absence data, districts can enhance decision-making, reduce manual errors, ensure compliance, and improve accuracy in timekeeping systems. Leveraging real-time data also enables effective management of absences and substitutes, leading to optimized operational efficiency and better response to educational needs.

Watch the full on-demand webinar here.

Learn more about Frontline Absence & Time and Frontline Human Capital Analytics.

A Clearer Picture of K-12 Staffing: Insights from the K-12 Lens Survey

Have you ever reflected on your human resources (HR) processes and wondered:

  • Is it just our district, or is it this challenging to recruit and hire great candidates in other districts, too?, or; 
  • Is it just me, or is it getting harder to fill certain openings?, or;  
  • What can I do to engage my staff and improve retention so that I don’t have to go back to the recruiting and hiring drawing board?

Wanting to answer questions like these was what inspired us to create the K-12 Lens, an annual survey that explores trends in district operations like recruiting, hiring, and retention. This year, almost 700 K-12 employees, including HR professionals, weighed in on important topics impacting the K-12 landscape. The goal of this post is to use our data to answer some of the K-12 staffing questions on everyone’s minds and provide some strategies that you can bring back to your district.

A Common Thread: Supply and Staff Shortages

Human capital factors topped the list when K-12 Lens participants were asked to name the biggest changes in their districts in the past three years. One explained:

Staffing has seen the most change in our district. There are too few teachers entering the profession. We are short staffed, so teachers are covering multiple classrooms at a time. Each and every day there is a coverage plan as we lack the staff needed to provide the level of instruction and staff-to-student ratio recommended. Teachers are constantly being asked to do more for low pay. They’re getting burned out and leaving the profession. Further complicating the situation, many new teachers, both those with traditional and alternative licenses, are entering the classroom unprepared.

Although this is a single story, the K-12 Lens numbers match it, suggesting that districts across the country are experiencing similar staffing challenges. More than three-quarters of respondents said that their district currently has a teacher shortage. The chart below displays this data and breaks it down by district location. Notice that the proportion of respondents from urban districts is the highest and the proportion of respondents from rural districts is the lowest. So, although the shortage is universal, some regions are feeling it more so than others.

According to K-12 Lens results, content area, even more than district location, is influencing the shortage impact. Our respondents indicated that the shortage is felt most in special education, substitute teaching, and among paraprofessionals.

Percent of Respondents Reporting That Their District is Experiencing a Shortage by Content Area

Also, when asked about hiring ease over the past year, most respondents, especially those in urban districts said that it has become more difficult to hire new staff.

Changes in Perception of Hiring Ease

Defensive Strategy: Retaining Existing Teacher

The K-12 Lens results show that retaining staff has challenged districts to a lesser extent than recruiting new candidates has. Seventy percent of respondents said that their district retains between 81 and 100% of teachers each year. However, one-fifth of respondents estimated their retention rate to be at or below 80%. So, for a district that employs 250 teachers, that would be a loss of more than 50 teachers a year.

Using Professional Development to Boost Staff Engagement and Retention

What can districts do to engage existing staff and up that retention rate? Professional development (PD) has the potential to increase staff engagement, but as one K-12 Lens respondent said, “The districts are not offering professional development in the areas that are being the most affected.” 

So, what forms of PD boost engagement and what are the topics that staff want to learn about right now? According to our results, coaching and mentoring, and professional learning communities or team meetings engage staff more so than other types of PD offerings.

PD That Boosts Engagement and Retention

Recent instructional changes that most impact teachers’ work make for relevant and authentic PD topics. But what are those instructional changes? The K-12 Lens identified four common themes across open-ended responses. They are outlined below as prime targets for PD sessions.

Digital Tools

“More technology. We are now one-to-one whereas 3-5 years ago, we had a tech lab that the students visited once a week plus one computer in each classroom for special use (or rotations). All of our classrooms now also have amazing interactive boards rather than projectors that we had just over 3 years ago.”

On-target topics for PD:

  • Strategies for reading and comprehending digital text
  • Digital citizenship and online safety
  • Digital/new literacy
  • Creating digital content for online learning
  • Flipped classroom strategies
  • Digital accessibility for students with special needs
  • Digital tools for professional collaboration

Student-Centered Approaches

“We are shifting to true student-centered instruction within student-centered classrooms. We are striving for active engagement through the implementation of real-world connections that make every content area real to students.”

On-target topics for PD:

  • Assessment in student-centered classrooms
  • Conferring in a workshop model
  • Implementing project-based learning
  • Designing student-centered lesson plans
  • A research overview of the benefits of student-centered learning

Classroom Management

“We have seen a significant change in student behavior in the classroom. Classroom behavior impacts learning to a much greater extent. Students are unable to maintain focus and there are more frequent distractions to learning.”

On-target topics for PD:

  • Student engagement strategies
  • Building a positive classroom culture
  • Using technology to support behavior management
  • Positive Behavioral Interventions and Supports

Social-Emotional Learning

“There is a great lack of social-emotional abilities. Teachers need more flexibility in their curriculum and schedule so that they can adequately address social-emotional learning within the classroom.”

On-target topics for PD:

  • Integrating SEL into the content area curriculum
  • Creating an inclusive classroom environment
  • Conflict resolution and peer mediation skills
  • Mindfulness practices for students and teachers
  • Cultivating empathy and compassion

So, no, you are not alone. According to our findings, the teacher shortage is making it challenging to recruit and hire in districts everywhere. Certain content area positions are harder to fill than others. Focusing HR efforts on retention could be a district’s best defense strategy. Offering PD opportunities that are engaging in form and topic can help boost that retention rate, preventing HR teams from having to return once again to a limited pool of candidates.

Be sure to check out the full K-12 Lens Survey Report for more K-12 staffing insights.

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.

Mental Health in Crisis

The mental health crisis extends its reach into our schools, affecting students of all ages. According to the National Alliance on Mental Illness (NAMI), approximately one in five children aged 13-18 has or will have a serious mental illness. These issues manifest in various forms, including anxiety, depression, behavioral disorders, and academic struggles.

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Trends in Mental Health

Understanding the specific trends and challenges within K-12 mental health is crucial for effective intervention. By analyzing data on student demographics, attendance records, disciplinary incidents, and counseling referrals, mental health professionals can identify patterns and prioritize resources where they’re most needed. For example, they may discover a correlation between mental health issues and certain grade levels, enabling targeted interventions such as early screening programs or peer support groups.

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The Link Between Mental & Academic Well-being

Recognizing the symbiotic relationship between mental health and academic performance is paramount. When students experience mental health challenges, attendance and academic performance are often the first signs of a problem. Without early intervention, issues can escalate and manifest in more serious ways for both the individual student and their peers. When school health professionals have the right data readily available, they’re better positioned to proactively support students. By collecting data on academic outcomes alongside mental health indicators, school health professionals can implement holistic support systems that address both aspects of students’ well-being. This might include providing counseling services, academic accommodations, or mental health literacy programs for educators.

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How Software Can Help

In the digital age, software solutions offer unparalleled opportunities for data management and analysis. Purpose-built tools for K-12 provide easy visibility into reporting, allowing task forces to collect, analyze, and act upon data with precision and efficiency. These tools enable educators, counselors, and administrators to collaborate seamlessly, sharing insights and best practices for student support.

Moreover, software solutions facilitate proactive monitoring of student well-being, enabling early intervention strategies to prevent crises before they escalate. Some products can identify at-risk students so schools can implement targeted interventions tailored to their needs.

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Conclusion

In conclusion, the imperative for robust reporting mechanisms in K-12 mental health task forces cannot be overstated. By harnessing the power of data, school districts can gain valuable insights into the needs of their students and develop evidence-based strategies to support their mental health and academic success. Software solutions play a pivotal role in this endeavor, empowering task forces to navigate the complexities of student well-being with agility and precision.

As we strive to build resilient school communities where every student can thrive, let us prioritize the implementation of comprehensive reporting systems that pave the way for transformative change. By investing in the mental health of our students today, we lay the foundation for a brighter, more equitable future for generations to come.

Want to dive a little deeper into a tool? See how Frontline School Health Management works here.