Improving Student Learning When Budgets

Are TightDr. Timothy Mitchell

Rapid City Area Schools-SuperintendentASBSD/SASD Joint Convention 2012

“Things that matter most must never be

at the mercy of things that matter

least”

Reality

tim.mitchell@k12.sd.us www.rcas.org

Contact Information

What could be your “Crossing

Guard” dilemma?

Reality

Regardless of your political views, the fact is the school budgets are tight.

Two related factors are a cause: The public and most political leaders seem

to be unwilling to raise taxes to continue the expansion of public services.

The demand for other services and other commitments means tight state and local budgets.

Reality

Most people believe today that public schools ask for more money to support the status quo:

*Many people do not understand the challenges facing public schools

*A vocal minority is dominating the conversation, and that conversation is often based upon myths

Reality

June 2011 Report – 70% of all school districts across the country had to cut budgets in 2010-2011 and 60% predicted more cuts in 2011-2012.

Compounding the fiscal realities is the continuing pressure to increase student performance and close achievement gaps. Simply put, despite decreasing school budgets, educators must boost student learning.

Reality

Schools and districts must now figure out how to set new strategic

direction and align dollars with programs, strategies, and systems

that together boost student learning, whether the overall budget stays the same or must be reduced. Schools can’t just cut across the board with

no plan for moving forward.

Reality

Using the education dollar strategically is not accomplished by saying that the dollars will be

used only for programs and services that benefit the

students as that rationale has been used almost universally for

decades.

Reality

If the public education system in the Untied States must curb its total caloric

intake, what diet regimen is most apt to win public

support?

What Does the Public Think?

“How Americans Would Slim Down Public

Education” By Steve Farkas and Ann Duffett

August 2012

Thomas B. Fordham Institute

What Does the Public Think?

The public is aware of the situation and does not believe it will get better soon (62% / 77%)

The solution lies in cost cutting – not raising taxes (48% / 11%)

The public does believe in several specific cost cutting measures:

What Does the Public Think?

Shrink administration (69%) Freeze salaries to save jobs (58%) If teacher layoffs-effectiveness not seniority

(74%) Larger classes if effective teachers (73%) Move from traditional pension to individual

retirement plans (53%) Closing or combining schools that have declining

enrollment (63%) Merging small districts so they merge

administrative services (63%)

What Does the Public Think?

When it comes to budget cuts, special education is not immune

– that is not to say the commitment to educate children

with disabilities is waning but they have concerns with growth, cost and effectiveness of service

What Does the Public Think?

What do they not want cut:Shortening of the school year (64% reject)

Reducing non-teaching staff (70% reject)

What Does the Public Think?

Where are they split:Charging for extracurricular (32%-good to 39%-rejectHire local artists/fitness experts instead of teachers (49%-good to 48%-reject)Blended Classes (46%-reject)Virtual Schools (32%-reject)

What Does the Public Think?

Summary Americans show a great deal of common

sense relative to future education spending

The public has some priorities askew when it comes to cost saving measure

Taxpayers is some cases, want to have their cake and eat it too

What Does the Public Think?

Four resource shifts with great potential:

-away from quantity of staff towards quality-from remediation to early identification-from isolated practitioners to teacher teams-from full-time teachers toward creative and

effective alternative delivery systems

What Does the Research Say?

What Does the Research Say?

Visible Learning by John Hattie synthesized the results of more than 15 years of

research involving millions of students and it represents the biggest collection of evidenced-based research into what actually works in schools to improve

learning.

“One of the fascinating outcomes of research on school effects is the number of issues in education where achievement evidence is close to zero but the heat is as high as it is as if it would be if the policy

were obviously effective.”

John Hattie

What Does the Research Say?

What Does The Research Say? John Hattie (2009), in his book Visible

Learning, examines numerous instructional practices and concludes that teachers working together in collaborative teams to clarify what students must learn, gather evidence of learning, and analyze that evidence so that they can identify the most powerful teaching strategy is indeed the practice that yields the most results in improving student learning. Getting this powerful continuous model in place requires both structural adjustments and cultural shifts.

The main outline of a comprehensive strategy to improve

student learning and close the achievement gaps in schools with diverse student populations is not a secret. The elements have been described in countless case studies,

books, and articles.

What Does the Research Say?

Analyzing the current performance situation to include data analysis of student achievement conducted by teachers and administrators.

  Setting high goals focused on student

performance. This step is not resource intensive.

Changing curriculum and defining effective instructional practices to achieve a more rigorous guaranteed and viable curriculum.

What Does the Research Say?

Being strategic about reviewing the financial implications of how schools are organized.

Implementing less expensive ways to schedule students for instruction that will not negatively impact student achievement.

  Using a wide variety student performance

data to improve instruction

What Does the Research Say?

Organizing teacher work in different ways to positively impact student performance.

Implementing a systemic approach (PLCs) to change the culture in order to achieve a more uniform deployment of effective instructional practice into all classrooms.

Investing in ongoing, comprehensive, and intensive professional learning.

What Does the Research Say?

Embedding professional learning into the school day.

Utilizing an instructional coaching model to increase teacher effectiveness. A recent randomized trial study of coaching found significant, positive impact on student achievement in all core subjects.

Developing an understanding among all stakeholders that professional learning cannot be viewed as a once and done element.

What Does the Research Say?

Providing struggling students with extra help to meet rigorous performance standards. This requires substantial resources.

Distributing leadership across all levels and all roles.

Creating a density of leadership (many leaders) and dispersion of leadership (leaders at all levels) within the system.

What Does the Research Say?

Creating a professional culture with high expectations for the learning of all students.

Keeping abreast of ongoing education research continuously searching for the best practices.

What Does the Research Say?

Taking teacher and administrator talent seriously. Effective teachers and administrators are needed to successfully implement the strategy.

  Embracing a performance culture of

accountability for the student achievement results.

What Does the Research Say?

A strategic approach means aligning the use of resources to a solid, powerful and comprehensive improvement strategy. Further, using the education dollar strategically would mean specific and clear links between the resource and staffing needs of the improvement

strategy and the allocations of the dollars toward those resources and staffing

needs.

Reality

Public support is clear and strong-take a hard look at spending

Make the tough call-the public wants to support you

It will take courageous leadership to elicit the support needed to prevail

Think strategically-closely aligning resource use to strategies and programs that are known to work

What is a Leader to Do?

Avoid short-sighted cost cutting measures-slashing budgets in ways that erode schooling

We must convey the seriousness of the crisis

Present easy to understand and accurate data

Fiscal responsibility while embracing the current research

Strive for an effective, efficient, innovative and creative system

Be prepare for your “Crossing Guard” issue

What is a Leader to Do?

Any cut will activate a vocal constituency Press will cover the conflict Support until the sacrifice is their own to

make We are pitting public interest versus self

interest The majority that support you are not likely

to show up The opposition that does show up is most

probably a vocal minority

Can Leaders Count on the Public?

The public is pressing for leaders to make the hard choices

Together we need to confront wishful thinking and avoidance

We need to confront self interest-particularly when adults threaten to overwhelm those of student

Can the Public Count on its Leaders

How Americans Would Slim Down Public Education◦ Thomas Fordham Institute-Farkas & Duffet

Improving Student Learning When Budgets Are Tight◦ Odden

Stretching the School Dollar◦ Hess & Osberg

Resources

How Schools Can Stretch the School Dollar Issue Brief◦ Thomas Fordham Institute- Petrilli

Smart Money: Using Educational Resources to Accomplish Ambitious Learning Goals◦ Adams

Visible Learning & Visible Learning for Teachers◦ Hattie

Resources

“ When the occasion is piled high with difficulty, rise with it. Think anew

and act anew”

Lincoln on Leadership