Your Hand

Investments

Student Achievement Impact
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  Invest in technology lab to allow teachers to work with smaller groups on a rotating basis

  Software programs that supplement core instructional work and offer opportunities for personalized instruction may create opportunities for teachers to work more intensely with smaller groups of students. Consider using this teacher time to target English learners, low income, or foster youth students.

  Keep in mind that this is only effective if the technology lab is used appropriately. Students should spend the time using software programs that supplement core instructional work and offer opportunities for personalized instructional time.

  WARNING:

  0.1% Why?
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  Reduce average ELA and math class sizes for 9th grade by 6 (from 31 to 25) to support transition to high school

  Benefits from reducing class sizes have only been demonstrated in classes with fewer than 17 students in core academic subjects and in early/transitional grades. Rather than across-the-board class size reductions, consider transitional support to keep struggling students on track at a time when many are referred to costly special services.

  Even class size reductions of 1 or 2 are very costly and should be carefully weighed alongside other options for small group instruction and teaching quality improvement. Consider alternative student grouping. Combining classes across grades or moving groups of students among teachers for different subjects can improve student learning, even with a higher student-teacher ratio.

  WARNING:

  0.6% Why?
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  Reduce average class size for grades K-2 by 4 from 28 to 24 during transition to full LCFF implementation

  LCFF mandates that average class sizes not exceed 24 (or bargained level) in K-3, and that the district demonstrates it is progressing toward that goal if it cannot be met in year 1. Districts receive a 10.4% base rate adjustment for K-3 students only if they meet this criteria. The cost on this card represents moving class size averages by 2 students in year 1 of transition.

  WARNING: As districts move toward the 24:1 (or bargained level) average class size, they can still be strategic in how they organize and flexibly group students and teachers who have the necessary expertise to provide periods of individual or small group attention, as long as they maintain the average class size goal across each school (for grades K-3).

  1.2% Why?
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  Reduce average ELA and math class sizes for 6th by 11 (from 31 to 20) to support transition to middle school

  Benefits from reducing class sizes have only been demonstrated in classes with fewer than 17 students in core academic subjects and in early/transitional grades. Rather than across-the-board class size reductions, consider transitional support to keep struggling students on track at a time when many are referred to costly special services.

  Even class size reductions of 1 or 2 are very costly and should be carefully weighed alongside other options for small-group instruction and teaching quality improvement. Consider alternative student grouping. Combining classes across grades or moving groups of students among teachers for different subjects can improve student learning even with a higher student-teacher ratio.

  WARNING:

  1.2% Why?
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  Repurpose existing teacher and principal professional development time to support the implementation of the Common Core

  With the transition to the Common Core, it's critical for districts to provide the necessary support to teachers and principals to ensure a successful implementation.

  WARNING:

  0.0% Why?
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  Add school leader staff to double time available for teacher evaluation and support

  High performing schools provide principals with time and support to evaluate staff, provide instructional leadership, and manage resources and operational issues.

  This can be accomplished by adding teacher leaders or school administration to reduce the number of evaluations each is responsible for.

  WARNING:

  0.6% Why?
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  Establish parent/district groups, targeting parents of high-need student populations (English learners, low income students, foster youth), to engage them in the LCAP goal and prioritization process and collect feedback

  LCFF mandates that districts establish a Parent Advisory Committee (PAC), including an English learner PAC if the district exceeds 15% EL, to act as a conduit for which the district can communicate with and get feedback from parents about the LCAP goals and priorities.

  WARNING: Districts may be able to do this at little to no additional cost.

  0.2% Why?
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  Invest in a Safety Officer in each high school to monitor halls and school grounds to ensure a safe learning environment

  To achieve short-term budget reductions in recent years, districts may have favored cutting non-teaching staff over more painful classroom-related cuts and teacher layoffs. Thus, this might be a logical place for districts to begin to reinvest when funding increases.

  WARNING: Not all schools may need the same support. Consider more targeted, strategic hiring decisions.

  0.3% Why?
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  Invest in a Response to Intervention (RTI) program

  This type of early intervention targets support for struggling students, keeping them on track within general education. Not only does this promote inclusion and differentiation of instruction for all students, it can limit referrals and placements into more costly and rigidly prescribed programs.

  RTI includes providing at least some 1:1 and up to 1:5 tutoring for struggling students, especially those in the bottom half; this, combined with good instruction, can reduce the percentage of students who get labeled as having a disability by 50%, which is a huge cost saving.

  WARNING:

  0.1% Why?
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  Provide a one-time payment for course work to allow for cross-certification across multiple subjects and specialties for 10% of teachers

  Cross-certification allows more flexible and cost-effective allocation of teachers and provides subject content knowledge, which is key to better supporting students, especially English learners, low income students, foster youth, and other special populations.

  Furloughing reduces already limited instructional time, and leaves escalating salaries in place for the next year. However, furloughing may be a good strategy when budget pressure is temporary or time is needed for more systemic budget reductions to take effect.

  WARNING: This differs from the more typical approach which increases teacher salaries for the rest of their career, based on their degree and courses taken and not on whether they are using the new skills.

  0.8% Why?
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  Give $10K stipend to your top 15% contributing teachers, including those who are taking on leadership roles and work in hard-to-staff subjects and schools, as a first step to revising job and compensation structure

  Current compensation systems reward experience and education levels, neither of which is highly correlated to improved performance. Instead, compensation can be restructured to leverage your strongest teachers to serve as coaches and improve overall teaching effectiveness.

  Keep in mind this example is illustrative only—comprehensive compensation reform should link rewards to increased performance and contribution at all levels. In addition, adjustment to teacher contracts may involve negotiating with the union.

  WARNING: Research results are mixed on the impact of various “performance-based” teacher pay approaches. Compensation system redesign should be undertaken carefully, motivating contribution and performance at all levels.

  1.0% Why?
Student Achievement Impact
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  Offer 20% higher principal salaries and $10K stipends to Master Teachers to attract them to move to the 25% lowest performing schools

  Strong school leaders are a key component of high performing schools. Fellowship programs increase the pipeline for high-capacity principals.

  A strong leader who creates a culture of achievement is a critical success factor for turning around low-performing schools. Similarly, a core group of high-performing teachers can help improve overall teaching effectiveness. Stipends for additional responsibilities, and opportunities to work with outstanding colleagues can attract high performers that are essential to improved school performance.

  WARNING: Some districts do this without an increase in costs. Consider identifying your strongest principals and encouraging them to move to the 25% lowest performing schools for a 0% cost.

  0.3% Why?
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  Provide double blocks of ELA and math for struggling students and students in transition grades

  Many districts place struggling students (English learners, low income, foster youth, or other) into extra sections of math or English/language arts. Scheduling this additional time into a double block with one teacher extends instructional time and reduces the total number of students for whom the teacher is responsible. Some districts create additional time for core academic blocks by reducing the length of elective blocks.

  Schedule changes may require negotiation with the union.

  WARNING:

  0.0% Why?
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  Add 60 minutes of learning time to the school day in the 25% lowest performing schools

  Extended learning time can raise student achievement if it is targeted to core instruction with high-quality teachers who are expert in critical subject and instructional areas. Consider focusing this time to better meet the needs of your English learners, low income, and foster youth students.

  Extending learning time can be costly. Ensure that the schools in which you invest have leaders and teaching staff who can deliver high-quality instruction to struggling students.

  WARNING: This card includes an increase in teacher compensation, facilities cost, etc., associated with keeping these schools open longer.

  1.0% Why?

Savings

Student Achievement Impact
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  Close or consolidate under-enrolled schools to increase district utilization from 85% to 90%

  Districts with under-enrolled schools can likely free up significant resources by closing some schools and moving students to fill empty spaces in the remaining schools. This savings takes into account the money required to physically close a school.

  Educating parents and the community on the trade-offs between school closures and other investments and ensuring high-quality schools in which to enroll displaced students can make the difficult politics of school closings easier.

  WARNING: This may not be appropriate for very small districts.

  -0.5% Why?
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  Reduce special education placements by 5% by addressing over-identification

  Some districts have classified significantly higher percentages of students as requiring special education services. Early intervention programs and alternative approaches to supporting struggling students in general education settings can reduce such inappropriate placements.

  Under LCFF, special education is one of the remaining state categorical funding streams, however, these funds often have more flexibility in how they can be used than typically perceived; in addition, many districts spend more on special education than they receive in categorical funds.

  WARNING: Consider combining this card with an investment in a Response to Intervention (RTI) program.

  -0.3% Why?
Student Achievement Impact
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  Make teacher layoff decisions based on performance instead of seniority

  Collective bargaining often requires layoffs of the most junior, lowest paid teachers first, resulting in the elimination of more teaching positions and sometimes high-potential individuals. Laying off based on teacher performance spreads the impact more evenly across the entire salary range and ensures that students continue to be taught by the most effective teachers.

  Implementing this solution requires that administrators have evaluated teachers rigorously, accurately, and on time. Consider also: “Invest to implement and build capacity for a teacher evaluation and data system.”

  WARNING: Estimate assumes base of 3% reduction in teaching force, so depending on your choices, this total savings % may differ.

  -0.4% Why?