© Education Resource Strategies, Inc., 2014

Student Based Bugeting and Autonomous School Design:

Plans for Spring 2016Indianapolis Public Schools • January 27, 2016

Tonight’s Discussion

Recap: About ERS and our partnership to date

Plans for Spring 2016: Student-Based Allocation – Designing the System Strategic School Design – Year 1 Autonomous Schools Cohort

Looking ahead

Questions and Discussion

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About ERS

ERS is a non-profit organization dedicated to transforming how urban school systems organize resources (people, time, and money) so that every school succeeds for every student.

We believe:

All students deserve a great education tailored to their needs.

One school-at-a-time reform is not enough; we must redesign school systems to create the conditions for all schools to succeed.

It’s not just about how much you have, but how well you use it: districts can restructure their resources to meet their strategic goals and schools’ unique needs.

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Our partnership with IPS

Supported bargaining of new approach to teacher compensation that rewards teacher effectiveness and contribution

Supported bargaining to further evolve IPS’ strategic approach to teacher compensation Conducted “System 20/20” diagnostic to assess current

conditions, policies and practices related to strategic resource use Assessed resource use relative to national peer districts

and in context of district strategy Assessing equity of resource distribution across IPS,

across both student types and schools Partnering with CFO to develop a plan for design and

implementation of Student-Based Allocation4

2014

2015-16

Student-Based Allocation Distributes dollars instead of staff... ...based on student enrollment and

need …with increased flexibility for school

teams over what to do with those funds

SBA will help IPS build a stronger, healthier funding system with increased school-level flexibility

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Flexibility: School leaders define the resources they need to drive student achievement

Equity: Distribution of resources based on student need

Transparency: Clear and easily understood rules for where, how, and why dollars flow

Immediate Impact of SBAIPS Strategic Plan

1.1 Autonomous schools framework

1.2 Philosophical and functional imperatives for all schools

2.1 Plan for equitable distribution of funds

A potential roadmap for IPS’ SBA/flexibilities strategy

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Winter-Spring 2016Lay the groundwork for change

2016-2017Pilot flexibilities and develop allocation model

2017-18Extend flexibilities and roll out allocation model

• Identify resource flexibilities that will be available to schools and how IPS will support them

• Select and guide a subset of schools to pilot flexibilities for 2016-17

• Design the Student-Based Allocations model in preparation for 2017-18 implementation

• Support schools participating in flexibility pilot

• Prepare to extend flexibility to additional schools in 2017-18 Develop and refine model for allocating resources in SBA world

• Launch a new, SBA-friendly school planning and budgeting process

• Allocate resources to all schools based on SBA model

• Extend flexibilities and related supports to more schools

• Continue to support schools with added flexibility and train school teams that will gain new flexibility in 2018-19

• Refine the process based on learning from pilot and broader rollout

• Measure progress toward equity and transparency

“Giving school leaders access to—and flexibility over—new resources is a good first step, but it does not automatically lead to improvement in student outcomes. It’s what happens to those resources at the school-level that will make the difference for students. Student-Based Budgeting must go hand-in-hand with Strategic School Design.”

In strategic schools, school leadership teams start with a strong vision around

what it will take for students and teachers to be successful…and then organize

resources—people, time, technology, and money—around that vision.

We call this “Strategic School Design”

Strategic School Design in Action

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…students work in small groups when

it’s most important…

…and teachers work together

often

schedules change as needed…

students and teachers form

strong relationships…

…and in a larger groups at other times to enable

this…

High-performing schools consistently make design choices that are rooted in three principles of strategic school design…

11Source: ERS

Excellent Teaching for All Students:

Organize teachers and teams to maximize student learning and continuously

grow talent.

Personalized Learning and Support:Match grouping, learning time,

technology, and program to students’ individual needs.

Cost Effectiveness through Creative Solutions:

Organize a combined set of jobs, partnerships, and technology to maximize resources that support

teaching and learning.

…which encompass these 12 power strategies

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Strategic School

Hiring & Strategic Retention Data

Diff. Teacher Roles

Teaching Teams

Individual Professional

Growth

Targeted & Dynamic Learning

ResourcesPersonal

Relationships & School Culture

Targeted S&E

Support

Sufficient Time

Targeted Teacher

Time

Comm. Partner-

ships

Creative Staffing

Excellent Teaching for All Students

Personalized Learning and Support

Cost Effectiveness through Creative

Solutions

Elements of Strategic School Design Cohort Support Monthly team working sessions to adjust school designs to better align with

student need and teacher capacity;

One-on-one coaching on the creation of school designs, communication to the broader school community, and implementation plan;

Access to tools and templates to identify needs and encourage alternate configurations of time, people, money, and technology;

Collaboration with a community of peers who bring to bear the system’s best thinking;

Joint discussions with ERS and IPS central office leaders to reduce barriers to strategic school design;

Implementation support in preparation for the 2016-17 school year to help leaders bring to life the change they design, assess results, and adjust course as necessary.

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Projected outcomes from this phase of IPS-ERS partnership

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Workstream Projected outcomes

Identify resource flexibilities that will be available to schools and how IPS will support them

• IPS has an agreed-upon resource flexibility framework, aligned to district strategy and actionable by schools and district staff

• District and school teams understand how the flexibility framework will shift the ways in which the district supports schools

Select and guide a subset of schools to pilot flexibilities for 2016-17

• Schools in the design cohort implement resource shifts with maximum potential positive impact on student learning in 2016-17

• IPS has ~3 strategic school design prototypes that provide a starting point for additional shifts in school-level resource use for 2017-18 and beyond

Design the Student-Based Allocations model in preparation for 2017-18 implementation

• IPS has an SBA model ready for implementation in the 2017-18 budget cycle (i.e. starting in the fall), including:

• Resources to be unlocked• Factors to weight and weight values• Critical policy decisions, including average or

actual salary and hold harmless/soft landing provisions

Increased capacity at district and school level to implement SBA and Strategic School Design with maximum possible impact on student learning

Proposed IPS-ERS team structure

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David RosenbergERS Partner / Project Lead Sam Ensslin

Manager / Leader, ERS School Design PracticeRob Daigneau

Principal Associate / Project Manager

Sarah RobinsonAssociate

School Design Coach

Sara NelsonAssociate

School Design Coach

Nick StellitanoAssociate

SBA Design Partner

Weston YoungChief Financial Officer

Aleesia JohnsonInnovation Officer

Marques WhitmireBroad Fellow / SBA

Project Lead

Cross-Functional SBA Design Group

2016-17 School Design Pilot Group

(8 schools)

Innovation ManagerSchool Design Cohort

Project Lead

Getting startedMonday, February 1 Equity workshop with Core Leadership (concludes Phase II)

Tuesday, February 2 Central services kickoff / SBA team working session Introductory meetings with autonomous school design teams

Wednesday, February 10 Autonomous school design cohort working session #1

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Appendix

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What We Do

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Consulting to Districts and

StatesResearch and Tools

Collaboration and Outreach

We collaborate with leading change agents to build capacity and create the conditions for change

We create and share research and tools that empower district leaders to analyze and redesign resource use

We partner with large urban school districts and state education agencies to create shining examples of district transformation

We work with the nation’s largest school systems

Los Angeles

Oakland

SaintPaul

Chicago

Cincinnati

Atlanta

Philadelphia New York City

Syracuse

RochesterProvidence

BaltimorePrince George’s County, MDWashington,

D.C.

Charlotte-Mecklenburg

DuvalCounty

Boston

Georgia DistrictsFulton CountyHall CountyVidalia CityTreutlen CountyMarietta City

Cleveland

Austin

Albuquerque

Michigan

Tennessee

Waterbury, CT

Aldine

Newark Sacramento

District workState work2015-16 partnersRecent partners

KnoxCounty

Lake County

Indianapolis

Nashville

Georgia

Santa Fe

New Haven, CT

California

Tulsa

Palm Beach County

We can’t meet the demands of the 21st

century with piecemeal solutions

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…across the entire school system to ensure that school leaders, teachers, and students have

what they need to reach high standards.

People Time Money

We need a strategy that connects the dots…

Teaching

Standards

LeadershipPartners

Funding School Support

School Design

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Ultimately, SBA is part of IPS’s plan to improve student achievement

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Improve equity and transparencyin resource allocation to schools

Increase resource flexibility for school teams

More strategically organize school-level resources

Enable improvements in instruction

Improve student

achievement

Criteria for unlocking resources

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Funded by general, unrestricted, school-based dollars Fit within the vision for the principal’s

role No risk to student health and safety No external compliance required Not critical to a district-wide strategy Specialized experience not required No economies of scale Predictable costs

Because school leadership teams will have flexibility over unlocked resources, decisions must be grounded in the district’s vision for school flexibility

Weights Applied in Various SBB Districts

Source: ERS

How to adjust budgets when enrollment projections change

Whether to build school budgets on actual or average salary

Whether to roll over school surpluses or deficits

Key policy decisions

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Most schools organize people and time the same as they did 50+ years ago

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One teacher per class

20-30 students per class Studying a

particular subject

For a set period of time (e.g., 50 min/day)

For a set duration (e.g., full year)