Sources of Information The Education Trust - edtrust.org University of Washington - Center for Teaching and Policy and Center on Reinventing Public Education.

Sources of Information

• The Education Trust - edtrust.org• University of Washington - Center for

Teaching and Policy and Center on Reinventing Public Education

• Bay Area School Reform Collaborative - BASRC.org

• Wallßßace Foundation - wallacefoundation.org

Did You Know?

• Segregation for Latino students has been steadily increasing. Blacks and Latinos tend to be segregated in high poverty schools (Orfield)

• African American and Latino 17 year olds read at same levels as white 13 year olds (Ed Trust)

• 60% high income vs 7% low income students graduate from college by 26

• Students in poor schools earn A grades for C quality work in affluent schools

• More classes in high poverty/minority schools are taught by poorly qualified teachers

Funding Gaps 2006

The Education Trust (Wiener and Pristoop) determined that in many states the highest poverty and minority districts and schools received fewer resources

On average, states and localities spent $908 less in high minority districts and $825 less in high poverty districts

Many states have funding gaps that exceed $1000 per pupil for high poverty districts and 12 states studied exceed gaps of $1000 per student for high minority districts

District Allocation Practices

• Marguerite Roza analysis shows that across schools within the same districts less money is spent in high minority and poverty schools

• Salary gaps in average teacher salaries in poor schools were $3,837 less, which is $95,925 for 25 teachers

• In 4 /5 districts, lowest quartile poverty schools received $300 to $500 less per pupil

Leadership for Equity

Allocating Resources to Address Student and

School Needs

Salary Averaging

Roza points out that salary averaging for staff distribution short changes Title I schools.

School Title I budgets are charged the average, even though actual salaries are generally less.

In a simulation of 4 districts, 3% of Title I budgets were diverted from high poverty schools (as much as $600,000 per district)

BARSC - After the Test

• Schools closing the gap were all doing the following:

• Leadership for equity - having an agreed-upon and explicit definition

• Use of data - frequent assessments and progress monitoring

• School focus - ongoing professional development on literacy

Key Questions

• How does your district or school define equity?

• Do you have a policy or written philosophy statement about resource allocations relating to equity?

Eugene School Board

Philosophy for Resource Allocation

• Some schools, particularly those serving low income and/or low achieving students, may require additional resources to acquire the same student outcomes in meeting district and state academic goals (providing unequal input for equal output).

• The district will allocate human, financial and community networking resources to close the gap and help all students achieve their potential.

Key Questions

• If you are differentiating resources to address student needs, how and what are you doing?

• To what extent should resources be differentiated?

Financial Resource Allocation For Equity

• All schools receive a common basic staff and supply/materials allocation by level

• Additional general funds are given to some schools based on need

• Title I funds are distributed only to elementary schools with highest poverty rates

• Some Title II and V funds are differentiated to support schools based on need

Examples of Differentiated General Fund

• Provide 1.5 million in literacy infusion funds on a weighted formula for ELL, special education and poverty

• Elementary - Chavez @ $114, Spring Creek @ $67 and Parker @ $36

• Middle - Kelly @ $98 and Roosevelt @ $56

• High - North @ $93 and South @ $46

Differentiated General Fund

• Equity Funds provide $300,000 to schools based on % poverty and minority students (six elementary, three middle and two high)

• Additional 1.0 FTE divided between 3 low SES elementary schools

• Additional $144,000 ELL equity funds divided between 8 schools

• In 2009/10 will implement a differentiated staffing ratio based on poverty, ELL, and SPED

Differentiated General Fund

• Identified 9 “academy” schools based on poverty to increase achievement and develop new vision/programs

• Initially $100,000 per year including .5 fte for school improvement coordination

• Planning for a differentiated staffing ratio in 2009/10 based on poverty, Ell, SPED etc

Key Question

• What is your district doing to ensure that staff are highly qualified and motivated to work with high needs students?

Human Resources

Academy schools may post positions two weeks early• Contract language to assist teachers in academy schools

who want to move• “Bargaining unit members who would prefer NOT to

remain at a newly targeted school may request a transfer.” Give 3 preferences, meet with principals, then HR assigns. Teachers may opt out at any time.

• Academy and equity funds are addressing conditions that will attract and retain teachers (e.g. professional development, support, innovation, collaboration,)

Key Questions

• How are you monitoring student progress to ensure that students are receiving appropriate and effective interventions?

• What are you doing to ensure that students are accessing the general curriculum and experiencing rigor?

Curriculum and Instruction

• Developed diagnostic assessments for all students K-9• Established data warehouse• Developed RTI protocols and Tiers for Intervention• Established guidelines and purchased new instructional

materials for SPED and ELL students to access general curriculum

• Hired literacy and sheltered English coaches

Key Questions

• How are you using time and schedules to address the achievement gap?

• How are you using technology to address the digital gap?

Time and Technology

• We have extended school learning opportunities , night school and summer programs in high needs schools

• We adopted a district calendar that provides for more professional development and planning

• Schools may extend their school day and create additional professional development and planning time

• Provided infrastructure and equipment for technology use at high poverty schools and have a district technology integration initiative to assist all schools with technology

Key Question

• What are the major challenges and barriers you are facing in addressing equity and or implementing adaptive change?

School Choice and Declining Enrollment

• Magnet schools and open enrollment impact economic/demographic segregation

• Strategies recently identified and approved:• Admit free/reduced students on priority basis• Consolidate schools, adjust boundaries and/or

relocate schools with demographic balancing in mind

• Study transportation options and assist high SES schools with diversity

Shaping Our Future

• A strategic planning process involving all staff and the entire community

• The process is focused on determining how the district will organize resources and provide instructional programs to best serve all students in light of declining enrollment/demographics

• Sample Questions: Adopt attendance boundaries to improve the economic and cultural diversity of schools? Ensure that no school has more than 50% poverty? Develop unique academic programs in low income schools to attract higher income kids?

Networking

• Minority Student Achievement Network• National Principlals’ Initiative• LEAD Network through Wallace

Foundation• Oregon Leadership Network• ExEL and the Public Education Leadership

Project at Harvard

Focus on Technology

• The digital gap is the achievement gap• Technology can be a powerful tool to improve

achievement for all students and close the gap• Give our students the skills to succeed in a global

world and economy• Prepare students for jobs that do not exist and

multiple careers• Enable students to access the rapid increases in

information and content