Monthly Archives: October 2014

How to Help – Top 10 Steps for School Districts to Manage Their Funds Efficiently

A policy guide, “Spending Money Wisely: Getting the Most From School District Budgets,??? released by the District Management Council in May 2014 lists 10 high-impact opportunities that it says helps school systems “do more with less.???

The policy guide was created for those wondering how to help districts thrive, rather than just survive, within the constraints of their new fiscal realities. “For most of history, school budgets went up faster than inflation, and we managed ourselves well, given that reality,??? said Nathan Levenson, the council’s managing director and a former superintendent of the Arlington, Mass., schools. “That reality has changed. It is a world of shifting rather than of adding and, as a result, it requires new strategies and different types of data systems.???

On that list was the ability for schools to target new investments by eliminating inefficient and unsuccessful strategies. What may seem like a new investment being extracted from your current budget may actually be SAVING you dollars by allowing your school or district to eliminate inefficient procedures and redirect funds for other uses.

One such example is online registration. Online registration allows schools to eliminate outdated paper-based methods that are costly and time consuming. Implementing an online registration system saves the average school approximately $20 per student, however many schools don’t even realize the per student cost that’s involved with paper-based online registration and how these costs can be reallocated to cover the initial investment of a system. It really is about shifting rather than adding!

How to help? Here are the top 10 steps that school districts can take to manage their funds more effectively

1. Calculating the academic return on investment of existing programs
2. Managing student-enrollment projections to meet class-size targets
3. Evaluating and adjusting remediation and intervention staffing levels
4. Adopting politically acceptable ways to increase class size or teachers’ workload
5. Spending federal entitlement grants to leverage their flexibility
6. Adopting more-efficient and higher-quality reading programs
7. Improving the cost-effectiveness of professional development
8. Rethinking how items are purchased
9. Lowering the cost of extended learning time
10. Targeting new investments by eliminating inefficient and unsuccessful strategies

SOURCE: “Spending Money Wisely: Getting the Most From School District Budgets
Mr. Levenson said districts must work to both balance the budget and secure more and better services to improve student achievement.
“You can and you must continue to improve your schools even if you’re not going to have more money,??? he said. “One of the first steps is for leaders to believe it’s possible.???

Interested in finding out just how much online registration can save your school? Contact us for a no obligation school savings assessment to learn more.

Successful School Leadership: A Conversation with an “America’s Best High Schools” Principal – Part 4 of 4

We conclude our Successful School Leadership series with a look at autonomy versus centralization. Just how much freedom should a school have? Take a look at our other posts on successful school leadership and let us know what you think:

Part 1: Leadership within a school

Part 2: School leadership as it relates to educating diverse groups of students

Part 3: The accountability of educational leaders


Autonomy vs. Centralization

A report written in 2011 by Erin Dillon, a senior policy analyst at Education Sector, studies the correlation between the success of a school and its autonomous capacity. The report suggests that as a whole, successful schools tend to be more autonomous in school management, staffing, and instruction. Greater autonomy can free educators to try new approaches with instruction, staffing, and schedules so they can respond quickly and more effectively to student needs. With expanded autonomy, districts let the schools themselves—the principals and the teachers—make big decisions like how to spend the budget, what curriculum to use, and how to hire and train teachers. As the theory goes, those who know students best are best able to direct resources and take actions on students’ behalf.

The surge in charter schools and other autonomous school reforms points to the theory that granting schools more flexibility can yield more innovation in school management, staffing, and instruction and thereby lead to greater performance levels by students. Not all schools, however, have the capacity to render the resources and effort required by autonomy with actions that improve student learning. Often times, schools don’t have the proper leadership, staff, or vision to make good independent decisions. Union contracts, legal constraints, and financial realities can also limit autonomy, preventing schools from making substantial changes.

So the key question is this: Just how much freedom do you give a school? There are several ways to approach school autonomy (success-based, site-based, partnership schools, collaborative, etc.), so how do you reach a point where individual, autonomous schools are capable of making decisions to improve student performance and where the district can give them the support they need to do so? And is autonomy in school reform really the answer?

The National Alliance for Public Charter Schools, based on interviews with the leaders of five highly successful charters, identified seven “autonomies” essential to success: freedom to develop a great team, freedom to manage teachers as professionals (including giving them merit-based raises), freedom to change curriculum and classroom structure, autonomy over scheduling, financial freedom, freedom of school boards to focus on education instead of politics, and freedom to define a school culture.

But the struggle to make autonomy work must be approached with caution. There must be a balance between autonomy and centralization. It is proven that when those closest to the children are capable of making decisions, student performance improves, as is the case in many charter-based schools. However, there are proven cases whereby increasing centralization and reducing autonomy has led to improvement as well.


In studying winners of the coveted Broad Prize for Urban Education, a $1 million award given annually to an urban district demonstrating high student achievement and progress in closing racial and economic achievement gaps, most of the public school district recipients showed significant gains in test scores, particularly among low-income and minority groups, and significantly narrowed the achievement gaps between these groups and white and/or higher-income groups, respectively.

But these improvements did not come from granting schools more autonomy. On the contrary, the districts sought to standardize practices across the district and increase central office control, building a stronger accountability system and focusing on strengthening and energizing its personnel and leaders.

Does the success of these Broad-prize winning districts mean that centralization, rather than autonomy, is the most effective strategy for school reform? Yes and no. Although centralization took place across a district, the common factor among these schools was that each allowed programs, intervention plans, and capacity-building initiatives to be implemented to meet the needs of individual schools.


Steve McLaughlin, Director of Curriculum and Instruction for Newport-Mesa Unified School District in Orange County, California, agrees with the notion that it takes a healthy balance of autonomy and centralization for a school to be successful.

As a district that serves schools at varying ends of the socio-economical scale, Newport-Mesa has made great strides over the last few years in striking a delicate balance between autonomy and centralization. Their increase in statewide test results and overall academic performance is proof that their approach and philosophy of “All kids are successful” is working.

In order to narrow the disparity between schools in lower socioeconomic communities and those in more affluent ones, Newport Mesa has had to maintain a clear organizational vision while providing the appropriate support to individual schools so that they may better serve their communities.

“It’s important for schools to understand the needs of their communities,” explains McLaughlin. “Schools are a resource to the community, and the more welcoming, approachable, and accessible they are, the better they instill the ‘we are here to serve you’ mentality.”

But this type of support and communication has to begin with the district. This service-oriented model must come from the central office and continue to be instilled into each site in a way that is meaningful and achievable. “Because our sites present varying backgrounds, it’s essential for them to have the ability to create local programs. A district must offer guidance, support, service, and accountability and then work with individual schools to personalize the framework,” says McLaughlin. “It’s imperative for districts to use data to cultivate conversations around school needs and then work with the staff to develop programs that help target identified areas.”


Autonomy is a mantra among highly successful schools, and few leaders of the most successful charter schools and district schools would say that they could have achieved highly effective results under typical district rules and regulations, but autonomy is NOT the shoe that fits every school.

Leadership at any level takes time, but the one thing that effective leadership cannot stand without is trust. Trust trumps everything. And everything flows from trust — learning, credibility, accountability, a sense of purpose, and a mission that makes “education” bigger than oneself.


Do you have good leadership at your school or district? What practices implemented by school leaders have had the greatest impact on your school, staff, and students? What leadership practices should be changed? Please share your comments below.

Successful School Leadership: A Conversation with an “America’s Best High Schools” Principal – Part 3 of 4

So far, our blog series on successful school leadership has covered leadership within a school and school leadership as it relates to educating diverse groups of students. In part three of our conversation, we discuss the accountability of educational leaders.


Accountability: Every school is unique in its own right; however, schools share special challenges and opportunities that require effective responses from educational leaders. One such example may be with policies designed to hold schools more accountable. Leadership practices that help schools succeed when they confront various forms of accountability mechanisms may include:

– Creating and sustaining a competitive school.

– Empowering others to make significant decisions.

– Providing instructional guidance.

– Strategic planning.


In the case of University High School (UHS), providing instructional guidance and empowering others to make significant decisions are accountability tools highly regarded by UHS leadership. An example of this is shown as Galen Hunsicker, professor of zoology at Vanguard University for 20 years and currently a science teacher at UHS, points to three main practices that have had the greatest impact on teachers and staff:

  1. An open door policy and giving the teachers a “heads up” regarding upcoming issues or events.
  2. Continuous positive support for effective teaching strategies through summer reading (Teach Like a Champion) and regular, thought-provoking articles sent via email.
  3. Having confidence in the staff’s professionalism and streamlining issues to save teachers time in doing what they do best: TEACH. The UHS administration excels at this! “For example, two years ago during WASC accreditation, our UHS leadership developed focus groups each with an effective teacher leading the discussion,” Galen explained. “Near the end of this process, the leaders of these groups came together to hash out our action plan, which was circulated for editing by any teacher, and released as a final hard copy. We all felt great about our input, time management, and our individual value. At no time was there a sense of a top-down style or a central controller. We all had a voice, all of us were important, and as a result, I believe we became more cohesive and more aware of who we really are.”

Galen went on to say that all UHS administration leads with vision, but they also guide and engage… not micromanage. “In my 42 years of teaching at over a dozen colleges and two high schools, University High School is a unique place, for I have never been in such an organized, positive, and uplifting environment.”


We know that school leadership is most successful when it is focused on teaching and learning, but there is still much more to learn about the essentials of quality leadership, how to harness its benefits, and how to ensure that there is a holistic approach to placing good leaders into bad systems so that they are able to contribute and enrich in a way that is meaningful rather than having a system that will tear down even the best of them.

But leadership goes beyond just teachers and principals. Schools exist within a district, and effective leadership must occur through networked interactions in which schools and districts work cooperatively towards a common goal. School leaders cannot effectively change their poli­cies, programs, and practices without “permission” from their districts. A district’s specific actions impact schools and their capacity to implement school change and attain higher standards.


We’d love to hear examples of accountability from your teachers up through the district!

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