Smarter School Spending Team Maureen Wolf - Board Member Sue - - PDF document

Community Work Session

February 26, 2019

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Smarter School Spending Team

• Maureen Wolf - Board Member
• Sue Rieke-Smith - Superintendent
• David Moore - Chief Financial Officer
• Todd Robson - Director of Teaching and Learning
• Traci Rose - Director of Community Relations
• Susan Barnard - I.T. Director
• Elizabeth Michels - Controller
• Brian Bain - District Assessment Coordinator
• Scott Burich - Data Analyst
• Zinnia Un - District Equity Coordinator

Diversity Rounds: Directions

• 1. During each round, you will group yourselves by the

category given on the screen.

• 2. Once you have found your group, you will have

questions to discuss with your group.

Diversity Rounds: Round 1 - Birth Order Group yourselves by birth order

(first born, middle child, youngest, only child, etc.)

Discuss these questions

1) What does it mean to you to be a part of this birth order? 2) How much do you define yourself this way? How is our group unique or different from other groups? 3) One thing we would like the other groups to know about us is ______.

Diversity Rounds: Round 2 - Pets!!! Group yourselves by pet preference

(dogs, cats, reptiles, birds, fish, other, none)

Discuss these questions

1) Why or how did this come to be? 2) How does this impact your life? Why this pet or not the other?

3)

Most importantly do you have pictures or a story?

Diversity Rounds: Round 3 - Role Alike

Group yourselves by the role you are playing today.

(e.g. Community member, teacher, student) Discuss these questions: 1) What does it mean to you to perform this role? 2) How much do you define yourself this way? How is our group unique or different from other groups? 3) One thing we would like the other groups to know about us is ______.

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As we know, divergent stakeholder needs can greatly influence how best to allocate resources.

Stakeholder Influence

Divergent needs and priorities across stakeholders….. … lead to resource uses that don’t always match district’s stated priorities

Objectives Stated in Plan Actual Objectives Based Upon District Spending

• Political pressure
• Real needs and deep caring
• Grants that fund programs dry up, but the

programs stay in place

• Knee jerk reaction to crisis
• Parental pressure
• Leadership changes
• School board whims

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From Oregon Rising Coalition to the Joint Committee on Student Success

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Group Norms

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1. Pausing 2. Paraphrasing 3. Posing Questions 4. Putting Ideas on the Table 5. Paying Attention to Self and Others 6. Presuming Positive Intentions 7. Pursuing a Balance between Advocacy and Inquiry 8. Confidentiality 9. Productive - Stay on Task

Equity Lens

Equity Lens - When making decisions and taking action, utilize the following questions:

• Does the decision align with the Four Pillars of the District’s Strategic Plan?
• Does the decision being made ignore or worsen existing disparities or produce other unintended consequences?
• Whom does this decision affect both positively and negatively?
• Are those being affected by the decision included in the process?
• What other possibilities were explored? Is this decision/outcome sustainable?

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Strategic Plan Orientation

Equity Talent Climate and Culture Student Achievement

Strategic Plan Expert Building Activity

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Become the expert

• Get in to the group for your Section of the Strategic Plan
• 3 Minutes to read quietly about your Section
• 3 minutes to talk about the big idea in your section.

You’ll become the “expert” on your section.

Share your Expertise

• Move to your Group Discussion table number.
• 1 Minute - share on your section
• Be thinking about one big AHA! that

came out of your conversations to share with everyone.

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Strategic Budgeting: We are encouraging districts to consider three important factors to align resources to the plan.

Aligning Resources

Align Resources

$ $ $

People Use of Time

Increasing investment for top objectives Finding resources by repurposing, reducing, or reallocating Communicating to win support for changes

These are hard decisions and require multi-year planning.

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Not knowing with certainty which programs work for students means that

• nly professional judgment informs the decision to continue a program.

Current Status of a District’s Programming

Which programs drive student achievement? Which programs should be expanded to serve more students? Which programs are the most effective use of funds? Do programs work for the student populations they’re expected to serve?

Core instruction Tutors Speech and language Special education Peer tutoring ELL Read 180 Reading Recovery After school Paraprofessionals Extra Small Group Reading Block 15

Homework

TTSD Strategic Plan Data

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Next Meeting

March 5 here at Alberta Rider Elementary School

• SSFG (state funding) nuts and bolts
• Prior strategic investments - reports
• How do we achieve the goals set in the Strategic Plan?

Any unanswered question before you head home?

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