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

Community Work Session February 26, 2019 1 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 Discuss these questions 1) What does it mean to you to be a (first born, middle child, part of this birth order? youngest, only child, etc.) 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 Discuss these questions preference 1) Why or how did this come to be? 2) How does this impact your life? Why this pet or not the other? (dogs, cats, reptiles, birds, Most importantly do you have 3) fish, other, none) pictures or a story? Diversity Rounds: Round 3 - Role Alike Group yourselves by Discuss these questions: the role you are 1) What does it mean to you to perform this role? playing today. 2) How much do you define yourself this way? How is our group unique or different from other groups? (e.g. Community member, 3) One thing we would like the other teacher, student) groups to know about us is ______.

As we know, divergent stakeholder needs can greatly influence how best to allocate resources. Stakeholder Influence Divergent needs and priorities across … lead to resource uses that don’t always stakeholders….. match district’s stated priorities Objectives Stated in • Political pressure Actual Plan • Real needs and deep caring Objectives Based Upon • Grants that fund programs dry up, but the District programs stay in place Spending • Knee jerk reaction to crisis • Parental pressure • Leadership changes • School board whims 7 7 8

From Oregon Rising Coalition to the Joint Committee on Student Success 9 Group Norms 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 10

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? 11 Strategic Plan Orientation Student Achievement Equity Talent Climate and Culture

Strategic Plan Expert Building Activity 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. 13 Strategic Budgeting: We are encouraging districts to consider three important factors to align resources to the plan. Aligning Resources $ Increasing investment $ $ for top objectives Finding resources by Align repurposing, reducing, or Resources reallocating Communicating to win People Use of support for changes Time These are hard decisions and require multi-year planning. 14 14

Not knowing with certainty which programs work for students means that only professional judgment informs the decision to continue a program. Current Status of a District’s Programming Which programs drive student achievement? Extra Small Group Reading Core Block instruction Which programs should be Tutors Speech and expanded to serve more students? language Special ELL education Read 180 Peer Which programs are the most tutoring effective use of funds? Reading Paraprofessionals Recovery After school Do programs work for the student populations they’re expected to serve? 15 15

Homework TTSD Strategic Plan Data 17 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? 18