Implementing BSA Through Trust, Knowledge and Action

1. Implementing BSA Through Trust, Knowledge and Action Haas Education Leadership Case Competition Team 4 February 19, 2011

2. LAUSD is not meeting student academic needs Budgeting for Student Achievement is the critical lynchpin in the Strategic Roadmap Student performance is significantly lower among specific student subgroups; this is perpetuated by traditional centralized budgeting LAUSD API Across Student Subgroups

3. Facilitating trust and knowledge with stakeholders will move individuals to action Recommendation logic model: Recommendations: • Execute marketing plan (and mindset): facilitate trust, knowledge, action with diverse stakeholders • Communicate marketing message: “Our Decisions, Their Future” • Implement performance dashboard & track marketing effectiveness

4. Communication about BSA must be tailored to school needs • Schools will be affected differently by the BSA implementation. • Maintain a central message with an awareness that school concerns will differ depending on what is at stake for the school. No substantial change in funding Lose funding Gain funding A minority of schools will gain or lose funding under BSA; the majority of schools will gain autonomy with no substantial change in funding. Our focus: roll-out of BSA to Pinewood Elementary

5. Successful implementation rests on establishing trust and knowledge Our Theory of Change Support Empower Compliance Control

6. A complex web of stakeholders requires tailored engagement strategies • Enablers • Families • Teachers • UTLA • Informers • Students • BSA Leadership • Deciders • School Site Councils • Principals • Supporters • Community • Partners • District Staff

7. As an active parent, Mrs. Ruelas plays a decisive role in her child’s education Channels & Tactics: • PCSB and PESC target two families from each school to receive extra training in BSA • Family representatives hold training meetings with other involved families at their schools • Online two-way communication forum with BSA data and relevant research

8. Engage families through a ParentCommunityService Branch blog www.pcsbblog.edu Parent Community Service Branch Blog

9. By engaging Mr. Torres, we can understand his child’s unique needs Channels & Tactics: • Block parties at community centers (churches, YMCA’s) hosted by involved families • Personalized mailings with child picture • Surveys available and administered at parties and meetings

10. Sample outreach postcard

11. By engaging Mr. Torres, we can understand his child’s unique needs Channels & Tactics: • Block parties at community centers (churches, YMCA’s) hosted by involved families • Personalized mailings with child picture • Surveys available and administered at parties and meetings

12. Sample family feedback forms

13. As the leader of her classroom, Mrs. Fernandez can offer critical insight into her students’ needs Channels & Tactics: • Staff room “Rumor vs. Fact” display • PD led by SSC representative teacher on how to develop prioritized classroom needs • Online survey to gather teacher prioritized needs, SSC reviews aggregated data and confirms trends • Use UTLA to promote teacher leadership in the BSA initiative

14. Sample staff room “Rumor vs. Fact” display

15. As the leader of her classroom, Mrs. Fernandez can offer critical insight into her students’ needs Channels & Tactics: • Staff room “Rumor vs. Fact” display • PD led by SSC representative teacher on how to develop prioritized classroom needs • Online survey to gather teacher prioritized needs, SSC reviews aggregated data and confirms trends • Use UTLA to promote teacher leadership in the BSA initiative

16. Sample online teacher BSA student needs survey

17. As the leader of her classroom, Mrs. Fernandez can offer critical insight into her students’ needs Channels & Tactics: • Staff room “Rumor vs. Fact” display • PD led by SSC representative teacher on how to develop prioritized classroom needs • Online survey to gather teacher prioritized needs, SSC reviews aggregated data and confirms trends • Use UTLA to promote teacher leadership in the BSA initiative

18. Principal Barrett is no longer just the implementer, but the decision-maker Channels & Tactics: • Superintendent & CFO meetings • Establish cohort of principals with like constituents for training and support • Oversight by existing local district Director • Operates in partnership with higher education training partners and pilot principal • Online video with principals from other urban districtswith autonomous school budgeting • Reward success & innovation

19. Community partners, like the United Way, can support and empower Channels & Tactics: • Revive and institutionalize channels from LA Compact (quarterly meetings, email listserv) • Online forum with BSA data and relevant research • VISTA corps members with education expertise partner with school site financial officers • Develop rewards for success and innovation

20. BSA success depends on effective engagement of all stakeholders

21. Monitoring key metrics will provide LAUSD decision-makers with real-time feedback

22. Begin tracking media channel effectiveness using Google Analytics and Constant Contact

23. Adherence to the work plan will ensure timely and effective implementation

24. Conclusion Steps to take in the next 30 days: • Form cohort of principals in districts • Create principal resources videos • Begin tracking media channel effectiveness using Constant Contact and Google Analytics • Identify BSA parent trainers through PCSB Following our recommendations will empower LAUSD stakeholders to make autonomous decisions, leading to a brighter future for all students

25. Questions?

26. Appendix

27. Marisela and Victor’s success in school drives BSA

28. SSC ensures inclusion of key insights in budget decision-making Channels & Tactics: • Sample budget templates from comparable schools to act as a guideline for school type • Timeline for key dates from the district

29. Sample SSC Timeline

30. Central district staff provides the needed technical and logistical support Channels & Tactics: • Individual meetings with supervisors to convey revised goals and solicit feedback on what skills, training, and technology is needed to fulfill new responsibilities • Use all-employee newsletter and KLCS-TV to explain and publicize critical role for district staff in successful implementation

31. UTLA impacts teacher attitude and actions toward BSA Channels & Tactics: • Schedule BSA representation at union meetings