Doing Differently 2012-13 Budget Development

1. Dr. Timothy Mitchell Rapid City Area Schools Public Budget Hearing 1-30-12 Doing Differently 2012-13 Budget Development

2. Doing Differently Learning Target: RCAS school board members and all stakeholders will understand: -The key research-based principles by which the 2012-13 GF budget recommendations are based. -The strategy and key factors utilized to develop the 2012-13 GF budget recommendations. -To provide additional clarity as to the development of a Professional Learning Community (PLC) in the RCAS

3. Doing Differently Criteria for Success: The RCAS administration and school board will develop a 2012-13 GF Budget based upon sound research-based principles, aligned with district priorities and with feedback from all stakeholders.

4. Doing Differently We need to implement a strategic approach to create an environment of high quality learning!! Critical Steps: Point to the Destination Script the Critical Moves Build New Habits

5. Doing Differently Point to the Destination

6. Doing Differently The type of district and schools that I envision as we move forward embraces the current research as to what is the best way for leaders and teachers to act. They are also fiscally responsible and committed to our mission, vision and priorities as established by the community.

7. Doing Differently The Potential Future: RCAS Reports: Increases in Student Achievement Increases in Graduation Rates Decrease in Achievement Gaps (NA/ED/SPED)

8. RCAS Mission Building a community of life long learners, one student at a time.

9. RCAS Vision All Rapid City Area School students will achieve to their full potential.

10. RCAS Priorities • Guaranteed, Viable, Relevant Curriculum • Life and Career skills • Technology Literacy (21st century skills) • Staff Effectiveness and Organizational Capacity-Building • Comprehensive System of Assessment • Diverse Opportunities for students to learn and be academically successful (Attachment #1)

11. The Situation Based upon 2011-2012 Presentation: Reductions for 2012-13 are to account for: -8.6 % reduction in State Aid (Per Student Allocation) -$97 per student- one time money

12. The Situation 2011-2012 Budget Includes: -3.5 Mill in Fund Balance -2.7 Mill Capital Outlay Flexibility -Budget Reduction 1.98 Mill

13. Budget Proposal • Governor’s Proposed Budget is a positive given the limited resources • Funded Formula ($100.95 2.3 %)-Gave additional one-time money ($30.92 0.7 %) • Per Student Allocation Increase $34.67 0.8% • SD Investing in Teachers-8.4 Million 1.5% • Common Core/STEM/Career Development • Common Core/Evaluation

14. RCAS 2012-2013 Budget • Still a need to address Deficit • Fiscally Responsible/Committed to Mission • We have recommended a expenditure reduction plan of approximately $4.5 mill dollars • Packaged w/Instructional Calendar Proposal • Implementation of the PLC Concept District-wide

15. Doing Differently Script the Critical Moves

16. The Strategy • To become as Effective and Efficient as possible • To become as Innovative and Creative as possible • To eliminate the “Knowing and Doing Gap” as it relates to high quality learning in the classroom

17. Doing Differently The process has included: -utilizing every opportunity to explain the situation -a review of current expenditures-Where is the $$ going? -reminding people of the mission and priorities

18. Doing Differently Four resource shifts with great potential: -away from quantity of staff towards quality -from remediation to early identification -from isolated practitioners to teacher teams -from full-time teachers toward creative and effective alternative delivery systems

19. John Hattie-Visible Learning Visible Learning synthesized the results of more than 15 years of research involving millions of students and it represents the biggest collection of evidenced-based research into what actually works in schools to improve learning.

20. John Hattie-Visible Learning *Promoting high levels of learning are about linking specific teaching strategies with specific student results *There is a huge variation in the impact of different teaching strategies—but few schools focus on the highest impact strategies

21. John Hattie-Visible Learning What is the barrier to high quality learning in every classroom: *The variation of implementation causes different impact on learning

22. John Hattie-Visible Learning The Leadership and Learning Center www.leadandlearn.com Webinars January 9 & 23, 2012- “Visible Learning: Applying John Hattie’s Research to Maximize Learning in Schools” *Presentation Slides *Presentation Video

23. Doing Differently Build New Habits

24. Doing Differently The best way to improve a school or district is by developing the people within it!!

25. Instructional Calendar Proposal A regular early release time district-wide to enhance student learning by allowing teachers time to plan as teams, create common formative assessments and learning targets, do data charts to monitor student progress, create enrichment lessons, to move forward any future district initiatives and to meet the individual needs of students

26. Instructional Calendar Proposal • Reduction of Additional Pay and Temporary Staffing • Additional Time to implement district priorities • Transportation Savings • Less Substitutes and Higher Quality Contact Time • All staff could be involved with implementation • Improves the learning of all students • Allows the district to meet the individual needs of a students • Builds collective capacity of the staff (Attachment #6)

27. Doing Differently A Professional Learning Community (PLC) is: -An on-going process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve -PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators

28. Doing Differently What is the RIGHT Work? *All Educators work collaboratively and take collective responsibility for student learning *Collaborative teams implement a guaranteed and viable curriculum, unit by unit *Collaborative teams monitor student learning through ongoing common formative assessments *Educators use the results of the assessments to: Improve individual practice Build the team’s capacity to achieve its goals Intervene on behalf of students

29. Doing Differently What do Leaders do? -Organize Staff Into Meaningful Teams -Provide Teams with Time to Collaborate -Provide Supportive Structures That Help Groups Become Teams -Clarify the Work the Team Must Accomplish -Monitor the Work of Teams and Provide Direction and Support as Needed -Avoid Shortcuts in the Collaborative Team Process -Celebrate Short-term Wins, and Confront Those Who Do Not Contribute to Their Teams

30. Doing Differently “A Professional Learning Community (PLC) has to be who you are, your behavior and culture, Visible Learning Research is the what we do to promote high levels of student achievement” -Doug Reeves (Attachment 4 & 5)

31. Doing Differently www.solution-tree.com www.allthingsplc.com Tools and Resources Download the Presentation (Attachment 3) View Webinar Recording PLC Locator

32. Doing Differently The Administrative Budget Reduction Plan www.rcas.org Administration-Superintendent-Presentations

33. Doing Differently Middle School Schedule $1,500,000 Reduces up to 30.58 FTE Preserves the concepts of Middle School with a new academic calendar Expect FTE reduction through attrition, retirements and resignations  Administrative Reorganization $45,000-plus Level Middle School Administration 2 FTE except for North due to Fed Funds Review FTE allocation after retirements and resignations

34. Doing Differently Association for Middle Level Education *This We Believe: Keys to Education Young Adolescents-Executive Summary *Research Summary-Professional Learning Communities www.amle.org www.rcas.org Administration-Superintendent-Presentations

35. Doing Differently Insurance Benefit Contribution (Negotiations Recommendation) $800,000 Proposes a proportional cost share of benefits Could be a percentage or a flat dollar employee contribution Reduction of Additional Pay and Temporary Staffing $500,000 Tied to the academic calendar by reducing the need for substitutes Uses the proposed 8.5 million dollars from the State rather than local funds Teachers are able to do the work during the duty day instead of outside the day

36. Doing Differently Team Cleaning $450,000 Reduces 12 FTE Organizes custodial services to cleaning teams with specialists instead of building generalists Provides the costs savings of outsourcing Standard Support Specialist-Elem Library Reorganization $250,000 Reduces 4.3 FTE Revises the Elementary Librarian job description to an Informational Media Specialist Eliminate the Standard Support Specialist position

37. Doing Differently Accounting for Busing/Printing $200,000 Eliminates a duplicate accounting entry Services are not effected Activities Department $150,000 Eliminate charter bus services except for the longest trips Consolidate several extra duty contracts Charge some equipment purchases to the capital outlay fund

38. Doing Differently High School Budget Initiatives $125,000 Require 9-11th grade to take 6 classes per semester Eliminate class offerings with fewer than 18 students registered Reduce 3 FTE Paperless Initiative $100,000 Comprehensive initiative to limit the need to generate paper documents More fully utilize the print shop as the most cost effective printing option when paper is required Create digital alternatives to paper processes

39. Doing Differently Miscellaneous Staffing Reduction $59,000 Reduce a Reading Recovery Position (1 FTE)- Wilson/Grandview Retains Reading Recovery in Title I schools with Federal Funds Reduce of 2 noon duty currently not filled Miscellaneous Library Reductions $31,000 Reduce .5 FTE through retirement Reduce supply budget

40. Doing Differently Instructional Technology Staffing Restructure $30,000 Reduce 1 FTE reallocate responsibilities to existing staff In-district Travel Reimbursement (1/2 State Rate) $30,000 Reduce reimbursement rate for in district travel to ½ the state rate More fully utilize existing district fleet vehicles and consider adding to fleet

41. Doing Differently Talented and Gifted Restructure $23,000 Reduce .6 FTE Re-assign 2 FTE as enrichment coordinators Reduce Supply budget  Musical every 3rd year $20, 000 Each High School will perform a musical every 3rd year instead of every other year

42. Doing Differently Student/Staff ID Cards-Used as Activity Passes $12,000 Eliminate paper activity passes for staff and students Freeze Sheet Music Purchases (Except for State Events) $12,000 Freeze sheet music purchases for choral, band and orchestra with the exception of state events like All State Band. Meals for Meetings to be Catered by RCAS Food Service $6,000 Eliminate outside catering for Board of Education, Facilities, Finance, and Superintendant facilitated meetings

43. Doing Differently -This proposed plan reduces expenditures for the 2012-2013 school year by: $4,343,000 -We also believe we can realize some additional savings through the final budget process. -We will be adding $1,200,000 in expenditure for additional staff for All Day Kindergarten

44. Doing Differently Budget Hearing Schedule 6:00-8:00 PMJanuary 30- Dakota Middle SchoolFebruary 7- North Middle School February 27-Southwest Middle School

45. Doing Differently Learning Target: RCAS school board members and all stakeholders will understand: -The key research-based principles by which the 2012-13 GF budget recommendations are based. -The strategy and key factors utilized to develop the 2012-13 GF budget recommendations. -To provide additional clarity as to the development of a Professional Learning Community (PLC) in the RCAS

46. Doing Differently Criteria for Success: The RCAS administration and school board will develop a 2012-13 GF Budget based upon sound research-based principles, aligned with district priorities and with feedback from all stakeholders.

47. Doing Differently John Hattie (2009), in his book Visible Learning, examines numerous instructional practices and concludes that teachers working together in collaborative teams to clarify what students must learn, gather evidence of learning, and analyze that evidence so that they can identify the most powerful teaching strategy is indeed the practice that yields the most results in improving student learning. Getting this powerful continuous model in place requires both structural adjustments and cultural shifts.