{"text_format":"1","workbook":"xlsx","n_sheets":65,"sheets":["Introduction","Instructions","A. Opportunities List","B. Screening Tools Introduction","B1. Transportation","B2. Energy","B3. Maintenance","B4. Custodial","B5. Food services","B6. IT","B7. Mild special needs","B8. Paras","B9. Intervention","B10. Sped teachers","B11. SLPs","B12. Title I","B13. OOD","B14. Alt schools","B15. FARM","B16. MEDICAID","B17. PD ","B18. No-cost PD","B19. Coaching impact","B20. Free funds coaching","B21. Central office","B22. Building admins","B23. Clerical","B24. Library","B25. Guidance","B26. Absenteeism","B27. ELT","B28. Blended learning","B29. Ele class size","B30. Mid class size","B31. High class size","C. Screening Summary","D. Sizing Tools Introduction","D1. Transportation","D2. Energy","D3. Maintenance","D4. Custodial","D5. Food services","D6. IT","D7. Mild special needs","D8. Paras","D9. Intervention","D10. Sped teachers","D11. SLPs","D12. Title I","D13. OOD","D14. Alt schools","D15. FARM","D16. Medicaid","D17. PD","D18. No-cost PD","D19. Coaching impact","D20. Free funds coaching","D21. Central office","D22. Building admins","D23. Clerical","D24. Library","D25. Guidance","D26. Sizing absenteeism","D27. ELT","D28. Blended learning"],"not_rendered":{"charts":0,"images":37,"macros":1,"external_links":1,"defined_names":177,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900"}

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[null,"Introduction"]
[null,"Overview","The goal of the Screening & Sizing Tools is to help identify potential opportunities to reallocate resources to address the district's strategic priorities. Together, they are meant to be a \"quick and simple\" assessment of a long list of potential opportunities. The Screening Tools guide districts to answer a few straightforward questions that do not require data collection. The Screening Tools can help districts consider opportunities that at first glance may not seem to have high potential, but are in fact worthy of further investigation. \n\nAfter completing the Screening Tools for all opportunities, you should complete the Sizing Tools for the opportunities with the highest total points. The goal of the Sizing Tools is to roughly estimate the financial impact of high-potential opportunities that were identified using the Screening Tools. They can also help to create momentum for deeper analysis. The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately size the potential financial impact of the most promising opportunities. \n\nThere are two main types of resource reallocation opportunities that the Screening and Sizing Tools can help identify:\n1. Can the district free up funds for its strategic priorities?\n2. Can the district increase the impact of current spending at little or no additional cost, thus reducing the need to free up funds for priorities?\nSome opportunities are a combination of both. The Screening and Sizing Tools will help the district consider a wide range of opportunities in both of these categories. "]
[null,"What will you get out of this activity?","An understanding of which three to six potential opportunities are worthy of a more detailed, rigorous analysis, because they have the highest potential financial impact."]
[null,"When should you do this activity?"," The Screening and Sizing Tools are intended to identify opportunities that have the potential to free up funds to address the district's strategic priorities. Districts should use these Screening and Sizing Tools after identifying the cost of their priorities, so that they know in advance the target they are aiming to achieve."]
[null,"How long will it take to complete?","The Screening Tools are intended to be completed in a relatively short period of time. It should take districts approximately half a day to complete all 31 Screening Tools, provided the right people are in the room. \n\nEach Sizing Tool may take two to four hours to complete, and will require collecting data that is easily accessible for most districts."]
[null,"Who should be involved?","A wide group of district leaders should work to complete the Screening Tools together or as smaller content-specific teams. Teams should include all relevant department heads and well as their \"second-in-commands,\" who have a detailed knowledge of current practices. For example, a Screening Tool that aims to assess, \"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?\" would likely require the head of federal programs, the Title I point person, and the head of food services to help complete the tool.\n\nThe Chief Financial Officer should coordinate the use of the Sizing Tools, seeking input and data from knowledgeable parties. For example, a Sizing Tool that aims to estimate the opportunity \"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?\" would likely require the Chief Financial Officer to work with the head of federal programs and the \"second-in-command\" to gather the needed data and complete the tool."]
[null,"Notes","After completing the Screening Tools, districts will have a score for each opportunity. The score indicates whether or not districts should consider exploring the opportunity further using the Sizing Tools and other analyses. It is not worth completing the Sizing Tool for any opportunity that scores fewer than 50 points. Sizing up to 15 of the highest-scoring opportunities should be ample work to identify the highest-leverage opportunities.\n\nScreening Tools Score Key\n0-49  points: Not worth exploring \n50-74  points: Might be worth exploring further\n75-199 points: Worth exploring - small potential opportunity \n200-299 points: Worth exploring - significant potential opportunity \n300-399 points:  Worth exploring - large potential opportunity \n400 + points: Worth exploring - very large potential opportunity\n\nSome of the opportunities include benchmarking analyses. In most cases, the benchmarking is based on large districts (over 25,000 students) with high poverty. A deeper dive should include benchmarking analysis tailored to districts' particular characteristics and locations.\n\nAdditionally, the estimates derived from the Sizing Tools do not reflect collective bargaining agreements, state regulations, state and local policies and procedures, or other district-specific factors that may limit the potential financial impact of the opportunity. These factors should be considered in a deep dive. \n\n\n\n"]

{"sheet":"Instructions","index":1,"n_rows":74,"n_cols":2,"rows_kept":74,"cut":false,"hidden":false,"merged":[]}
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[null,"Before completing this excel tool, be sure you have reviewed the Guide: Identifying Top Savings Options"]
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[null,"Familiarize yourself with the list of opportunities for potential savings on the tab entitled \"A. Opportunities List\""]
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[null,"Complete the screening tools for all 31 potential opportunities. See the tab entitled \"B. Screening Tools Introduction\" for"]
[null,"an overview of the screening tools"]
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[null,"Review the \"C. Screening Summary\" tab to view your points total and the relative size of each opportunity. Identify the "]
[null,"10-15 highest-scoring opportunities, based on the screening tools. These have the highest potential to shift funds to your "]
[null,"strategic priorities. Select these opportunities in order to use an additional Excel tab to roughly estimate the potential "]
[null,"financial impact of the opportunity the potential size of the  opportunity."]
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[null,"Complete the sizing tools for the 10-15 opportunities for which you have decided to roughly estimate the potential"]
[null,"financial impact. See the tab entitled \"D. Sizing Tools Introduction\" for an overview of the sizing tools."]
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[null,"Use the tools, resources, examples, savings tactics, and case studies on the website to conduct deep dive analyses for three to"]
[null,"six of your identified opportunities that may have the biggest impact based on your work with the screening and sizing tools."]

{"sheet":"A. Opportunities List","index":2,"n_rows":34,"n_cols":5,"rows_kept":34,"cut":false,"hidden":false,"merged":[[9,2,16,2],[23,2,27,2],[28,2,30,2],[31,2,33,2],[3,2,8,2],[19,2,22,2],[17,2,18,2]]}
[null,null,"List of Savings Opportunities"]
[]
["For summing",null,"Category","#","Opportunity"]
[1,null,"Reducing operational costs",1,"Can the district free up funds from general education transportation?"]
[1,null,null,2,"Can the district free up funds from energy expenditures?"]
[1,null,null,3,"Can the district free up funds from maintenance services?"]
[1,null,null,4,"Can the district free up funds from custodial services?"]
[1,null,null,5,"Can the district free up funds from food services?"]
[1,null,null,6,"Can the district free up funds from classroom and other instructional technology?"]
[1,null,"Rethinking service delivery models for students who struggle",7,"Can the district address mild special needs differently?"]
[1,null,null,8,"Can the district free up funds from paraprofessional positions?"]
[1,null,null,9,"Can the district free up funds by increasing the impact of intervention teaching positions?"]
[1,null,null,10,"Can the district free up funds from special education teaching positions?"]
[1,null,null,11,"Can the district free up funds from speech and language therapist positions?"]
[1,null,null,12,"Can the district increase the impact of Title I spending?"]
[1,null,null,13,"Can the district free up funds by reducing reliance on out-of-district special education placements?"]
[1,null,null,14,"Can the district free up funds by reducing its reliance on alternative schools for students with behavioral challenges?"]
[1,null,"Maximizing revenue",15,"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?"]
[1,null,null,16,"Can the district increase federal Medicaid reimbursement for health-related student services?"]
[1,null,"Boosting the impact and cost-effectiveness of professional development for teachers",17,"Can the district free up funds from professional development expenditures? "]
[1,null,null,18,"Can the district provide more professional development opportunities for core teachers at little or no additional cost?"]
[1,null,null,19,"Can the district increase the impact of the coaching model at little to no additional cost?"]
[1,null,null,20,"Can the district free up funds from instructional coaching positions?"]
[1,null,"Examining staffing levels of non-instructional staff",21,"Can the district free up funds from central office spending?"]
[1,null,null,22,"Can the district free up funds from school-based administrator positions and/or increase the impact of existing positions?"]
[1,null,null,23,"Can the district free up funds from clerical support positions?"]
[1,null,null,24,"Can the district free up funds from library/media specialist positions and/or increase the impact of existing positions?"]
[1,null,null,25,"Can the district free up funds from guidance counselor positions?"]
[1,null,"Using instructional time more cost-effectively",26,"Can the district free up funds associated with teacher absences?"]
[1,null,null,27,"Can the district free up funds from extended school day and/or year programs?"]
[1,null,null,28,"Can the district free up funds from blended learning and/or online classes and/or increase the impact at little or no additional cost?"]
[1,null,"Managing class size",29,"Can the district free up funds by managing class sizes differently at the elementary schools?"]
[1,null,null,30,"Can the district free up funds by managing class sizes differently at the middle schools?"]
[1,null,null,31,"Can the district free up funds by managing class sizes differently at the high schools?"]

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[null,"Introduction"]
[null,"Overview","The goal of the Screening Tools is to help identify potential opportunities to reallocate resources to address the district's strategic priorities. Together, they are meant to be a \"quick and simple\" assessment of a long list of potential opportunities. The Screening Tools guide districts to answer a few, straightforward questions that do not require data collection. The Screening Tools can help districts consider opportunities that at first glance may not have seemed to have a high potential, but are in fact worthy of further investigation. \n\nThere are two main types of resource reallocation opportunities that the Screening Tools can help identify:\n1. Can the district free up funds for its strategic priorities?\n2. Can the district increase the impact of current spending at little or no additional cost, thus reducing the need to free up funds for priorities?\nSome opportunities are a combination of both. The Screening Tools will help the district consider a wide range of opportunities in both of these categories. "]
[null,"What will you get out of this activity?","An understanding of which opportunities may be relevant to the districts and are worthy of further consideration and analysis."]
[null,"When should you do this activity?"," The Screening Tools are intended to identify opportunities that have the potential to free up funds to address the district's strategic priorities. Districts should use these Screening Tools after identifying the cost of their priorities, so that they know in advance the target they are aiming to achieve."]
[null,"How long will it take to complete?","The Screening Tools are intended to be completed in a relatively short period of time. It should take districts approximately half a day to complete all 31 Screening Tools, provided the right people are in the room. "]
[null,"Who should be involved?","A wide group of district leaders should work to complete the Screening Tools together or as smaller content-specific teams. Teams should include all relevant department heads and well as their \"second-in-commands,\" who have a detailed knowledge of current practices. For example, a Screening Tool that aims to assess, \"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?\" would likely require the head of federal programs, the Title I point person, and the head of food services to help complete the tool."]
[null,"Note on Scoring","After completing the Screening Tools, districts will have a score for each opportunity. The score indicates whether or not districts should consider exploring the opportunity further using the Sizing Tools and other analyses. It is not worth completing the Sizing Tool for any opportunity that scores fewer than 50 points. Sizing up to 15 of the highest-scoring opportunities should be ample work to identify the highest-leverage opportunities.\n\nScreening Tools Score Key\n0-49  points: Not worth exploring \n50-74  points: Might be worth exploring further\n75-199 points: Worth exploring - small potential opportunity \n200-299 points: Worth exploring - significant potential opportunity \n300-399 points:  Worth exploring - large potential opportunity \n400 + points: Worth exploring - very large potential opportunity\n\n\n\n"]

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[]
[null,"SCREENING TOOL",null,null,1]
[null,"Can the district free up funds from general education transportation?"]
[null,"Providing transportation for students is often very costly. Some districts have reduced spending on transportation by switching to lower-cost providers, making routing more efficient, and/or better utilizing their fleet of buses. \n\nNote: This opportunity includes general education transportation, and does not include special education transportation"]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Does the district transport students to charter schools and/or parochial schools?","Yes, 10% or more of all students",20]
[null,null,"No, or less than 10% of all students",0]
[2,"Does the district transport many general education students in grades 7-12 in school buses?","Yes",30]
[null,null,"No",0]
[3,"Does the district transport general education students who are not mandated under state law?","Yes",30]
[null,null,"No",0]
[4,"Does the district utilize routing software to create new bus routes each year?","Yes",0]
[null,null,"No",50]
[5,"Has the district created new school assignment policies for students in the past five years?","Yes",20]
[null,null,"No",0]
[6,"Has the district changed transportation providers in the past 5 years?","Yes",0]
[null,null,"No",20]
[7,"Has spending on transportation increased in the past 3 years?","Yes, in proportion to the overall budget",0]
[null,null,"Yes, in greater proportion than the overall budget",40]
[null,null,"No, or in smaller proportion than the overall budget",0]
[null,null,"Do not know",40]
[8,"Do most buses have monitors?","Yes",20]
[null,null,"No",0]
[9,"Can the district easily and accurately produce transportation reports that include duration of each run and the number of students on each run in the morning and afternoon on any given day and are these reports used to adjust routes or stops?","Yes",0]
[null,null,"No",30]
[10,"Do most buses make more than one run in the morning and more than one run in the afternoon?","Yes",0]
[null,null,"No",50]
[null,null,"Do not know",50]
[null,"Total points",null,null,{"$f":"SUM(E8:E30)","v":0}]

{"sheet":"B2. Energy","index":5,"n_rows":30,"n_cols":5,"rows_kept":30,"cut":false,"hidden":false,"merged":[[27,1,28,1],[27,4,28,4],[21,4,22,4],[23,4,24,4],[23,1,24,1],[21,1,22,1],[25,1,26,1],[25,4,26,4],[2,1,2,4],[17,1,20,1],[6,4,9,4],[10,4,13,4],[14,4,16,4],[17,4,20,4],[14,1,16,1],[6,1,9,1],[10,1,13,1],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,2]
[null,"Can the district free up funds from energy expenditures?"]
[null,"As with any non-instructional expenditure, a reduction in spending on energy can enable a district to shift funds to other activities that can have a greater impact on student learning. Energy costs often represent a significant part of the operating budget, especially for older school buildings and systems. Furthermore, principals rarely have an incentive to reduce energy spending even though these are building-based costs that can be managed. Some districts have reduced energy costs by upgrading older systems, managing purchasing differently, and/or providing incentives to principals to conserve energy.\n\nNote: This opportunity includes all energy expenditures, including heating, cooling, gas, and electricity use."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"How many months each year do schools typically require heating?","8 or more",20]
[null,null,"6-8",10]
[null,null,"3-5",5]
[null,null,"Fewer than 3",0]
[2,"How many months each year do schools typically require air conditioning?","8 or more",20]
[null,null,"6-8",10]
[null,null,"3-5",5]
[null,null,"Fewer than 3",0]
[3,"Roughly how many school buildings are 50 or more years old?","Most",50]
[null,null,"Some",30]
[null,null,"Few, if any",0]
[4,"Approximately how many older heating or cooling systems have been replaced in the past twenty years?","More than half",0]
[null,null,"Less than half",20]
[null,null,"None",30]
[null,null,"Do not know",30]
[5,"Are there incentives in place for principals to reduce energy costs?","Yes",0]
[null,null,"No",50]
[6,"In the past ten years, has the district had a comprehensive energy audit and implemented most of its recommendations?","Yes",0]
[null,null,"No",50]
[7,"In the past ten years, has the district investigated performance contracts with energy providers or auditors to reduce energy use in exchange for a percentage of the savings?","Yes",0]
[null,null,"No",10]
[8,"In the past five years, has the district investigated alternative ways to purchase energy, including cooperative purchasing, hedging, and/or entering long-term purchasing contracts?","Yes",0]
[null,null,"No",50]
[null,null,null,"Total points",{"$f":"SUM(E7:E29)","v":0}]

{"sheet":"B3. Maintenance","index":6,"n_rows":18,"n_cols":5,"rows_kept":18,"cut":false,"hidden":false,"merged":[[13,4,14,4],[15,4,16,4],[2,1,2,3],[1,1,1,3],[10,1,12,1],[5,4,7,4],[8,4,9,4],[10,4,12,4],[15,1,16,1],[8,1,9,1],[5,1,7,1],[13,1,14,1],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,3]
[null,"Can the district free up funds from maintenance services?"]
[null,"Maintenance services are essential to a welcoming and positive school environment, but improved management may allow districts to free up funds to address their strategic priorities. Districts that have reduced spending on school maintenance services have tightly managed services in proportion to enrollment and need, closely monitored overtime, and/or regularly tracked key performance indicators."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Has enrollment decreased in the past five years?","Yes, by greater than 5% points",40]
[null,null,"Yes, by between 2% points and 5% points",20]
[null,null,"No, or by less than 2%",0]
[2,"Has a significant portion of older school buildings been replaced or renovated over the past five years?","Yes",0]
[null,null,"No",30]
[3,"If the district contracts with maintenance providers, has the district closely reviewed contracts and/or changed vendors in the past five years?","Yes",0]
[null,null,"No",50]
[null,null,"NA - no contracts with vendors",0]
[4,"Can the district easily and accurately produce reports that track maintenance overtime and have these reports been reviewed by district leadership in the past two years?","Yes",0]
[null,null,"No",40]
[5,"Can the district easily and accurately produce reports that track work order completion time and number of outstanding work orders and have these reports been reviewed by district leadership in the past two years?","Yes",0]
[null,null,"No",40]
[null,null,null,"Total points",{"$f":"SUM(E6:E17)","v":0}]

{"sheet":"B4. Custodial","index":7,"n_rows":23,"n_cols":5,"rows_kept":23,"cut":false,"hidden":false,"merged":[[1,1,1,3],[5,1,7,1],[8,1,10,1],[20,4,21,4],[17,1,19,1],[2,1,2,4],[14,1,16,1],[20,1,21,1],[11,1,13,1],[5,4,7,4],[8,4,10,4],[11,4,13,4],[14,4,16,4],[17,4,19,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,4]
[null,"Can the district free up funds from custodial services?"]
[null,"Custodial services are essential to a welcoming and positive school environment, but improved management may allow districts to free up funds to address other strategic priorities. Districts that have reduced spending on school custodial services have tightly managed services in proportion to enrollment and need, closely monitored overtime pay, tracked key performance indicators, and/or explored lower-cost vendor options."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Has enrollment decreased in the past five years?","Yes, by greater than 5% points",40]
[null,null,"Yes, by between 2% points and 5% points",20]
[null,null,"No, or by less than 2%",0]
[2,"If the district subcontracts custodial services, has the district closely reviewed contracts and/or changed vendors in the past five years?","Yes",0]
[null,null,"No",40]
[null,null,"NA - no contracts with vendors",0]
[3,"Do custodians in a given building have overlapping schedules (e.g., two custodial shifts overlap during high-use hours such as lunch, but do not overlap in the early morning and late afternoons, when time can be dedicated to cleaning)?","Often",0]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",30]
[4,"Do custodial staffing levels vary based on school size and/or use?","Often",0]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",40]
[5,"Are custodians assigned to more than one building?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[6,"Can the district easily and accurately produce reports that track custodial overtime and have these reports been reviewed by district leadership in the last two years?","Yes",0]
[null,null,"No",30]
[null,null,null,"Total points",{"$f":"SUM(E6:E22)","v":0}]

{"sheet":"B5. Food services","index":8,"n_rows":35,"n_cols":5,"rows_kept":35,"cut":false,"hidden":false,"merged":[[24,1,25,1],[12,1,14,1],[15,1,18,1],[30,1,33,1],[30,4,33,4],[21,1,23,1],[19,4,20,4],[21,4,23,4],[24,4,25,4],[26,4,29,4],[26,1,29,1],[19,1,20,1],[2,1,2,4],[5,4,9,4],[10,4,11,4],[12,4,14,4],[15,4,18,4],[5,1,9,1],[3,1,3,4],[10,1,11,1]]}
[null,"SCREENING TOOL",null,null,5]
[null,"Can the district free up funds from food services?"]
[null,"Food services can be costly if not closely managed. Districts that have reduced spending on food services have increased student participation, closely tracked key performance indicators, and/or explored lower-cost providers who specialize in food services. Some districts have also succeeded in making food services a revenue-generating department.  "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Does the food service program revenue cover all of the program's operating costs?","Almost all of the costs",0]
[null,null,"Most of the costs",5]
[null,null,"Some of the costs",15]
[null,null,"Very little of the costs",40]
[null,null,"Do not know",40]
[2,"Does the revenue from the food service program cover all of the program's capital purchases (e.g., new ovens or lunch tables)?","Yes",0]
[null,null,"No",20]
[3,"If the district contracts with a food service vendor, has the district changed its food service vendor in the past five years?","Yes",0]
[null,null,"No",20]
[null,null,"NA - no contract with a food service vendor",0]
[4,"Has the district changed its food suppliers in the past five years?","Yes, many ",0]
[null,null,"Yes, some",10]
[null,null,"No, few if any",20]
[null,null,"Do not know",20]
[5,"Can the district easily and accurately produce reports that track student participation, cost per meal, and profit and loss and have the reports been reviewed by district leadership in the last two years?","Yes",0]
[null,null,"No",20]
[6,"Were any recent changes to healthier food offset by increases in revenue or cost-saving measures?","Yes",0]
[null,null,"No",20]
[null,null,"NA - There have been no recent shifts to healthier food",0]
[7,"Are breakfast and lunch transactions recorded via a point of sale management system, as opposed to a cash register?","Yes",0]
[null,null,"No",15]
[8,"What is the elementary lunch participation rate (the number of lunches served daily divided by the average daily attendance)?","75% or higher",0]
[null,null,"Between 50% and 74%",10]
[null,null,"Less than 50%",20]
[null,null,"Do not know",20]
[9,"What is the secondary lunch participation rate (the number of lunches served daily divided by the average daily attendance)?","50% or higher",0]
[null,null,"Between 40% and 49%",10]
[null,null,"Less than 40%",20]
[null,null,"Do not know",20]
[null,null,null,"Total points",{"$f":"SUM(E6:E34)","v":0}]

{"sheet":"B6. IT","index":9,"n_rows":35,"n_cols":5,"rows_kept":35,"cut":false,"hidden":false,"merged":[[36,1,36,4],[26,1,29,1],[26,4,29,4],[30,1,33,1],[30,4,33,4],[18,1,21,1],[18,4,21,4],[22,1,25,1],[22,4,25,4],[12,1,13,1],[12,4,13,4],[14,1,17,1],[14,4,17,4],[10,1,11,1],[10,4,11,4],[1,1,1,4],[2,1,2,4],[6,1,9,1],[6,4,9,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,6]
[null,"Can the district free up funds from classroom and other instructional technology?"]
[null,"Investments in instructional technology can be critical to districts' strategic priorities, especially as part of personalized learning or intervention services. However, instructional technology purchases can often be very costly and are not always used as intended. Some districts have shifted spending to more effective uses by reducing little-used software, ensuring instructional technology addresses clear student needs, and/or monitoring for effectiveness.\n\nNote: For the purposes of this tool, instructional technology refers to all hardware and software devoted to enhancing teaching and learning in and outside the classroom as well as associated maintenance and support costs (e.g., computer labs, remediation and intervention software, computer-based learning programs, online resources used by students, mobile devices for students and teachers, staff time devoted to set up, maintenance, and support of instructional technology tools and software). It does NOT include core infrastructure such as repair/maintenance or Wi-Fi bandwidth, or hardware and software used primarily for administrative purposes such as email, ERP, finance, HR, payroll, or student information systems. It also does not include related professional development costs for either administrative or instructional uses of technology."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"How often does the district track the usage of instructional technology and discontinue unused technology (e.g. software licenses and \"seats,\" devices)?","At least once per year",0]
[null,null,"Every one to two years",5]
[null,null,"Less frequently than once every two years",10]
[null,null,"Never",20]
[2,"Has the district reduced or eliminated any software or online technology based on student outcomes in the last two years?","Yes",0]
[null,null,"No",20]
[3,"Has the district made changes to hardware usage (e.g. which students have access to devices) based on student outcomes in the last two years?","Yes",0]
[null,null,"No",20]
[4,"Before instructional technology is purchased, is a clear way to measure the usage of the technology in place?","Almost always",0]
[null,null,"Often",5]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[5,"Before instructional technology is purchased, is there a clear understanding of how the technology will impact student learning and support the district's strategic priorities?","Almost always",0]
[null,null,"Often",5]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[6,"Before instructional technology is purchased, is a clear way to measure the impact of the technology in place?","Almost always",0]
[null,null,"Often",5]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[7,"Within its budget allocation, can an individual department or school purchase instructional technology without approval from senior district teaching and learning leadership?","Almost always",30]
[null,null,"Often",20]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",0]
[8,"Has the district recently piloted or launched program(s) requiring the use of many laptops, tablets, and/or other devices in the last two years.","Yes, in most schools",20]
[null,null,"Yes, in many schools",10]
[null,null,"Yes,  in some schools",5]
[null,null,"In very few if any schools",0]
[null,null,null,"Total points",{"$f":"SUM(E7:E34)","v":0}]

{"sheet":"B7. Mild special needs","index":10,"n_rows":42,"n_cols":5,"rows_kept":42,"cut":false,"hidden":false,"merged":[[3,1,3,4],[1,1,1,4],[28,1,31,1],[5,4,8,4],[9,4,11,4],[12,4,16,4],[2,1,2,4],[17,4,20,4],[21,4,23,4],[24,4,27,4],[5,1,8,1],[12,1,16,1],[21,1,23,1],[17,1,20,1],[24,1,27,1],[9,1,11,1],[37,1,40,1],[37,4,40,4],[28,4,31,4],[32,4,36,4],[32,1,36,1]]}
[null,"SCREENING TOOL",null,null,7]
[null,"Can the district address mild special needs differently?"]
[null,"Some students with mild-to-moderate disabilities require targeted special education services provided through Individualized Education Plans (IEPs). However, which students have been found eligible for IEPs can vary widely from school-to-school due to unclear or inconsistent eligibility criteria. Furthermore, in some cases, students who are referred for special education may not have been referred if they had had access to high-quality early intervention support. Some districts that have addressed mild special needs differently have ensured that only students who meet clear, rigorous, and consistently-applied criteria receive special education services, while all students have access to effective early intervention support, as needed, through general education. Since special education services are generally more costly than general education services, some districts may have an opportunity to shift some special education funds toward other district priorities while providing more effective services. "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Has the percent of students with IEPs increased in the past ten years?","Yes, by 2% points or more",50]
[null,null,"Yes, by less than 2% points",20]
[null,null,"No",0]
[null,null,"Do not know",50]
[2,"Is the district's identification rate for special education higher than the state average?","Yes",30]
[null,null,"No",0]
[null,null,"Do not know",30]
[3,"Are IEP eligibility criteria consistency applied from school-to-school and/or practitioner-to-practitioner (i.e. would a student found eligible in one school be found eligible in another school)?","Almost always",0]
[null,null,"Often",20]
[null,null,"Sometimes",40]
[null,null,"Rarely, if ever",60]
[null,null,"Do not know",60]
[4,"For students with IEPs transferring into the district, to what extent are IEPs reviewed centrally for alignment to the district's service delivery model and eligibility criteria?","Almost always",0]
[null,null,"Often",10]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",30]
[5,"At what rates are students referred for special education services in the middle and high schools versus in the elementary schools?","At similar or higher rates than elementary",50]
[null,null,"At slightly lower rates ",30]
[null,null,"At much lower rates",0]
[7,"For students in grades K-3 who are not reading on grade level, to what extent do they receive reading support that is both outside of special education and in addition to core classroom reading instruction?","Almost always",0]
[null,null,"Often",5]
[null,null,"Sometimes",40]
[null,null,"Rarely, if ever",60]
[8,"In grades K-3, to what extent is additional reading support for students provided by highly-skilled reading teachers?","Almost always",0]
[null,null,"Often",5]
[null,null,"Sometimes",30]
[null,null,"Rarely, if ever",50]
[9,"If students struggle academically in grades 4-12, are there general education interventions available and are they expected to be accessed prior to referral for special education services?","Almost always",0]
[null,null,"Often",5]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",40]
[null,null,"Do not know",40]
[10,"Is the district using 15% of its IDEA Part B funding for intervention?","Almost all",0]
[null,null,"More than half",5]
[null,null,"Less than half",10]
[null,null,"Do not know",10]
[null,null,null,"Total points",{"$f":"SUM(E6:E41)","v":0}]

{"sheet":"B8. Paras","index":11,"n_rows":26,"n_cols":5,"rows_kept":26,"cut":false,"hidden":false,"merged":[[2,1,3,4],[16,1,18,1],[16,4,18,4],[19,1,21,1],[22,1,24,1],[22,4,24,4],[19,4,21,4],[4,1,4,4],[25,1,25,3],[7,1,9,1],[7,4,9,4],[10,1,12,1],[10,4,12,4],[13,1,15,1],[13,4,15,4]]}
[null,"SCREENING TOOL",null,null,8]
[null,"Can the district free up funds from paraprofessional positions?"]
[null,"Paraprofessionals play an important role in serving students with special needs. However, overreliance on paraprofessional support - particularly academic support - does not typically promote sufficient student learning or independence. Some districts have an opportunity to shift paraprofessional support to more effective instruction from highly-skilled teachers.\n\nNote: This opportunity only includes special education paraprofessionals. It does not include paraprofessionals assigned to support whole general education classrooms (e.g. Kindergarten paraprofessionals)"]
[]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1," Has student enrollment decreased in the past 5 years?","Yes, by 10% or more",25]
[null,null,"Yes, by less than 10%",0]
[null,null,"No",0]
[2,"Has the total number of paraprofessional FTEs increased in the past 5 years?","Yes, by 10% or more",60]
[null,null,"Yes, by less than 10%",30]
[null,null,"No",0]
[3,"Do paraprofessionals provide reading support or assistance to elementary  students with mild to moderate special needs or general education students?","Yes",100]
[null,null,"No",0]
[null,null,"Do not know",100]
[4,"Are paraprofessionals often assigned to general education classrooms?","Yes, in kindergarten only",0]
[null,null,"Yes",50]
[null,null,"No",0]
[5,"Are paraprofessionals part-time staff?","Yes, most paraprofessionals",0]
[null,null,"Yes, some paraprofessionals",25]
[null,null,"Very few if any are part-time",50]
[6,"Do paraprofessionals receive benefits?","Yes, most paraprofessionals",50]
[null,null,"Yes, some paraprofessionals",25]
[null,null,"Very few if any receive benefits",0]
[null,"Total points",null,null,{"$f":"SUM(E8:E25)","v":0}]

{"sheet":"B9. Intervention","index":12,"n_rows":43,"n_cols":5,"rows_kept":43,"cut":false,"hidden":false,"merged":[[31,4,35,4],[36,4,39,4],[40,4,41,4],[1,1,1,4],[2,1,3,4],[6,1,8,1],[40,1,41,1],[26,1,27,1],[36,1,39,1],[31,1,35,1],[11,1,13,1],[16,1,20,1],[21,1,25,1],[6,4,10,4],[11,4,15,4],[16,4,20,4],[4,1,4,4],[21,4,25,4],[26,4,30,4]]}
[null,"SCREENING TOOL",null,null,9]
[null,"Can the district free up funds by increasing the impact of intervention teaching positions?"]
[null,"Intervention teachers, including reading and math specialists, play an important role. They provide instruction to students who struggle and, often, deliver interventions as part of districts' Response to Intervention (RTI) processes. Sometimes, other demands on their time - such as meetings and paperwork - can limit the amount of time intervention teachers spend with students. Also, scheduling constraints and the service delivery model used can often make it difficult for intervention teachers to serve as many students as they could. Some districts may have an opportunity to provide the same or higher levels of service by streamlining intervention teachers' non-instructional duties and increasing the number of students they serve.  \n\nNote: Intervention teaching positions can look very different from district to district. This opportunity is based on a relatively broad definition of intervention teaching positions, including such positions as remedial math and reading teachers, Title I reading and math teachers, and others. In this case, intervention teaching positions are not meant to include special education teachers, related service practitioners, or paraprofessionals. "]
[]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"At the elementary level, do the intervention teachers attend IEP meetings?","Almost always",40]
[null,null,"Often",30]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[null,null,"Do not know",40]
[2,"At the secondary level, do the intervention teachers attend IEP meetings?","Almost always",40]
[null,null,"Often",30]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[null,null,"Do not know",40]
[3,"At the elementary level, do intervention teachers attend planning meetings with more than two grade-level or content-area teams?","Almost always",30]
[null,null,"Often",20]
[null,null,"Sometimes",0]
[null,null,"Rarely, if ever",0]
[null,null,"Do not know",30]
[4,"At the secondary level, do intervention teachers attend planning meetings with more than two grade-level or content-area teams?","Almost always",30]
[null,null,"Often",20]
[null,null,"Sometimes",0]
[null,null,"Rarely, if ever",0]
[null,null,"Do not know",30]
[5,"Do intervention teachers provide one-to-one instruction?","Almost always",50]
[null,null,"Often",40]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",0]
[null,null,"Do not know",20]
[6,"What is the typical caseload (meaning the number of students seen in a given week) for intervention teachers?\nNote: please use \"adjusted caseloads\" to account for partial FTE, (number of students seen per week divided by FTE)","Greater than 40",0]
[null,null,"30-40",20]
[null,null,"10-30",50]
[null,null,"Fewer than 10",80]
[null,null,"Do not know",80]
[7,"Do intervention teachers create their own schedules and/or caseloads?","Almost always",50]
[null,null,"Often",40]
[null,null,"Sometimes",30]
[null,null,"Rarely, if ever",0]
[8,"Are intervention teachers' actual caseloads reviewed by central office at least once per year?","Yes",0]
[null,null,"No",30]
[null,null,null,"Total points",{"$f":"SUM(E7:E42)","v":0}]

{"sheet":"B10. Sped teachers","index":13,"n_rows":31,"n_cols":5,"rows_kept":31,"cut":false,"hidden":false,"merged":[[7,1,9,1],[2,1,2,4],[1,1,1,4],[13,1,14,1],[3,1,3,4],[4,1,4,4],[27,1,29,1],[10,1,12,1],[18,1,21,1],[22,1,24,1],[25,1,26,1],[15,1,17,1],[22,4,24,4],[25,4,26,4],[27,4,29,4],[7,4,9,4],[10,4,12,4],[13,4,14,4],[15,4,17,4],[18,4,21,4]]}
[null,"SCREENING TOOL",null,null,10]
[null,"Can the district free up funds from special education teaching positions?"]
[null,"Special education teachers play a critical role in supporting students with disabilities. In addition to providing instruction to students, special education teachers also have other important responsibilities, particularly as part of the Individualized Education Plan (IEP) process. Sometimes, these non-direct instructional demands on teachers' time - such as meetings and the paperwork associated with the IEP process - can limit the amount of direct support that special education teachers provide to students. Also, scheduling constraints and a school's service delivery model can limit the number of students that special education teachers serve. Some districts may have an opportunity to provide higher levels of service with fewer staff members by streamlining the meetings and paperwork associated with the IEP process and managing scheduling and other processes differently in order to increase the number of students special education teachers are able to serve."]
[null,"Note: This opportunity looks specifically at special education teachers who primarily support students with mild-to-moderate disabilities, including teachers in co-teaching, inclusion, resource room, or pullout settings.  This opportunity does NOT include special education teachers who primarily support students with severe needs in substantially-seperate settings, related service providers (e.g., physical therapists, Speech and Langage Pathologosts, occupational therepists), or other staff in the special education department (e.g., IEP team leader, psychologists, paraprofessionals)"]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Are IEP teams routinely reconvened between annual meetings?","Often",50]
[null,null,"Sometimes",30]
[null,null,"Rarely, if ever",0]
[2,"Do special education teachers attend meetings with more than one grade-level or content-area team?","Often",50]
[null,null,"Sometimes",30]
[null,null,"Rarely, if ever",0]
[3,"Does the IEP process make use of specialized software for writing and managing IEPs?","Yes",0]
[null,null,"No",40]
[4,"At the secondary level, do special education teachers work with students for fewer class periods than general education teachers?","Yes, at all schools",50]
[null,null,"Yes, at some schools",40]
[null,null,"No",0]
[5,"What is the typical caseload of special education teachers who primarily serve students with mild-to-moderate disabilities?","Greater than 30",0]
[null,null,"Between 20 and 29",30]
[null,null,"Fewer than 20",50]
[null,null,"Do not know",50]
[6,"Does the district track the student-to-teacher ratio in substantially-separate classrooms and shift staffing based on enrollment?","Yes",0]
[null,null,"No",50]
[null,null,"Do not know",50]
[7,"Are special education teachers' actual caseloads reviewed by district leadership at least once per year?","Yes",0]
[null,null,"No",30]
[8,"Do special education teachers create their own schedules?","Often",30]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[null,null,null,"Total points",{"$f":"SUM(E8:E30)","v":0}]

{"sheet":"B11. SLPs","index":14,"n_rows":24,"n_cols":5,"rows_kept":24,"cut":false,"hidden":false,"merged":[[23,1,23,3],[12,1,13,1],[12,4,13,4],[14,1,17,1],[14,4,17,4],[18,1,20,1],[18,4,20,4],[10,4,11,4],[2,1,2,4],[3,1,3,4],[21,1,22,1],[21,4,22,4],[5,1,6,1],[5,4,6,4],[7,1,9,1],[7,4,9,4],[10,1,11,1]]}
[null,"SCREENING TOOL",null,null,11]
[null,"Can the district free up speech and language therapist positions?"]
[null,"Speech and language therapists play an important role in serving students with special needs. In some cases, districts may be able to provide the same or higher levels of service with fewer therapists by clarifying staffing guidelines, service delivery models, and/or entrance and exit criteria for services.\n\nNote: This opportunity looks at speech and language therapist positions only, and does not include speech and language assistants or other related services providers. "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Has student enrollment decreased in the past 5 years?","Yes, by 10% or more",25]
[null,null,"No, or by less than 10% ",0]
[2,"Has the number of speech and language therapists increased in the past 5 years?","Yes, by 10% or more",25]
[null,null,"Yes, by less than 10% ",10]
[null,null,"No",0]
[3,"Are any speech and language services sub-contracted?","Yes",50]
[null,null,"No",0]
[4,"At the elementary level, are most speech and language therapists assigned to a single building?","Yes",75]
[null,null,"No",0]
[5,"What is the average caseload of an speech and language therapist?","More than 40 students",0]
[null,null,"Between 30 and 40 students",50]
[null,null,"Fewer than 30 students",75]
[null,null,"Do not know",75]
[6,"Does the district employ speech and language assistants?","Yes",0]
[null,null,"No",25]
[null,null,"Not allowed by state statute",0]
[7,"Do SLPs mostly create their own schedules?","Yes",30]
[null,null,"No",0]
[null,"Total points",null,null,{"$f":"SUM(E6:E23)","v":0}]

{"sheet":"B12. Title I","index":15,"n_rows":49,"n_cols":5,"rows_kept":49,"cut":false,"hidden":false,"merged":[[20,1,25,1],[20,4,25,4],[11,1,11,4],[12,1,13,1],[12,4,13,4],[14,1,19,1],[14,4,19,4],[36,1,40,1],[36,4,40,4],[41,1,47,1],[41,4,47,4],[26,1,30,1],[26,4,30,4],[31,1,35,1],[31,4,35,4],[1,1,1,4],[2,1,2,4],[6,1,10,1],[6,4,10,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,12]
[null,"Can the district increase the impact of Title I spending?"]
[null,"Title I funding can represent a significant source of revenue for many districts. However, managing Title I funding can be complex, and risk of non-compliance can sometimes discourage districts from proactively aligning funds to the district's strategic priorities. As a result, Title I spending can sometimes have little impact on student achievement. Some districts have shifted spending to strategic priorities by tightly managing the Title I budget, increasing visibility, and/or using funds flexibility, as allowable by regulations (e.g. through schoolwide Title I programs). \n\nNote: Include all Title I funds whether spent or managed at the district or school level."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Does senior teaching and learning leadership (e.g. Chief Academic Officer) manage and direct the use of Title I funds?","Yes, actively manages and directs most or all funds",0]
[null,null,"Yes, actively manages and directs some funds",30]
[null,null,"Yes, reviews uses of funds but does not manage funds",40]
[null,null,"No, has limited input ",50]
[null,null,"NA - the district has very little Title I funding",0]
[null,"If the answer to question 1 was \"NA - the district has very little Title I funding,\" this opportunity does not apply to your district. Please continue to another opportunity. "]
[2,"Has the use of Title I funds been analyzed and reviewed at the senior leadership level in the past two years?","Yes",0]
[null,null,"No",60]
[3,"For the portion of Title I funds managed at the district level by district leaders,  was Title I used to fund a few key districtwide strategic priorities last year?","Yes, nearly all Title I funds",0]
[null,null,"Yes, a significant portion of funds",5]
[null,null,"Yes, a small portion of funds",10]
[null,null,"Very little, if any funds",20]
[null,null,"NA - very little funds managed at the district level",0]
[null,null,"Do not know",20]
[4,"For the portion of Title I funds managed at the school level by principals or other school staff, was Title I used to fund a few of the schools' key strategic priorities last year?","Yes, nearly all Title I funds",0]
[null,null,"Yes, a significant portion of funds",5]
[null,null,"Yes, a small portion of funds",10]
[null,null,"Very little, if any funds",20]
[null,null,"NA - very little funds managed at the school level",0]
[null,null,"Do not know",20]
[5,"Last year, was Title I used to fund reductions in class size?","Yes, nearly all Title I funds",60]
[null,null,"Yes, a significant portion of funds",40]
[null,null,"Yes, a small portion of funds",20]
[null,null,"Very little, if any funds",0]
[null,null,"Do not know",60]
[6,"Last year, was Title I used to fund paraprofessional/ aide positions?","Yes, nearly all Title I funds",60]
[null,null,"Yes, a significant portion of funds",40]
[null,null,"Yes, a small portion of funds",10]
[null,null,"Very little, if any funds",40]
[null,null,"Do not know",60]
[7,"Last year, was Title I used to fund professional development conferences, workshops, and outside contractors to provide short-term professional development for teachers?","Yes, nearly all Title I funds",30]
[null,null,"Yes, a significant portion of funds",20]
[null,null,"Yes, a small portion of funds",10]
[null,null,"Very little, if any funds",0]
[null,null,"Do not know",30]
[8,"At schoolwide Title I schools, do Title I services exclude students who are not eligible for Free and/or Reduced Lunch?","Yes, in many schoolwide Title I schools",20]
[null,null,"Yes, in some schoolwide Title I schools",10]
[null,null,"Yes, in a few schoolwide Title I schools",5]
[null,null,"In no schoolwide Title I schools",0]
[null,null,"Do not know how schoolwide Title I funds are used",20]
[null,null,"Do not know which schools are schoolwide Title I schools",20]
[null,null,"NA - do not have any Title I schoolwide schools",0]
[null,null,null,"Total points",{"$f":"SUM(E7:E48)","v":0}]

{"sheet":"B13. OOD","index":16,"n_rows":37,"n_cols":5,"rows_kept":37,"cut":false,"hidden":false,"merged":[[24,1,27,1],[24,4,27,4],[28,1,29,1],[28,4,29,4],[33,1,35,1],[33,4,35,4],[30,1,32,1],[30,4,32,4],[1,1,1,4],[2,1,2,4],[6,1,9,1],[6,4,9,4],[3,1,3,4],[10,1,14,1],[10,4,14,4],[15,1,19,1],[15,4,19,4],[20,1,23,1],[20,4,23,4]]}
[null,"SCREENING TOOL",null,13]
[null,"Can the district free up funds by reducing reliance on out-of-district special education placements?"]
[null,"Some students with severe disabilities require highly-specialized programs and support. In many cases, districts enroll these students in out-of-district programs, which can often be very costly. Some districts have expanded their in-district programming for students with more severe disabilities in order to serve more students in-district. This not only allows students to be served closer to home, but also allows districts to provide appropriate services at a lower cost."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Has the number of students with severe disabilities served in-district been increasing, decreasing, or flat in the past five years?\n","Increasing significantly",0]
[null,null,"Increasing slightly",5]
[null,null,"Flat",25]
[null,null,"Decreasing",50]
[2,"Has the number of students being returned to the district from out-of-district placements been increasing, decreasing, or flat in the past year?","Increasing significantly",0]
[null,null,"Increasing slightly",5]
[null,null,"Flat",25]
[null,null,"Decreasing",50]
[null,null,"Do not know",50]
[3,"In the budget, has the cost of out-of-district tuitions been increasing in the past three years?","Yes, in proportion to the overall budget",0]
[null,null,"Yes, in greater proportion than the overall budget",50]
[null,null,"Yes, in smaller proportion than the overall budget",0]
[null,null,"No",0]
[null,null,"Do not know",50]
[4,"Are students whose primary disability is mild autism served out-of-district?","Yes, most students with mild autism are served out-of-distrct",20]
[null,null,"Yes, many students with mild autism are served out-of-distrct",10]
[null,null,"Yes, some students with mild autism are served out-of-distrct",5]
[null,null,"Very few if any",0]
[5,"Are students with behavior issues served out-of-district?","Most students with behavior issues are served out-of-distrct",20]
[null,null,"Many students with behavior issues are served out-of-distrct",10]
[null,null,"Some students with behavior issues are served out-of-distrct",5]
[null,null,"Very few if any",0]
[6,"Are any students with specific learning disabilities served out-of-district?","Yes",50]
[null,null,"No",0]
[7,"In cases where students with severe disabilities do not have access to suitable programs in their home school, are they transferred to other in-district schools with a suitable program (as opposed to starting a new program at the home school or enrolling the student in an out-of-district program)?","Often",0]
[null,null,"Sometimes",5]
[null,null,"Rarely, if ever",10]
[8,"In the past three years, has the district increased its staffing levels of professionals who are experts in serving students with autism and/or behavior issues?","Yes, significant increase ",0]
[null,null,"Yes, some increase ",5]
[null,null,"Little or no increase ",10]
[null,null,null,"Total points",{"$f":"SUM(E7:E36)","v":0}]

{"sheet":"B14. Alt schools","index":17,"n_rows":30,"n_cols":5,"rows_kept":30,"cut":false,"hidden":false,"merged":[[26,1,28,1],[26,4,28,4],[21,4,23,4],[24,4,25,4],[21,1,23,1],[24,1,25,1],[19,1,20,1],[19,4,20,4],[1,1,1,4],[5,1,6,1],[7,1,8,1],[9,1,11,1],[15,1,18,1],[2,1,2,4],[5,4,6,4],[7,4,8,4],[9,4,11,4],[12,4,14,4],[15,4,18,4],[12,1,14,1],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,14]
[null,"Can the district free up funds by reducing its reliance on alternative schools for students with behavioral challenges?"]
[null,"Providing alternative schools for students with behavioral challenges can help address student need, but can be a very costly approach. Often a major cost driver in alternative schools is the very small class size, typically well below district targets. Some districts have reduced spending and met student need by providing robust behavioral supports in traditional schools, and/or carefully monitoring staffing levels in alternative schools.  \n\nNote: For the purposes of this tool, only include secondary alternative schools. "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Does the district have alternative schools?","No",0]
[null,null,"Yes",10]
[2,"Are alternative schools designed primarily for addressing behavior issues rather than for credit recovery or vocational training?","No",0]
[null,null,"Yes",20]
[3,"At the secondary level, what percentage of the total student population is enrolled in alternative schools focused on behavior?","Less than 1%",0]
[null,null,"Between 1% and 2%",25]
[null,null,"Greater than 2%",40]
[4,"Has student enrollment in alternative schools increased over the last five years?","Yes, by 2% points or more",20]
[null,null,"Yes, by less than 2% points",10]
[null,null,"No",0]
[5,"Are class sizes intentionally smaller at alternative schools?","Yes, substantially smaller",20]
[null,null,"Yes, somewhat smaller",10]
[null,null,"No",0]
[null,null,"Do not know",20]
[6,"Are staffing levels at alternative schools adjusted annually based on projected enrollment?","Yes",0]
[null,null,"No",40]
[7,"Do any schools in the district have a zero-tolerance policy in regards to discipline (i.e. is a student automatically expelled from the school for certain disciplinary infractions)?","Yes",20]
[null,null,"No",0]
[null,null,"Do not know",20]
[8,"Are there behavioral programs and/or behavioral specialists in the traditional schools, specifically  responsible for working with students and teachers to keep students with challenging behavior issues in traditional schools?","Yes",0]
[null,null,"No",20]
[9,"In the past 10 years, has the district considered consolidating two or more alternative schools? ","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[null,null,null,"Total points",{"$f":"SUM(E6:E26)","v":0}]

{"sheet":"B15. FARM","index":18,"n_rows":38,"n_cols":5,"rows_kept":38,"cut":false,"hidden":true,"merged":[[29,4,30,4],[31,4,33,4],[34,4,36,4],[27,1,28,1],[29,1,30,1],[31,1,33,1],[34,1,36,1],[27,4,28,4],[2,1,2,4],[6,1,8,1],[9,1,11,1],[12,1,16,1],[24,1,26,1],[3,1,3,4],[6,4,8,4],[9,4,11,4],[12,4,16,4],[24,4,26,4],[17,1,20,1],[17,4,20,4],[21,1,23,1],[21,4,23,4],[4,1,4,4]]}
["NOTE: THIS TAB IS BEING RE-WORKED TO APPLY TO A BROADER RANGE OF DISTRICTS, PLEASE USE ACCORDINGLY. "]
[null,"SCREENING TOOL",null,null,15]
[null,"Can the district increase state and federal funding by maximizing free and reduced-priced meals (FARM) enrollment?"]
[null,"Federal Title I and other funding is based in part on the percentage of students enrolled in free and reduced-price meals (FARM). Some districts may have an opportunity to identify additional students who are eligible but not yet enrolled in the programs.  Developing systems and ways to track student eligibility and enrollment can help generate additional funds for schools to invest in other priorities, without having to reduce spending elsewhere.  District that maximize FARM revenue by ensuring high student enrollment, typically have a sizeable low income population, a staff member who is responsible for tracking/boosting student participation, and/or similar enrollment rates at all grade levels (e.g., elementary, middle, and high)."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"What percentage of students in your district are enrolled in FARM?","More than 70%",40]
[null,null,"Between 40% and 70%",20]
[null,null,"Less than 40%",0]
[2,"Has there been a significant shift in community demographics within the past 15 years?  ","No",0]
[null,null,"Yes, poverty is decreasing",0]
[null,null,"Yes, poverty is increasing",30]
[3,"Who is in charge of ensuring all eligible students are enrolled in FARM?","No one",30]
[null,null,"Food service",20]
[null,null,"Head of Title I",10]
[null,null,"Principals",0]
[null,null,"Do not know",30]
[4,"Does the district directly certify students as FARM eligible who receive Supplemental Nutrition Assistance Program (SNAP), Medicaid, or whose family receives Temporary Assistance for Needy Families (TANF)?","Majority of students are directly certified",0]
[null,null,"Some students",0]
[null,null,"Few, if any student",20]
[null,null,"Do not know",20]
[5,"If eligible, does the district utilize Provision 2 of the National School Lunch Act that allows high-poverty schools to identify students eligible for FARM on a four-year cycle?","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[6,"Is there a higher FARM enrollment rate at the elementary level than at the secondary level?","No",0]
[null,null,"Yes",40]
[null,null,"Do not know",40]
[7,"Is there a formal process to identify new students who transfer into the district as eligible for FARM?","No",30]
[null,null,"Yes",0]
[8,"Are the communications about FARM provided to families in their home languages?","No",30]
[null,null,"Yes",0]
[9,"At the elementary level, is the meal payment process anonymous (i.e. is a student able to receive a FARM at school without classmates knowing that the meal was free or reduced in price)?","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[10,"At the secondary level, are the meal payment forms anonymous (i.e. is a student able to receive a FARM without classmates knowing that the meal was free or reduced in price)?","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[null,null,null,"Total points",{"$f":"SUM(E7:E37)","v":0}]

{"sheet":"B16. MEDICAID","index":19,"n_rows":29,"n_cols":5,"rows_kept":29,"cut":false,"hidden":false,"merged":[[26,1,27,1],[26,4,27,4],[23,1,25,1],[23,4,25,4],[9,1,11,1],[9,4,11,4],[1,1,1,4],[5,1,8,1],[15,1,17,1],[18,1,22,1],[2,1,2,4],[5,4,8,4],[15,4,17,4],[18,4,22,4],[12,1,14,1],[12,4,14,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,16]
[null,"Can the district increase federal Medicaid reimbursement for health-related student services?"]
[null,"Some districts may have the opportunity to identify additional special education services that can be reimbursed by Medicaid. The added Medicaid revenue can be used to invest in other priorities without having to reduce spending.  Districts that successfully maximize Medicaid reimbursement typically have a single point-person in the business office who is charged with tracking and maximizing reimbursements.  The point person develops and monitors systems to identify services that are eligible for reimbursement and ways to track practitioner and/vendor reporting on a monthly basis.  Because eligible services and reimbursement requirements vary significantly by state, potential increases in Medicaid reimbursement will vary significantly."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Has Medicaid reimbursement been increasing, decreasing, or flat in recent years?","Increasing",0]
[null,null,"Flat",5]
[null,null,"Decreasing",20]
[null,null,"Do not know",20]
[2,"Does the business office know what all the specific services are that are eligible for Medicaid reimbursement in the state?","Yes",0]
[null,null,"No",50]
[null,null,"Not sure",50]
[3,"Does the district have an established system for indentifying students who are eligible for Medicaid?","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[4,"Who is responsible for monitoring and maximizing Medicaid reimbursement?","Outside vendor",20]
[null,null,"Special education team",20]
[null,null,"Business office",0]
[5,"What portion of practitioners who provide eligible services completed the paperwork required for reimbursement last month (e.g., speech and language therapists, occupational therapists, nurses, physical therapists)?","Do not know",50]
[null,null,"Fewer than one-half",50]
[null,null,"Between one-half and three-quarters",20]
[null,null,"More than three-quarters",5]
[null,null,"All",0]
[6,"How does the district's Medicaid reimbursement per pupil compare to like communities across the state?","The district receives less",25]
[null,null,"The district receives more",0]
[null,null,"Do not know",25]
[7,"Does Medicaid reimbursement flow directly to the school district?","Yes",20]
[null,null,"No",0]
[null,null,null,"Total points",{"$f":"SUM(E6:E28)","v":0}]

{"sheet":"B17. PD ","index":20,"n_rows":30,"n_cols":5,"rows_kept":30,"cut":false,"hidden":false,"merged":[[26,1,28,1],[26,4,28,4],[20,1,22,1],[20,4,22,4],[23,1,25,1],[23,4,25,4],[12,1,14,1],[12,4,14,4],[15,1,19,1],[15,4,19,4],[10,1,11,1],[10,4,11,4],[1,1,1,4],[2,1,2,4],[6,1,9,1],[6,4,9,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,17]
[null,"Can the district free up funds from professional development expenditures? "]
[null,"Districts invest a significant portion of their budgets toward \"professional development\" for their teachers, which, defined broadly, includes all time teachers spend on activities aimed at increasing their effectiveness. The full costs of professional development are often much larger than districts expect and are often much larger than they appear in the budget. In some districts, much of the spending on professional development does not lead to improved student outcomes. Professional development must be sustained, intensive, differentiated, and focused in order to have an impact on student achievement. Districts have taken two inter-related approaches to improving the cost-effectiveness of professional development: 1) Reduce or eliminate ineffective efforts, and 2) Expand effective professional development efforts at little or no additional costs. \n\nReduce or eliminate ineffective efforts: Some districts have shifted spending toward more effective and cost-effective professional development efforts by measuring the effectiveness of all activities and reducing or eliminating ineffective spending. For example, some districts have reduced or eliminated spending on short-term conferences and workshops, which by definition do not provide intensive or sustained support to teachers. Other districts have reduced professional development that is provided outside of the regular school day or year, which is often very costly and often not as effective as job-embedded efforts."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Has student achievement in most grades and subjects been increasing, decreasing, or flat in recent years (not including any changes in the assessment tool)?","Increasing significantly",0]
[null,null,"Increasing slightly",20]
[null,null,"Flat",50]
[null,null,"Decreasing",50]
[2,"Has the district measured the impact of various professional development opportunities in the past year beyond teacher satisfaction?","Yes",0]
[null,null,"No",50]
[3,"Has the district reduced or eliminated professional development opportunities based on student achievement data in the past two years?","Yes, many",0]
[null,null,"Yes, some",30]
[null,null,"Few, if any",50]
[4,"Do most teachers have early release days and/or full days devoted to professional development, planning, or orientation?","Yes, the equivalent of 1 full day per year",0]
[null,null,"Yes, the equivalent of 2 full days per year",10]
[null,null,"Yes, the equivalent of 3 or 4 full days per year",50]
[null,null,"Yes, the equivalent of 5 or more full days per year",75]
[null,null,"No",0]
[5,"Do teachers receive stipends to collaborate with colleagues or participate in other professional development activities before or after the regular school day?","Yes, most teachers in the district receive stipends",50]
[null,null,"Yes, some teachers in the district receive stipends",30]
[null,null,"Few, if any",0]
[6,"Does the district pay outside consultants or providers for professional development for classroom teachers?","Yes, only for long-term training",20]
[null,null,"Yes, mostly for short-term workshops and sessions",60]
[null,null,"Rarely, if ever",0]
[7,"Does the district pay for teachers to attend short-term professional development conferences and workshops out of the district? ","Yes, for most teachers",50]
[null,null,"Yes, for some teachers",30]
[null,null,"Rarely, if ever",0]
[null,null,null,"Total points",{"$f":"SUM(E7:E29)","v":0}]

{"sheet":"B18. No-cost PD","index":21,"n_rows":41,"n_cols":5,"rows_kept":41,"cut":false,"hidden":false,"merged":[[36,1,39,1],[36,4,39,4],[27,1,31,1],[27,4,31,4],[32,1,35,1],[32,4,35,4],[17,1,21,1],[17,4,21,4],[22,1,26,1],[22,4,26,4],[11,1,16,1],[11,4,16,4],[1,1,1,4],[2,1,2,4],[6,1,10,1],[6,4,10,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,18]
[null,"Can the district provide more professional development opportunities for core teachers at little or no additional cost?"]
[null,"Districts invest a significant portion of their budgets toward \"professional development\" for their teachers, which, defined broadly, includes all time teachers spend on activities aimed at increasing their effectiveness. The full costs of professional development are often much larger than districts expect and are often much larger than they appear in the budget. In some districts, much of the spending on professional development does not lead to improved student outcomes. Professional development must be sustained, intensive, differentiated, and focused in order to have an impact on student achievement.  Districts have taken two inter-related approaches to improving the cost-effectiveness of professional development: 1) Reduce or eliminate ineffective efforts, and 2) Expand effective professional development efforts at little or no additional costs. \n\nExpand effective professional development efforts at little or no additional costs: Some districts may have an opportunity to provide more professional development opportunities for core teachers - who provide instruction to students in key subject areas - without significantly increasing spending. This may include aligning existing time and resources toward collaboration and other professional development efforts.\n\nNote: \"Core teachers\" refers to elementary classroom teachers and secondary teachers who teach core classes, including math, English Language Arts, science, social studies, and foreign languages."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Typically speaking, how often do principals observe lessons and provide specific and actionable feedback to core teachers that aligns with districtwide goals?","Less frequently than once per year",60]
[null,null,"At least annually",40]
[null,null,"At least quarterly",20]
[null,null,"At least monthly",5]
[null,null,"More than once per month",0]
[2,"If the district has coaches, how often do coaches who work with core teachers observe lessons and provide specific and actionable feedback to core teachers that aligns with districtwide goals?","Less frequently than once per year",60]
[null,null,"At least annually",40]
[null,null,"At least quarterly",20]
[null,null,"At least monthly",5]
[null,null,"Do not know",40]
[null,null,"NA - do not have coaches",0]
[3,"At the elementary school level, is common planning time and/or other time for core teachers to collaborate built into the regular school day (i.e. does not happen before or after school)?","Almost always ",0]
[null,null,"Often",20]
[null,null,"Sometimes",40]
[null,null,"Rarely, if ever",50]
[null,null,"Do not know",50]
[4,"At the middle school level, is common planning time and/or other time for core teachers to collaborate built into the regular school day (i.e. does not happen before or after school)?","Almost always",0]
[null,null,"Often",20]
[null,null,"Sometimes",40]
[null,null,"Rarely, if ever",50]
[null,null,"Do not know",50]
[5,"At the high school level, is common planning time and/or other time for core teachers to collaborate built into the regular school day (i.e. does not happen before or after school)?","Almost always ",0]
[null,null,"Often",20]
[null,null,"Sometimes",40]
[null,null,"Rarely, if ever",50]
[null,null,"Do not know",50]
[6,"Are faculty meetings primarily used for professional development or other activities aimed at improving teacher practice?","Almost always",0]
[null,null,"Often",10]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",40]
[7,"In the case that core teachers are required to complete trainings on initiatives that are not central to the district's strategic priorities (e.g. new state laws/regulations, information on district policies), do teachers complete these trainings outside the regular school day online?","Almost always",0]
[null,null,"Often",10]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",30]
[null,null,null,"Total points",{"$f":"SUM(E7:E40)","v":0}]

{"sheet":"B19. Coaching impact","index":22,"n_rows":49,"n_cols":5,"rows_kept":49,"cut":false,"hidden":false,"merged":[[39,4,43,4],[44,4,47,4],[17,4,19,4],[20,4,23,4],[24,4,28,4],[29,4,33,4],[34,4,38,4],[1,1,1,4],[12,1,13,1],[14,1,16,1],[5,1,6,1],[5,4,6,4],[12,4,13,4],[14,4,16,4],[7,4,11,4],[7,1,11,1],[2,1,2,4],[3,1,3,4],[44,1,47,1],[39,1,43,1],[17,1,19,1],[24,1,28,1],[20,1,23,1],[29,1,33,1],[34,1,38,1]]}
[null,"SCREENING TOOL",null,null,19]
[null,"Can the district increase the impact of the coaching model at little to no additional cost?"]
[null,"Instructional coaching for teachers can be a powerful lever for raising student achievement, but can be very expensive. Districts that have seen the greatest results from instructional coaching efforts have hired only highly-effective coaches, focused support on high-potential teachers, provided coaches with focused professional development and support, and tracked the impact of coaching on student achievement. \n\nNote: This opportunity includes all positions devoted to observing teachers, providing feedback, and coaching support to teachers, but does not include administrators (e.g. principals, assistant principals)"]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Have test scores been flat or declining in the subjects being coached?","Yes",40]
[null,null,"No",0]
[2,"How were the current instructional coaches selected?","Demonstrated effectiveness in classroom",0]
[null,null,"Avoid RIF/layoff ",50]
[null,null,"To remove from classroom",50]
[null,null,"A combination of the above",30]
[null,null,"Do not know",50]
[3,"Prior to being hired as instructional coaches, was there evidence available to show that students of the coaches achieved above-average growth?","Yes",0]
[null,null,"No",50]
[4,"Does the district track student achievement for groups of teachers who are being coached and link it to their coach? ","Yes",0]
[null,null,"Yes, but data not used to determine if coach continues in role",20]
[null,null,"No",20]
[5,"Does the district exit ineffective coaches by returning them to the classroom or other means?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[6,"Who supervises the coaches in their coaching capacity?","Principal",0]
[null,null,"Central office leader",0]
[null,null,"It varies",20]
[null,null,"Do not know",20]
[7,"What percentage of a coach's typical work week does a coach spend working directly with teachers?","Less than 25%",50]
[null,null,"Between 25% and 50%",30]
[null,null,"Between 50% and 75%",0]
[null,null,"More than 75%",0]
[null,null,"Do not know",50]
[8,"Which teachers receive coaching support?","All",20]
[null,null,"Mostly highly-effective teachers",10]
[null,null,"Mostly new teachers",10]
[null,null,"Mostly teachers of average effectiveness",0]
[null,null,"Mostly struggling and/or ineffective teachers",20]
[9,"How are teachers identified for coaching support? \nChoose all that apply.","Teachers volunteer",10]
[null,null,"Selected by principals",0]
[null,null,"Based on seniority",10]
[null,null,"Based on student achievement or educator evaluation data",0]
[null,null,"Based on teacher role, grade, or subject",10]
[10,"Are coaches coaching in their content area of expertise (i.e. are math teachers coached by math experts, reading teachers coached by reading specialists)?","Always",0]
[null,null,"Often",10]
[null,null,"Sometimes",20]
[null,null,"Rarely",30]
[null,null,"Do not know",30]
[11,"How are current coaches assigned?","Fixed coaching FTE by school",40]
[null,null,"Based on student enrollment ",0]
[null,null,"Based on the number of teachers who will receive coaching",0]
[null,null,"Do not know",40]
[null,null,null,"Total points",{"$f":"SUM(E6:E48)","v":0}]

{"sheet":"B20. Free funds coaching","index":23,"n_rows":22,"n_cols":5,"rows_kept":22,"cut":false,"hidden":false,"merged":[[19,1,20,1],[1,1,1,4],[8,1,9,1],[10,1,11,1],[12,1,13,1],[16,1,18,1],[2,1,4,4],[14,1,15,1],[8,4,9,4],[10,4,11,4],[12,4,13,4],[14,4,15,4],[16,4,18,4],[19,4,20,4],[5,1,5,4]]}
[null,"SCREENING TOOL",null,null,20]
[null,"Can the district free up funds from instructional coaching positions?"]
[null,"Instructional coaching can be a core part of a district's plan for raising student achievement, but it can also be very expensive. Some districts may have an opportunity to make their coaching models more sustainable by investigating lower-cost service delivery models. Districts that have implemented lower-cost models have leveraged existing district resources by, for example, utilizing the district's most effective teachers as part-time coaches and using standing meetings (e.g., grade-level meetings, faculty meetings) as opportunities for coaching support. "]
[]
[]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Does the district have an evidence-based system for \nidentifying highly-effective teachers?","Yes",40]
[null,null,"No",0]
[2,"Do effective teachers model lessons for other teachers?","Yes",40]
[null,null,"No",0]
[3,"Do effective teachers lead school and/or districtwide professional development?","Yes",40]
[null,null,"No",0]
[4,"Do effective teachers lead school and/or districtwide \ndata teams?","Yes",40]
[null,null,"No",0]
[5,"Do schools have a strong culture of peer learning and/or peer observation?","Many schools",40]
[null,null,"Some schools",20]
[null,null,"Very few or no schools",0]
[6,"Do school schedules include common planning time and/or grade level meetings at least weekly?","Yes",25]
[null,null,"No",0]
[null,null,null,"Total points",{"$f":"SUM(E9:E21)","v":0}]

{"sheet":"B21. Central office","index":24,"n_rows":19,"n_cols":5,"rows_kept":19,"cut":false,"hidden":false,"merged":[[18,1,18,3],[13,1,14,1],[13,4,14,4],[11,1,12,1],[11,4,12,4],[9,4,10,4],[15,1,17,1],[15,4,17,4],[3,1,3,4],[2,1,2,4],[6,1,8,1],[6,4,8,4],[9,1,10,1]]}
[null,"SCREENING TOOL",null,null,21]
[null,"Can the district free up funds from central office spending?"]
[null,"Some districts can effectively support their schools with a leaner central office. Streamlining central office functions, clarifying roles and responsibilities between schools and central office, and eliminating ineffective services can free up funds without reducing school-based spending.\n\nNote: Do not include personnel or expenditures that are budgeted centrally but take place in schools (e.g., special education personnel, related services personnel)"]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Has student enrollment decreased in the past 5 years?","Yes, by 5% points or more",30]
[null,null,"Yes, by 2% to 5% points or more",20]
[null,null,"No, or by less than 2% points",0]
[2,"Have new central office positions been created in the past 5 years, perhaps as a result of new grant funding (e.g., Race to the Top, stimulus funding)?","Yes",25]
[null,null,"No",0]
[3,"Have some central office positions been switched to the operating budget from grant funding as grants have come to an end?","Yes",25]
[null,null,"No",0]
[4,"Has the district devolved professional development or some other central office functions to schools through means such as weighted student funding or principal autonomy in the last five years?","Yes",25]
[null,null,"No",0]
[5,"Have local residents, civic groups, building leaders, and/or other stakeholders pushed for a smaller central office?","Yes, it is brought up repeatedly during budget debates",75]
[null,null,"Yes, it is sometimes raised by stakeholders",50]
[null,null,"No or seldom",0]
[null,"Total points",null,null,{"$f":"SUM(E7:E18)","v":0}]

{"sheet":"B22. Building admins","index":25,"n_rows":28,"n_cols":5,"rows_kept":28,"cut":false,"hidden":false,"merged":[[2,1,2,3],[1,1,1,3],[20,1,22,1],[23,1,25,1],[5,1,7,1],[8,1,11,1],[12,1,15,1],[17,1,19,1],[3,1,3,4],[23,4,25,4],[5,4,7,4],[8,4,11,4],[12,4,15,4],[17,4,19,4],[20,4,22,4]]}
[null,"SCREENING TOOL",null,null,22]
[null,"Can the district free up funds from school-based administrator positions and/or increase the impact of existing positions?"]
[null,"Assistant Principals (APs), deans, and/or equivalent positions can serve as key instructional leaders in schools, playing an important role in developing teaching talent and managing the school. However, some districts may have an opportunity to free up funds from these positions, as these positions may be staffed at higher levels than are needed to provide effective building management or compared to other, similar districts. Districts that maximize APs, deans, and/or other equivalent positions carefully match need to staffing level and often do not rely on a a per building allocation model. Additionally, some districts may have an opportunity to increase the impact of existing positions, as APs, deans, and/or equivalent positions may perform activities and tasks that others could do (e.g., bus duty, student supervision).\n\nNote: Building administrator positions can look different from district to district.  This screening is based on a relatively broad definition of building administrator positions.  Building administrator positions in this instance are meant to include positions such assistant principals, deans, department heads, or other equivalent positions, but does not include principals. "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Has the number of Assistant Principals (APs), deans, and/or equivalent positions increased in the past five years?","Yes, in proportion to increasing enrollment",10]
[null,null,"Yes, for other reasons",20]
[null,null,"No",0]
[2,"Do elementary schools with fewer than 400 students have full-time APs, deans, and/or equivalent positions?","Many schools",30]
[null,null,"Some schools",20]
[null,null,"Very few or no schools",0]
[null,null,"N/A - no elementary schools with fewer than 400 students",0]
[3,"Do middle or high schools with fewer than 400 students have full-time APs, deans, and/or equivalent positions?","Many schools",30]
[null,null,"Some schools",20]
[null,null,"Very few or no schools",0]
[null,null,"N/A - no middle or high schools with fewer than 400 students",0]
[null,null,null,"Free up Funds from School-Based Administrator Positions Subtotal",{"$f":"SUM(E6:E16)","v":0}]
[4,"At the elementary level, do APs, deans, and/or equivalent positions have responsibilities that less-highly credentialed staff could do, such as supervising bus drop off/ pick up, lunch, or clerical tasks?","Often",40]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[5,"At the secondary level, to what extent do APs, deans, and/or equivalent positions complete educator evaluations and/or conduct observations and provide feedback to teachers?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",30]
[6,"At the secondary level, are APs, deans, or equivalent positions strong academic and instructional leaders?","Most ",0]
[null,null,"Some",20]
[null,null,"Few",40]
[null,null,null,"Increase the Impact of Existing Positions Subtotal",{"$f":"SUM(E18:E26)","v":0}]
[null,null,null,"Grand Total",{"$f":"SUM(E27,E17)","v":0}]

{"sheet":"B23. Clerical","index":26,"n_rows":30,"n_cols":5,"rows_kept":30,"cut":false,"hidden":false,"merged":[[2,1,2,4],[3,1,3,4],[1,1,1,4],[23,1,25,1],[5,4,8,4],[9,4,11,4],[12,4,14,4],[15,4,16,4],[9,1,11,1],[12,1,14,1],[15,1,16,1],[5,1,8,1],[31,1,31,4],[23,4,25,4],[17,4,19,4],[20,4,22,4],[26,4,28,4],[26,1,28,1],[17,1,18,1]]}
[null,"SCREENING TOOL",null,null,23]
[null,"Can the district free up funds from clerical support positions?"]
[null,"Effective clerical support allows schools and school districts to operate more efficiently and effectively. Due to older and/or inefficient systems, tools and/or processes, some districts have a higher level of clerical support than is needed or compared to other, similar districts. Some districts may have an opportunity to structure and staff clerical support differently to provide the same - or better - service with fewer staff.\n\nNote: Clerical support positions can look different from district to district.  This screening is based on a relatively broad definition of clerical support positions.  Clerical support positions in this instance are meant to include positions such as (but not necessarily limited to) school secretaries, administrative assistants, data entry staff, bookkeepers/bookkeeper assistants, payroll clerks, human resource support staff.  "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[null,"Question","Answers","Points","Score"]
[1,"Over the past five years, have clerical positions been reduced in similar proportion to any reductions in teaching or administrative positions?","There has been no reduction in teaching or administrative positions",0]
[null,null,"Yes, they have been reduced in proportion or greater proportion",0]
[null,null,"No, they have been reduced in smaller proportion",20]
[null,null,"Do not know",20]
[2,"In addition to the school secretary, do elementary and middle schools have a full-time data clerk position?","Most schools",20]
[null,null,"Many schools",10]
[null,null,"Few or no schools",0]
[3,"Do central office department heads have their own full-time dedicated clerical support?","Often",30]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[4,"Do clerical support staff enter student Individualized Education Plan (IEP) data into an electronic data system?","Yes",20]
[null,null,"No",0]
[5,"Do central office clerical support staff work through the summer?","Yes, almost all",20]
[null,null,"Yes, some",10]
[null,null,"Very few or none",0]
[6,"Do school clerical support staff work through the summer?","Yes, almost all",40]
[null,null,"Yes, some",20]
[null,null,"Very few or none",0]
[7,"Are school-based clerical staffing levels determined on a per-pupil basis?","Yes",0]
[null,null,"No",10]
[null,null,"Do not know",10]
[8,"Are clerical support staff funded through federal entitlement grants (e.g. Title I, Title II, IDEA, Vocational Education)?","Yes, often",30]
[null,null,"Yes, sometimes",10]
[null,null,"Rarely, if ever",0]
[null,null,null,"Total points",{"$f":"SUM(E6:E29)","v":0}]

{"sheet":"B24. Library","index":27,"n_rows":42,"n_cols":5,"rows_kept":42,"cut":false,"hidden":false,"merged":[[33,4,34,4],[35,4,36,4],[37,4,39,4],[2,1,2,4],[24,4,27,4],[28,4,31,4],[37,1,39,1],[24,1,27,1],[28,1,31,1],[33,1,34,1],[35,1,36,1],[1,1,1,4],[22,1,23,1],[22,4,23,4],[6,1,8,1],[16,4,19,4],[20,4,21,4],[6,4,8,4],[9,4,11,4],[12,4,15,4],[9,1,11,1],[20,1,21,1],[12,1,15,1],[16,1,19,1],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,24]
[null,"Can the district free up funds from library/ media specialist positions and/or increase the impact of existing positions?"]
[null,"Library/ media specialists can play an important role in supporting teaching and learning, particularly in elementary reading. However, some districts may have an opportunity to free up funds from these positions, as library/ media specialists may be staffed at higher levels than are needed and/or spend limited time with groups of students. Districts that maximize library/ media specialists carefully match need to staffing level and often do not rely on a per-building allocation model.  Additionally, some districts may have an opportunity to increase the impact of the positions, as library/media specialists may not play a strategic role in teaching and learning. \n\nNote: Library/ media specialist positions can look different from district to district.  This screening is based on a relatively broad definition of library/ media specialist positions.  Library/ media specialist positions in this instance are meant to include full-time professional staff, including positions such as librarians, library specialists, media specialists, etc. "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answer","Points","Score"]
[1,"Do elementary schools have a full-time library/ media specialist?","Yes, most schools",20]
[null,null,"Yes, some schools",10]
[null,null,"Very few or no schools",0]
[2,"At the secondary level, do schools have more than one certified library/ media specialist per building?","Yes, most schools",20]
[null,null,"Yes, some schools",10]
[null,null,"Very few or none",0]
[3,"Do elementary schools have a library aide in addition to a library/ media specialist?","Almost always",20]
[null,null,"Often",10]
[null,null,"Sometimes",5]
[null,null,"Rarely, if ever",0]
[4,"Do secondary schools have a library aide in addition to a library/ media specialist?","Almost always",15]
[null,null,"Often",10]
[null,null,"Sometimes",5]
[null,null,"Rarely, if ever",0]
[5,"During library periods at the elementary level, is there typically another teacher present, in addition to the library/ media specialist?","Yes",10]
[null,null,"No",0]
[6,"During library periods at the secondary level, is there typically another teacher present, in addition to the library/ media specialist?","Yes",20]
[null,null,"No",0]
[7,"At the elementary level, to what extent is the library used for independent student work, as opposed to group instruction led by a library/ media specialist?","Almost always",20]
[null,null,"Often",10]
[null,null,"Sometimes",5]
[null,null,"Rarely, if ever",0]
[8,"At the secondary level, to what extent is the library used for independent student work, as opposed to group instruction led by a library/ media specialist?","Almost always",20]
[null,null,"Often",10]
[null,null,"Sometimes",5]
[null,null,"Rarely, if ever",0]
[null,null,null,"Free up Funds from Library/ Media Specialist Positions Subtotal",{"$f":"SUM(E7:E32)","v":0}]
[9,"At elementary and middle schools, are library/ media specialists certified positions? ","Yes",15]
[null,null,"No",0]
[10,"At the elementary level, do library/ media specialists have an explicit role in the teaching of reading?","Yes",0]
[null,null,"No",15]
[11,"At the secondary level, to what extent is library/ media specialists' time dedicated to teaching classes or groups of students?","Nearly all of their time",0]
[null,null,"More than half of their time",5]
[null,null,"Less than half of their time",15]
[null,null,null,"Increase the Impact of Existing Positions Subtotal",{"$f":"SUM(E34:E40)","v":0}]
[null,null,null,"Grand total",{"$f":"SUM(E41,E33)","v":0}]

{"sheet":"B25. Guidance","index":28,"n_rows":33,"n_cols":5,"rows_kept":33,"cut":false,"hidden":false,"merged":[[1,1,1,3],[6,4,10,4],[11,4,12,4],[13,4,16,4],[17,4,18,4],[6,1,10,1],[11,1,12,1],[17,1,18,1],[3,1,3,4],[24,1,28,1],[19,1,23,1],[13,1,16,1],[2,1,2,4],[29,4,31,4],[19,4,23,4],[24,4,28,4],[29,1,31,1]]}
[null,"SCREENING TOOL",null,null,25]
[null,"Can the district free up funds from guidance counselor positions?"]
[null,"Guidance counselors play an important role in scheduling, college planning and placement, and providing other support for students, particularly at the secondary level. However, sometimes staffing allocation rules result in a higher level of guidance support than is needed or than other, similar districts have. As a result, some districts may have an opportunity to shift resources to other strategic priorities. In addition, some districts may be able to provide the same level of service or more effective services by changing the service delivery model. For example, at the elementary level, counseling support may be provided more effectively by social workers, who are highly trained in counseling children. \n\nNote: Guidance counselor positions can look different from district to district.  This screening is based on a relatively narrow definition of guidance counselor positions.  Guidance counselor positions in this instance are meant to include professional staff who primarily provide academic counseling support to students, including college counseling, course selection, etc. For the purposes of this tool, they are not meant to include professional staff who primarily provide mental health or other non-academic counseling support to students."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Do elementary schools have guidance counselors (rather than social workers)? ","Yes, most schools have guidance counselors rather than social workers",40]
[null,null,"Yes, some schools have guidance counselors rather than social workers",20]
[null,null,"No, elementary schools rarely have guidance counselors",0]
[null,null,"Many schools have both guidance counselors and social workers",40]
[null,null,"Some schools have both guidance counselors and social workers",20]
[2,"At the secondary level, does the number of guidance counselors per school differ based on enrollment?","Yes",0]
[null,null,"No, most schools have the same number regardless of enrollment",30]
[3,"Do guidance counselors have a longer work year than teachers?","Yes, most guidance counselors",20]
[null,null,"Yes, many guidance counselors",10]
[null,null,"Yes, some guidance counselors",5]
[null,null,"Few, if any",0]
[4,"At the elementary level, can district leadership describe how the roles of the district's social workers and guidance counselors differ?","Yes",0]
[null,null,"No",30]
[5,"At the elementary level, do guidance counselors spend at least half their time directly working with students?","Most of their time (>75%)",0]
[null,null,"Much of their time (50%-75%)",5]
[null,null,"Some of their time (25%-49%) ",10]
[null,null,"Little of their time (<25%)",20]
[null,null,"Do not know",20]
[6,"At the secondary level, do guidance counselors spend at least half their time directly working with students?","Most of their time (>75%)",0]
[null,null,"Much of their time (50%-75%)",5]
[null,null,"Some of their time (25%-49%) ",10]
[null,null,"Little of their time (<25%)",20]
[null,null,"Do not know",20]
[7,"At the secondary level, do guidance counselors teach a multi-session guidance curriculum to students in a classroom setting?","Yes, at most schools",0]
[null,null,"Yes, at some schools",10]
[null,null,"Rarely, if ever",20]
[null,null,null,"Total points",{"$f":"SUM(E7:E32)","v":0}]

{"sheet":"B26. Absenteeism","index":29,"n_rows":33,"n_cols":5,"rows_kept":33,"cut":false,"hidden":false,"merged":[[24,1,26,1],[24,4,26,4],[27,1,31,1],[27,4,31,4],[18,1,20,1],[18,4,20,4],[21,1,23,1],[21,4,23,4],[10,1,13,1],[10,4,13,4],[14,1,17,1],[14,4,17,4],[1,1,1,4],[2,1,2,4],[6,1,9,1],[6,4,9,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,26]
[null,"Can the district free up funds associated with teacher absences?"]
[null,"Teacher absenteeism can not only have a negative impact on student achievement, but it can also be very costly for districts. Substitute teacher salaries must be paid in addition to teacher salaries and other costs related to the recruitment and administration of substitute teachers can be high. Some districts have reduced teacher absenteeism and lowered costs by increasing accountability and/or providing incentives to teachers and principals for high attendance. In addition to freeing up funds, there are also other potential benefits to reducing teacher absenteeism, including higher student achievement associated with more time students spend with full-time classroom teachers as well as a reduction in administrative time devoted to managing substitute teachers.\n\nNote: This opportunity includes absences for personal days and sick days, but does not include absences associated with long-term leaves."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"On average, what is the district's average daily teacher attendance rate?","Greater than 98.0%",0]
[null,null,"Between 95.0% and 97.9%",10]
[null,null,"Between 92.0% and 94.9%",25]
[null,null,"Less than 92.0% ",50]
[2,"How often are teacher attendance data analyzed and reviewed by senior leadership?","Once per year or less frequently",50]
[null,null,"At least quarterly",25]
[null,null,"At least monthly",10]
[null,null,"More than once per month",0]
[3,"Typically, how often does senior leadership review teacher attendance data with principals?","Once per year or less frequently",50]
[null,null,"At least quarterly",25]
[null,null,"At least monthly",10]
[null,null,"More than once per month",0]
[4,"Does the district provide incentives to teachers related to attendance?","Many ",0]
[null,null,"Some",15]
[null,null,"Few, if any",30]
[5,"Does the district provide rewards and/or consequences to principals based on teacher attendance?","Many ",0]
[null,null,"Some",15]
[null,null,"Few, if any",30]
[6,"Are teachers required to provide detailed lesson plans to substitute teachers prior to absences and is that practice monitored by principals or other school leaders?","Often ",0]
[null,null,"Sometimes",15]
[null,null,"Rarely, if ever",30]
[7,"How do teachers typically provide notification of absences?","Call principal or assistant principal directly",0]
[null,null,"Email principal or assistant principal directly ",10]
[null,null,"Call or email school secretary or clerk",20]
[null,null,"Call or email a districtwide contact",30]
[null,null,"Varies widely - no typical practice",30]
[null,null,null,"Total points",{"$f":"SUM(E7:E32)","v":0}]

{"sheet":"B27. ELT","index":30,"n_rows":37,"n_cols":5,"rows_kept":37,"cut":false,"hidden":false,"merged":[[28,1,31,1],[28,4,31,4],[32,1,35,1],[32,4,35,4],[18,1,22,1],[18,4,22,4],[23,1,27,1],[23,4,27,4],[9,1,9,4],[10,1,13,1],[10,4,13,4],[14,1,17,1],[14,4,17,4],[1,1,1,4],[2,1,2,4],[6,1,8,1],[6,4,8,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,27]
[null,"Can the district free up funds from extended school day and/or year programs?"]
[null,"Some schools and districts have adopted extended school days and/or years as a core strategy in their efforts to improve student achievement. Most extended school day initiatives aim to provide one to two hours of additional time per day for student instruction. Others provide an extended school year of more than the typical 180 days. Extended school days and/or years can be very costly, particularly in terms of additional staff time. Some districts have realized the benefits of extended school days and/or years at a lower cost by staggering staff schedules and/or school calendars, seeking lower-cost partners, and paying for staff time strategically. \n\nExtended school day and/or year programs can look different from district to district. This opportunity includes programs that increase the amount of student learning time during the regular school day and/or year for some or all students in a given school and/or district, but does not include traditional forms of summer school."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Is the district paying staff to provide extended time for students beyond the regular school day and/or year?","Yes, in many schools",50]
[null,null,"Yes, in some schools",20]
[null,null,"In a few or no schools",0]
[null,"If the answer to question 1 was \"In a few or no schools,\" this opportunity does not apply to your district. Please continue to another opportunity. "]
[2,"In schools with extended school days and/or years, do all students participate in extended school time?","Yes, in many schools with extended school time",30]
[null,null,"Yes, in some schools with extended school time",20]
[null,null,"Yes, in a few schools with extended school time",10]
[null,null,"In no schools",0]
[3,"In schools with extended school days and/or years, do nearly all school-based staff stay during the additional time?","Yes, in many schools with extended school time",40]
[null,null,"Yes, in some schools with extended school time",30]
[null,null,"Yes, in a few schools with extended school time",20]
[null,null,"In no schools",0]
[4,"In schools with extended days, do all staff members who work a longer day start and end their work days at the same time?","Yes, in many schools with extended school days",30]
[null,null,"Yes, in some schools with extended school days",20]
[null,null,"Yes, in a few schools with extended school days",10]
[null,null,"In no schools",0]
[null,null,"NA - do not provide extended school days",0]
[5,"In schools with extended years, do all staff members who work a longer year have the same school calendar?","Yes, in many schools with extended school years",30]
[null,null,"Yes, in some schools with extended school years",20]
[null,null,"Yes, in a few schools with extended school years",10]
[null,null,"In no schools",0]
[null,null,"NA - do not provide extended school years",0]
[6,"For schools with extended school days and/or years, does the district regularly review partnerships with providers who support extended school days and/or years in an effort to identify lower-cost options?","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[null,null,"NA - do not utilize outside partners to provide extended school time",10]
[7,"In schools with extended school days and/or years, how are staff who work extended school days and/or years compensated for the additional time?","As an percentage of salary proportional to increase in time",10]
[null,null,"At an hourly rate equal to or greater than typical teacher's hourly rate",50]
[null,null,"At an hourly rate less than typical teacher's hourly rate",0]
[null,null,"NA - do not provide additional compensation",0]
[null,null,null,"Total points",{"$f":"SUM(E7:E36)","v":0}]

{"sheet":"B28. Blended learning","index":31,"n_rows":43,"n_cols":5,"rows_kept":43,"cut":false,"hidden":false,"merged":[[1,1,1,4],[2,1,2,4],[6,1,7,1],[9,1,11,1],[15,1,17,1],[12,1,14,1],[6,4,7,4],[9,4,11,4],[12,4,14,4],[15,4,17,4],[8,1,8,4],[3,1,3,4],[37,4,40,4],[37,1,40,1],[29,1,32,1],[33,1,36,1],[29,4,32,4],[33,4,36,4],[25,1,28,1],[25,4,28,4],[21,1,23,1],[18,4,20,4],[21,4,23,4],[18,1,20,1]]}
[null,"SCREENING TOOL",null,null,28]
[null,"Can the district free up funds from blended learning and/or online classes and/or increase the impact at little or no additional cost?"]
[null,"Blended learning or online course offerings can increase individualization and access to content, but can be very expensive, depending upon how classes are staffed. Some districts have freed up funds from blended learning and/or online classes by increasing the student-to-teacher staffing ratio, utilizing paraprofessionals or aides to staff learning labs, and/or allowing students to complete some online courses outside of the school day. Some districts have also increased the impact of their blended learning offerings by closely monitoring students' progress, aligning it closely to core curriculum, and/or ensuring that only highly-skilled teachers facilitate blended learning.\n\nNote: Blended learning can look different from district to district. This opportunity focuses on the computer-assisted component(s) of districts' blended learning offerings. "]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"Does the district have blended learning or online course offerings?","Yes",40]
[null,null,"No",0]
[null,"If the answer to question 1 was \"No,\" this opportunity does not apply to your district. Please continue to another opportunity. "]
[2,"Are class sizes for blended learning classes larger than traditional classes?","Yes, they are larger",0]
[null,null,"No, they are the same",20]
[null,null,"No, they are smaller",30]
[3,"Do online courses have a cap on enrollment?","Yes, most online courses",20]
[null,null,"Yes, some online courses",10]
[null,null,"Few, if any",0]
[4,"Do students have the option to take online courses outside of the regular school day or year?","Yes, most online courses",0]
[null,null,"Yes, some online courses",10]
[null,null,"Few, if any",20]
[5,"During the technology-assisted portion of blended learning classes, does a certified teacher employed by the district oversee students?","Often",40]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[6,"While students are completing work for online courses, does a certified teacher employed by the district oversee students?","Often",40]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[null,null,null,"Free Up Funds from Blended Learning and/or Online Classes Subtotal",{"$f":"SUM(E7:E24)","v":0}]
[7,"Do classroom teachers closely monitor students' progress on the technology-assisted portion of blended learning?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[null,null,"NA - do not have blended learning classes",0]
[8,"Are units of instruction in the technology-assisted portion of blended learning closely aligned to the district's curriculum?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[null,null,"NA - do not have blended learning classes",0]
[9,"Does the technology-assisted portion of blended learning  allow students to advance at their own pace, according to how long it takes them to master a standard or skill?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[null,null,"NA - do not have blended learning classes",0]
[10,"How are teachers typically selected to staff blended learning courses?","On a volunteer basis",10]
[null,null,"Previous assignment",20]
[null,null,"Student achievement data",0]
[null,null,"NA - do not have blended learning classes",0]
[null,null,null,"Increase the Impact of Blended Learning and/or Online Classes Subtotal",{"$f":"SUM(E26:E40)","v":0}]
[null,null,null,"Total points",{"$f":"SUM(E25,E42)","v":0}]

{"sheet":"B29. Ele class size","index":32,"n_rows":54,"n_cols":5,"rows_kept":54,"cut":false,"hidden":false,"merged":[[11,1,14,1],[15,1,18,1],[19,1,22,1],[49,4,51,4],[39,4,41,4],[42,1,44,1],[42,4,44,4],[37,4,38,4],[46,4,48,4],[30,4,33,4],[34,4,36,4],[11,4,14,4],[15,4,18,4],[19,4,22,4],[23,4,25,4],[27,4,29,4],[71,1,74,1],[75,1,78,1],[79,1,81,1],[23,1,25,1],[82,1,84,1],[30,1,33,1],[39,1,41,1],[55,1,58,1],[59,1,62,1],[63,1,66,1],[67,1,70,1],[46,1,48,1],[49,1,51,1],[37,1,38,1],[34,1,36,1],[27,1,29,1],[8,1,10,1],[8,4,10,4],[1,1,1,4],[2,1,2,4],[6,1,7,1],[6,4,7,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,29]
[null,"Can the district free up funds by managing class sizes differently at the elementary schools?"]
[null,"Class size can be one of the largest drivers of school staffing, and therefore spending. Small changes in class sizes can have a huge impact on total spending. Some districts may have an opportunity to implement one or more of the following opportunities at the elementary level:\n1. Better manage actual class sizes to existing class size targets: Most districts already have existing class size targets, but in reality, actual class size is often smaller than the targets in place. Raising actual class sizes to existing, pre-approved levels can help districts free up funds toward strategic priorities.\n2. Selectively increase class sizes in elementary classrooms: Smaller class sizes do not necessarily raise student achievement. Increasing class sizes in elementary classrooms can have a significant impact on finances without having a negative impact on learning. \n3. Selectively increase class sizes in specials classes: In many districts, special classes (e.g., art, music, PE) in elementary schools have the same or smaller class sizes as elementary classrooms. In other districts, two elementary classrooms go to the same specials class, resulting in much larger class sizes for specials classes. Depending on the type of special, three homeroom classes may be distributed between two specials classes. These selective increases in class sizes can free up significant funds for district priorities .\n"]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points."]
[]
[null,"Question","Answers","Points","Score"]
[1,"At the elementary level, does the district  have class size targets, rules, or guidelines?","Yes",0]
[null,null,"No",50]
[2,"Is class size management taken into account when considering questions of school size and/or grade configuration? (As context, it is more difficult to manage existing class size targets in smaller schools and schools with more grades.)","Yes",0]
[null,null,"No",20]
[null,null,"Do not know",20]
[3,"At the elementary level, are teachers transferred to a different teaching assignment and/or school in the spring in order to better manage class size for the following school year?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[4,"At the elementary level, are teachers transferred to a different teaching assignment and/or school in order to better manage class size before the school year starts?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[5,"At the elementary level, are teachers transferred to a different teaching assignment and/or school in order to better manage class size after school has started?","Often",0]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[6,"At elementary schools, does the number of teachers in a given grade level or department change from year to year?","Often",0]
[null,null,"Sometimes",50]
[null,null,"Rarely, if ever",100]
[null,null,null,"Managing to existing class size targets sub-total",{"$f":"SUM(E7:E26)","v":0}]
[7,"Has student enrollment decreased in the last five years?","Yes, by more than 5%",40]
[null,null,"Yes, by between 2% and 5%",20]
[null,null,"No, or by less than 2%",0]
[8,"Have elementary class size targets/guidelines for elementary classrooms been recently updated?","Within the last year",0]
[null,null,"Between 2 and 5 years ago",20]
[null,null,"More than 5 years ago",40]
[null,null,"Do not know",40]
[9,"At the elementary level, are there firm class size caps, such that the addition of one student over the cap would result in another classroom being required?","Yes, often",50]
[null,null,"Yes, sometimes",25]
[null,null,"Rarely, if ever",0]
[10,"Do class size guidelines or rules for elementary classrooms allow some classes to be appreciably bigger than others if the average class size is still within guidelines or rules?","Yes",0]
[null,null,"No",50]
[11,"Are 1st grade and 5th grade class size policies the same, such that classes in 5th grade cannot have X more students? ","Yes",50]
[null,null,"No",0]
[null,null,"Do not know",50]
[12,"Do elementary principals place a very high priority on maintaining smaller class sizes?","Most principals",50]
[null,null,"Some principals",25]
[null,null,"Few principals",0]
[null,null,null,"Increasing class sizes in elementary classrooms sub-total",{"$f":"SUM(E28:E45)","v":0}]
[13,"At the elementary level, do two or more classrooms combine for specials classes (e.g., art, music, PE)?","Often",0]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",50]
[14,"Are different class sizes for elementary classrooms versus specials classes permitted under the existing collective bargaining agreement(s)?","Yes",20]
[null,null,"No",0]
[null,null,"Do not know",20]
[null,null,null,"Increasing class sizes in specials classes sub-total",{"$f":"SUM(E47:E52)","v":0}]
[null,null,null,"Total points",{"$f":"SUM(E27,E46,E53)","v":0}]

{"sheet":"B30. Mid class size","index":33,"n_rows":67,"n_cols":6,"rows_kept":67,"cut":false,"hidden":false,"merged":[[62,4,64,4],[51,1,54,1],[55,1,58,1],[55,5,58,5],[59,5,61,5],[62,5,64,5],[51,5,54,5],[59,1,61,1],[51,4,54,4],[55,4,58,4],[59,4,61,4],[34,5,36,5],[37,5,40,5],[41,5,42,5],[43,5,46,5],[47,5,49,5],[19,5,22,5],[23,5,26,5],[27,5,29,5],[30,5,32,5],[30,4,32,4],[27,4,29,4],[11,4,14,4],[6,5,7,5],[8,5,10,5],[11,5,14,5],[15,5,18,5],[92,1,94,1],[95,1,97,1],[11,1,14,1],[27,1,29,1],[43,1,46,1],[68,1,71,1],[72,1,75,1],[76,1,79,1],[80,1,83,1],[84,1,87,1],[88,1,91,1],[62,1,64,1],[41,1,42,1],[47,1,49,1],[34,1,36,1],[37,1,40,1],[15,1,18,1],[15,4,18,4],[19,1,22,1],[19,4,22,4],[23,1,26,1],[23,4,26,4],[34,4,36,4],[37,4,40,4],[30,1,32,1],[43,4,46,4],[47,4,49,4],[41,4,42,4],[8,1,10,1],[8,4,10,4],[1,1,1,4],[2,1,2,4],[6,1,7,1],[6,4,7,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,30]
[null,"Can the district increase class sizes at the middle schools?"]
[null,"Class size can be one of the largest drivers of school staffing, and therefore spending. Small changes in class sizes can have a huge impact on total spending. Some districts may have an opportunity to implement one or more of the following opportunities at the middle school level:\n1. Better manage actual class sizes to existing class size targets: Most districts already have existing class size targets, but in reality, actual class size is often smaller than the targets in place. Raising actual class sizes to existing, pre-approved levels can help districts free up funds toward strategic priorities.\n2. Selectively increase class sizes in core classes: Smaller class sizes do not necessarily raise student achievement. Increasing class sizes in core classes can have a significant impact on finances without having a negative impact on learning. \n3. Selectively increase class sizes in non-core classes: In many districts, non-core classes (e.g., art, music, PE) in middle schools have the same or smaller class sizes as core classes. In other districts, class sizes in non-core classes can be much higher than core classes. These selective increases in class sizes can free up significant funds for district priorities."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points.",null,null,null,0.05]
[]
[null,"Question","Answers","Points","Score","Median (internal)"]
[1,"At the middle school level, does the district  have class size targets, rules, or guidelines?","Yes",0,null,{"$f":"MEDIAN($D$7:$D$8)","v":25}]
[null,null,"No",50]
[2,"Is class size management taken into account when considering questions of school size and/or grade configuration? (As context, it is more difficult to manage to existing class size targets in smaller schools and schools with more grades.)","Yes",0,null,{"$f":"MEDIAN($D$9:$D$11)","v":10}]
[null,null,"No",10]
[null,null,"Do not know",10]
[3,"At the middle school level, do most schools utilize part-time teachers or teachers shared between schools?","Yes, for many teaching and learning roles",0,null,{"$f":"MEDIAN($D$12:$D$15)","v":25}]
[null,null,"Yes, for support staff only",20]
[null,null,"No",30]
[null,null,"Do not know",30]
[4,"At the middle school level, are teachers transferred to a different teaching assignment and/or school in the spring in order to better manage class size for the following school year?","Often",0,null,{"$f":"MEDIAN($D$16:$D$19)","v":5}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[5,"At the middle school level, are teachers transferred to a different teaching assignment and/or school in order to better manage class size before the school year starts?","Often",0,null,{"$f":"MEDIAN($D$20:$D$23)","v":5}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[6,"At the middle school level, are teachers transferred to a different teaching assignment and/or school in order to better manage class size after school has started?","Often",0,null,{"$f":"MEDIAN($D$24:$D$27)","v":5}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[7,"At middle school level, does the number of teachers in a given grade level or department change from year to year?","Often",0,null,{"$f":"MEDIAN($D$28:$D$30)","v":50}]
[null,null,"Sometimes",50]
[null,null,"Rarely, if ever",100]
[8,"When determining staffing levels, does the district know the projected class size of middle school physical education courses?","Often",0,null,{"$f":"MEDIAN($D$31:$D$33)","v":10}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[null,null,null,"Managing to existing class size targets sub-total",{"$f":"SUM(E7:E33)","v":0},{"$f":"SUM(F7:F33)","v":135}]
[9,"Has student enrollment decreased in the last five years?","Yes, by more than 5%",40,null,{"$f":"MEDIAN($D$35:$D$37)","v":20}]
[null,null,"Yes, by between 2% and 5%",20]
[null,null,"No, or by less than 2%",0]
[10,"Have middle school class size targets/guidelines for core classes been recently updated?","Within the last year",0,null,{"$f":"MEDIAN($D$38:$D$41)","v":30}]
[null,null,"Between 2 and 5 years ago",20]
[null,null,"More than 5 years ago",40]
[null,null,"Do not know",40]
[11,"Do class size guidelines or rules for core classes allow some classes to be appreciably bigger than others if the average class size is still within guidelines or rules?","Yes",0,null,{"$f":"MEDIAN($D$42:$D$43)","v":25}]
[null,null,"No",50]
[12,"At the middle level, what type of class size guidelines or rules for core classes does the district use?","Class size caps",50,null,{"$f":"MEDIAN($D$44:$D$47)","v":37.5}]
[null,null,"Average class size targets",25]
[null,null,"None",0]
[null,null,"Do not know",50]
[13,"Can the district free up funds by managing class sizes differently at the middle school level?","Often",30,null,{"$f":"MEDIAN($D$48:$D$50)","v":20}]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[null,null,null,"Increasing class sizes in core classes sub-total",{"$f":"SUM(E35:E50)","v":0},{"$f":"SUM(F35:F50)","v":132.5}]
[14,"At the middle school level, are class size guidelines, rules, or targets different for core and non-core classes?","Yes",0,null,{"$f":"MEDIAN($D$52:$D$55)","v":20}]
[null,null,"No",40]
[null,null,"Do not know",40]
[null,null,"There are no guidelines/rules/targets",0]
[15,"At the middle school level, are actual class sizes larger for non-core classes than core classes?","Yes, most non-core classes",0,null,{"$f":"MEDIAN($D$56:$D$59)","v":40}]
[null,null,"Yes, some non-core classes",30]
[null,null,"Very few or none",50]
[null,null,"Do not know",50]
[16,"At the middle school level, does the district have minimum enrollment policies for non-core classes (e.g., art, music, PE)?","Yes",0,null,{"$f":"MEDIAN($D$60:$D$62)","v":30}]
[null,null,"Yes, for some grade levels and/or courses only",30]
[null,null,"No",50]
[17,"Are different class sizes for core versus non-core classes permitted under the existing collective bargaining agreement(s)?","Yes",20,null,{"$f":"MEDIAN($D$63:$D$65)","v":20}]
[null,null,"No",0]
[null,null,"Do not know",20]
[null,null,null,"Increasing class sizes in non-core classes sub-total",{"$f":"SUM(E52:E65)","v":0},{"$f":"SUM(F52:F65)","v":110}]
[null,null,null,"Total points",{"$f":"SUM(E34,E51,E66)","v":0},{"$f":"SUM(F34,F51,F66)","v":377.5}]

{"sheet":"B31. High class size","index":34,"n_rows":70,"n_cols":6,"rows_kept":70,"cut":false,"hidden":false,"merged":[[65,5,67,5],[27,5,29,5],[30,5,32,5],[34,5,36,5],[37,5,40,5],[41,5,42,5],[43,5,45,5],[46,5,49,5],[50,5,52,5],[54,5,57,5],[58,5,61,5],[62,5,64,5],[43,1,45,1],[43,4,45,4],[6,5,7,5],[8,5,10,5],[11,5,14,5],[15,5,18,5],[19,5,22,5],[23,5,26,5],[34,1,36,1],[34,4,36,4],[37,1,40,1],[37,4,40,4],[41,1,42,1],[41,4,42,4],[23,1,26,1],[23,4,26,4],[58,1,61,1],[58,4,61,4],[62,1,64,1],[62,4,64,4],[65,1,67,1],[65,4,67,4],[46,1,49,1],[46,4,49,4],[50,1,52,1],[50,4,52,4],[54,1,57,1],[54,4,57,4],[27,1,29,1],[27,4,29,4],[30,1,32,1],[30,4,32,4],[11,1,14,1],[11,4,14,4],[15,1,18,1],[15,4,18,4],[19,1,22,1],[19,4,22,4],[8,1,10,1],[8,4,10,4],[1,1,1,4],[2,1,2,4],[6,1,7,1],[6,4,7,4],[3,1,3,4]]}
[null,"SCREENING TOOL",null,null,31]
[null,"Can the district free up funds by managing class sizes differently at the high schools?"]
[null,"Class size can be one of the largest drivers of school staffing, and therefore spending. Small changes in class sizes can have a huge impact on total spending. Some districts may have an opportunity to implement one or more of the following opportunities at the high school level:\n1. Better manage actual class sizes to existing class size targets: Most districts already have existing class size targets, but in reality, actual class size is often smaller than the targets in place. Raising actual class sizes to existing, pre-approved levels can help districts free up funds toward strategic priorities.\n2. Selectively increase class sizes in core classes: Smaller class sizes do not necessarily raise student achievement. Increasing class sizes in core classes can have a significant impact on finances without having a negative impact on learning. \n3. Selectively increase class sizes in non-core classes: In many districts, non-core classes (e.g., art, music, PE) in high schools have the same or smaller class sizes as core classes. In other districts, class sizes in non-core classes can be much higher than core classes. These selective increases in class sizes can free up significant funds for district priorities."]
[null,"Instructions: Answer the questions below about the district. For each one, there is a drop-down menu in the gray-shaded cell to its right. Please select the score that corresponds to the points for your answer choice. The scores will automatically sum at the bottom to give your total points.",null,null,null,0.05]
[]
[null,"Question","Answers","Points","Score","Meidan (internal)"]
[1,"At the high school level, does the district  have class size targets, rules, or guidelines?","Yes",0,null,{"$f":"MEDIAN($D$7:$D$8)","v":25}]
[null,null,"No",50]
[2,"Is class size management taken into account when considering questions of school size and/or grade configuration? (As context, it is more difficult to manage to existing class size targets in smaller schools and schools with more grades.)","Yes",0,null,{"$f":"MEDIAN($D$9:$D$11)","v":10}]
[null,null,"No",10]
[null,null,"Do not know",10]
[3,"At the high school level, do most schools utilize part-time teachers or teachers shared between schools?","Yes, for many teaching and learning roles",0,null,{"$f":"MEDIAN($D$12:$D$15)","v":25}]
[null,null,"Yes, for support staff only",20]
[null,null,"No",30]
[null,null,"Do not know",30]
[4,"At the high school level, are teachers transferred to a different teaching assignment and/or school in the spring in order to better manage class size for the following school year?","Often",0,null,{"$f":"MEDIAN($D$16:$D$19)","v":5}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[5,"At the high school level, are teachers transferred to a different teaching assignment and/or school in order to better manage class size before the school year starts?","Often",0,null,{"$f":"MEDIAN($D$20:$D$23)","v":5}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[6,"At the high school level, are teachers transferred to a different teaching assignment and/or school in order to better manage class size after school has started?","Often",0,null,{"$f":"MEDIAN($D$24:$D$27)","v":5}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",15]
[null,null,"Policy or contract prohibits this",0]
[7,"At high school level, does the number of teachers in a given grade level or department change from year to year?","Often",0,null,{"$f":"MEDIAN($D$28:$D$30)","v":50}]
[null,null,"Sometimes",50]
[null,null,"Rarely, if ever",100]
[8,"When determining staffing levels, does the district know the projected class size of high school physical education courses?","Often",0,null,{"$f":"MEDIAN($D$31:$D$33)","v":10}]
[null,null,"Sometimes",10]
[null,null,"Rarely, if ever",20]
[null,null,null,"Managing to existing class size targets sub-total",{"$f":"SUM(E7:E33)","v":0},{"$f":"SUM(F7:F33)","v":135}]
[9,"Has student enrollment decreased in the last five years?","Yes, by more than 5%",40,null,{"$f":"MEDIAN($D$35:$D$37)","v":20}]
[null,null,"Yes, by between 2% and 5%",20]
[null,null,"No, or by less than 2%",0]
[10,"Have high school class size targets/guidelines for core classes been recently updated?","Within the last year",0,null,{"$f":"MEDIAN($D$38:$D$41)","v":30}]
[null,null,"Between 2 and 5 years ago",20]
[null,null,"More than 5 years ago",40]
[null,null,"Do not know",40]
[11,"Do class size guidelines or rules for core classes allow some classes to be appreciably bigger than others if the average class size is still within guidelines or rules?","Yes",0,null,{"$f":"MEDIAN($D$42:$D$43)","v":25}]
[null,null,"No",50]
[12,"At the high school level, does the district have minimum class size enrollment policies for core courses, such that a class would not be offered if fewer than X students sign up?","Yes",0,null,{"$f":"MEDIAN($D$44:$D$46)","v":20}]
[null,null,"Yes, for some grade levels and/or courses only",20]
[null,null,"No",50]
[13,"At the high level, what type of class size guidelines or rules for core classes does the district use?","Class size caps",50,null,{"$f":"MEDIAN($D$47:$D$50)","v":37.5}]
[null,null,"Average class size targets",25]
[null,null,"None",0]
[null,null,"Do not know",50]
[14,"At the high school level, are the actual class sizes in Advanced Placement and other higher-level courses smaller than in other academic courses?","Often",30,null,{"$f":"MEDIAN($D$51:$D$53)","v":20}]
[null,null,"Sometimes",20]
[null,null,"Rarely, if ever",0]
[null,null,null,"Increasing class sizes in core classes sub-total",{"$f":"SUM(E35:E53)","v":0},{"$f":"SUM(F35:F53)","v":152.5}]
[15,"At the high school level, are class size guidelines, rules, or targets different for core and non-core classes?","Yes",0,null,{"$f":"MEDIAN($D$55:$D$58)","v":20}]
[null,null,"No",40]
[null,null,"Do not know",40]
[null,null,"There are no guidelines/rules/targets",0]
[16,"At the high school level, are actual class sizes larger for non-core classes than core classess?","Yes, most non-core classes",0,null,{"$f":"MEDIAN($D$59:$D$62)","v":40}]
[null,null,"Yes, some non-core classes",30]
[null,null,"Very few or none",50]
[null,null,"Do not know",50]
[17,"At the high school level, does the district have minimum enrollment policies for non-core classes (e.g., art, music, PE)?","Yes",0,null,{"$f":"MEDIAN($D$63:$D$65)","v":30}]
[null,null,"Yes, for some grade levels and/or courses only",30]
[null,null,"No",50]
[18,"Are different class sizes for core versus non-core classes permitted under the existing collective bargaining agreement(s)?","Yes",20,null,{"$f":"MEDIAN($D$66:$D$68)","v":20}]
[null,null,"No",0]
[null,null,"Do not know",20]
[null,null,null,"Increasing class sizes in non-core classes sub-total",{"$f":"SUM(E55:E68)","v":0},{"$f":"SUM(F55:F68)","v":110}]
[null,null,null,"Total points",{"$f":"SUM(E34,E54,E69)","v":0},{"$f":"SUM(F34,F54,F69)","v":397.5}]

{"sheet":"C. Screening Summary","index":35,"n_rows":34,"n_cols":14,"rows_kept":34,"cut":false,"hidden":false,"merged":[[31,2,33,2],[4,12,4,13],[3,2,8,2],[9,2,16,2],[17,2,18,2],[19,2,22,2],[23,2,27,2],[28,2,30,2]]}
[null,null,"Screening Summary"]
[]
["For summing",null,"Category","#","Opportunity","Total Screening Points","Relative Size of Opportunity","Would you like to complete a preliminary light-touch sizing analysis for this opportunity?",null,null,"Range","Relative size of opportunity"]
[1,null,"Reducing operational costs",1,"Can the district free up funds from general education transportation?",{"$f":"'B1. Transportation'!E31","v":0},{"$f":"IF(F4<50,$N$6,IF(AND(F4<75,F4>=50),$N$7,IF(AND(F4<200,F4>=75),$N$8,IF(AND(F4<300,F4>=200),$N$9,IF(AND(F4<400,F4>=300),$N$10,IF(F4>400,$N$11,\"ERROR\"))))))","v":"Not worth exploring"},null,null,null,"0-49","Not worth exploring"]
[1,null,null,2,"Can the district free up funds from energy expenditures?",{"$f":"'B2. Energy'!E30","v":0},"Not worth exploring",null,null,null,"50-74","Might be worth exploring","Key: Relative Size of Opportunity"]
[1,null,null,3,"Can the district free up funds from maintenance services?",{"$f":"'B3. Maintenance'!E18","v":0},"Not worth exploring",null,null,null,"75-99","Worth exploring","0-49 points","Not worth exploring"]
[1,null,null,4,"Can the district free up funds from custodial services?",{"$f":"'B4. Custodial'!E23","v":0},"Not worth exploring",null,null,null,"100-199","Small relative opportunity","50-74 points","Might be worth exploring further"]
[1,null,null,5,"Can the district free up funds from food services?",{"$f":"'B5. Food services'!E35","v":0},"Not worth exploring",null,null,null,"200-299","Significant relative opportunity","75-199 points","Worth exploring"]
[1,null,null,6,"Can the district free up funds from classroom and other instructional technology?",{"$f":"'B6. IT'!E35","v":0},"Not worth exploring",null,null,null,"300-399","Large relative opportunity","200-299 points","Worth exploring"]
[1,null,"Rethinking service delivery models for students who struggle",7,"Can the district address mild special needs differently?",{"$f":"'B7. Mild special needs'!E42","v":0},"Not worth exploring",null,null,null,"400 +","Very large relative opportunity","300-399 points","Worth exploring"]
[1,null,null,8,"Can the district free up funds from paraprofessional positions?",{"$f":"'B8. Paras'!E26","v":0},"Not worth exploring",null,null,null,null,null,"400+ points","Worth exploring"]
[1,null,null,9,"Can the district free up funds by increasing the impact of intervention teaching positions?",{"$f":"'B9. Intervention'!E43","v":0},"Not worth exploring"]
[1,null,null,10,"Can the district free up funds from special education teaching positions?",{"$f":"'B10. Sped teachers'!E31","v":0},"Not worth exploring"]
[1,null,null,11,"Can the district free up funds from speech and language therapist positions?",{"$f":"'B11. SLPs'!E24","v":0},"Not worth exploring"]
[1,null,null,12,"Can the district increase the impact of Title I spending?",{"$f":"'B12. Title I'!E49","v":0},"Not worth exploring"]
[1,null,null,13,"Can the district free up funds by reducing reliance on out-of-district special education placements?",{"$f":"'B13. OOD'!E37","v":0},"Not worth exploring"]
[1,null,null,14,"Can the district free up funds by reducing its reliance on alternative schools for students with behavioral challenges?",{"$f":"'B14. Alt schools'!E30","v":0},"Not worth exploring"]
[1,null,"Maximizing revenue",15,"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?",{"$f":"'B15. FARM'!E38","v":0},"Not worth exploring"]
[1,null,null,16,"Can the district increase federal Medicaid reimbursement for health-related student services?",{"$f":"'B16. MEDICAID'!E29","v":0},"Not worth exploring"]
[1,null,"Boosting the impact and cost-effectiveness of professional development for teachers",17,"Can the district free up funds from professional development expenditures? ",{"$f":"'B17. PD '!E30","v":0},"Not worth exploring"]
[1,null,null,18,"Can the district provide more professional development opportunities for core teachers at little or no additional cost?",{"$f":"'B18. No-cost PD'!E41","v":0},"Not worth exploring"]
[1,null,null,19,"Can the district increase the impact of the coaching model at little to no additional cost?",{"$f":"'B19. Coaching impact'!E49","v":0},"Not worth exploring"]
[1,null,null,20,"Can the district free up funds from instructional coaching positions?",{"$f":"'B20. Free funds coaching'!E22","v":0},"Not worth exploring"]
[1,null,"Examining staffing levels of non-instructional staff",21,"Can the district free up funds from central office spending?",{"$f":"'B21. Central office'!E19","v":0},"Not worth exploring"]
[1,null,null,22,"Can the district free up funds from school-based administrator positions and/or increase the impact of existing positions?",{"$f":"'B22. Building admins'!E28","v":0},"Not worth exploring"]
[1,null,null,23,"Can the district free up funds from clerical support positions?",{"$f":"'B23. Clerical'!E30","v":0},"Not worth exploring"]
[1,null,null,24,"Can the district free up funds from library/media specialist positions and/or increase the impact of existing positions?",{"$f":"'B24. Library'!E42","v":0},"Not worth exploring"]
[1,null,null,25,"Can the district free up funds from guidance counselor positions?",{"$f":"'B25. Guidance'!E33","v":0},"Not worth exploring"]
[1,null,"Using instructional time more cost-effectively",26,"Can the district free up funds associated with teacher absences?",{"$f":"'B26. Absenteeism'!E33","v":0},"Not worth exploring"]
[1,null,null,27,"Can the district free up funds from extended school day and/or year programs?",{"$f":"'B27. ELT'!E37","v":0},"Not worth exploring"]
[1,null,null,28,"Can the district free up funds from blended learning and/or online classes and/or increase the impact at little or no additional cost?",{"$f":"'B28. Blended learning'!E43","v":0},"Not worth exploring"]
[1,null,"Managing class size",29,"Can the district free up funds by managing class sizes differently at the elementary schools?",{"$f":"'B29. Ele class size'!E54","v":0},"Not worth exploring","Click Here to Download the Separate Class Size Tool"]
[1,null,null,30,"Can the district free up funds by managing class sizes differently at the middle schools?",{"$f":"'B30. Mid class size'!E67","v":0},"Not worth exploring","Click Here to Download the Separate Class Size Tool"]
[1,null,null,31,"Can the district free up funds by managing class sizes differently at the high schools?",{"$f":"'B31. High class size'!E70","v":0},"Not worth exploring","Click Here to Download the Separate Class Size Tool"]

{"sheet":"D. Sizing Tools Introduction","index":36,"n_rows":17,"n_cols":3,"rows_kept":17,"cut":false,"hidden":false,"merged":[]}
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[null,"Introduction"]
[null,"Overview","The goal of the Sizing Tools is to roughly estimate the financial impact of high-potential opportunities that were identified using the Screening Tools. They can also help to create momentum for deeper analysis. The Sizing Tools can help districts conduct a \"shallow dive\" of high-potential opportunities, using relatively easy-to-gather data. They can also help to create momentum for deeper analysis, especially for opportunities that would otherwise be overlooked due to misconceptions about their potential financial impact. Rough estimates of potential financial impact are based on benchmarking, best practice, and the experiences of other districts who have implemented the opportunities.\n\nThere are two main types of resource reallocation opportunities that the Sizing Tools can help estimate: \n1. Can the district free up funds for its strategic priorities?\n2. Can the district increase the impact of current spending at little or no additional cost, thus reducing the need to free up funds for priorities?\nSome opportunities are a combination of both. \n\nThe Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately size the potential financial impact of the most promising opportunities. "]
[null,"What will you get out of this activity?","An understanding of which three to six potential opportunities are worthy of a more detailed, rigorous analysis, because they have the highest potential financial impact."]
[null,"When should you do this activity?","The Sizing Tools are intended as a follow up to the Screening Tools. After districts have identified high-potential opportunities using the Screening Tools, districts may complete the Sizing Tools that correspond to those high-potential opportunities."]
[null,"How long will it take to complete?","Each Sizing Tool may take two to four hours to complete, and will require collecting data that is easily accessible for most districts."]
[null,"Who should be involved?","The Chief Financial Officer should coordinate the use of the Sizing Tools, seeking input and data from knowledgeable parties. For example, a Sizing Tools that aims to estimate the opportunity \"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?\" would likely require the Chief Financial Officer to work with the head of federal programs and the \"second-in-command\" to gather the needed data and complete the tool."]
[null,"Notes & Caveats","Some of the opportunities include benchmarking analysis. In most cases, the benchmarking is based on large districts (over 25,000 students) with high poverty. A deeper dive should include benchmarking analysis tailored to districts' particular characteristics and locations.\n\nThe estimates derived from the Sizing Tools do not reflect collective bargaining agreements, state regulations, state and local policies and procedures, or other district-specific factors that may limit the potential financial impact of the opportunity. These factors should be considered in a deep dive. \n\n\n\n"]

{"sheet":"D1. Transportation","index":37,"n_rows":33,"n_cols":170,"rows_kept":33,"cut":false,"hidden":true,"merged":[[22,1,22,2],[2,1,2,2],[3,1,3,2]]}
[null,"SIZING TOOL",1]
[null,"Can the district free up funds from general education transportation?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total number of buses",100]
[null,"Total number of daily runs (morning and afternoon)",200]
[null,"Total annual spending on buses",6000000]
[]
[null,"Part 2. Compare transportation costs to other districts and estimate funds freed up"]
[null,"Cost per bus",{"$f":"ROUND(C9/C7, -3)","v":60000}]
[null,"Cost per bus in other districts",50000]
[null,"Estimated funds freed up by matching cost per bus in other districts",{"$f":"ROUND((C12*C7)-(C13*C7), -5)","v":1000000}]
[]
[null,"Part 3. Compare number of daily runs to other districts and estimate funds freed up"]
[null,"Daily runs per bus",{"$f":"C8/C7","v":2}]
[null,"Daily runs per bus in other districts",4]
[null,"Multiple",{"$f":"1-(C17/C18)","v":0.5}]
[null,"Estimated maximum funds freed up by matching daily runs per bus in other districts",{"$f":"ROUND((C19*C9), -5)","v":3000000}]
[]
[]
[null,"Notes: (1) Funds freed up may be less depending on the structure of compensation to drivers as well as other state or local factors; (2) Only include general education transportation in this analysis"]
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[null,"Source: Council for Great City Schools, Managing for Results 2012",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,143]
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[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,147]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,148]
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[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,150]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,151]

{"sheet":"D2. Energy","index":38,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,2],[1,4,1,5],[2,1,2,2],[3,1,3,2]]}
[null,"SIZING TOOL",2]
[null,"Can the district free up funds from energy expenditures?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.04]
[null,null,null,null,"75-99 points",0.06]
[null,"Part 1. Input data",null,null,"100-149 points",0.08]
[null,"Total points from Screening Tool",{"$f":"'B2. Energy'!E30","v":0},null,"150 or more points",0.1]
[null,"Last year's total energy costs",10000]
[]
[null,"Part 2. Assess potential opportunity to free up funds"]
[null,"Percent potential opportunity to free up funds from energy expenditures, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<150,F6,IF(C7>149,F7,\"\"))))))","v":0}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up from energy expenditures",{"$f":"ROUND(C11*C8, -4)","v":0}]
[]
[null,"Note: This opportunity includes all energy expenditures, including heating, cooling, gas, and electricity use."]

{"sheet":"D3. Maintenance","index":39,"n_rows":20,"n_cols":4,"rows_kept":20,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,3],[10,1,10,3],[16,1,16,3],[2,1,2,3],[3,1,3,3]]}
[null,"SIZING TOOL",3]
[null,"Can the district free up funds from maintenance services?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",null,50000]
[null,"Last year's total operating expenditures",null,450000000]
[null,"Last year's total maintenance expenditures",null,16500000]
[]
[null,"Part 2. Compare maintenance expenditures to other districts"]
[null,"Maintenance expenditures as a percent of total operating expenditures",null,{"$f":"D9/D8","v":3.6666666666666667E-2}]
[null,null,"Benchmark #1 Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Maintenance expenditures as a percent of total operating expenditures in other districts",3.4444444444444444E-2,2.7E-2]
[null,"Estimated maintenance expenditures if the district's maintenance expenditures as a percent of total operating expenditures matched each of two benchmarks",{"$f":"ROUND(C14*$D$8, -5)","v":15500000},{"$f":"ROUND(D14*$D$8, -5)","v":12200000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the benchmarks",{"$f":"IF(D9-C15<0, 0, D9-C15)","v":1000000},{"$f":"IF(D9-D15<0, 0, D9-D15)","v":4300000}]
[]
[null,"Source: \"Managing for Results,\" Council of Great City Schools, 2012"]

{"sheet":"D4. Custodial","index":40,"n_rows":20,"n_cols":4,"rows_kept":20,"cut":false,"hidden":true,"merged":[[1,1,1,2],[10,1,10,3],[5,1,5,3],[16,1,16,3],[2,1,2,3],[3,1,3,3]]}
[null,"SIZING TOOL",4]
[null,"Can the district free up funds from custodial services?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",null,50000]
[null,"Last year's total operating expenditures",null,450000000]
[null,"Last year's total custodial expenditures",null,17000000]
[]
[null,"Part 2. Compare custodial expenditures to other districts"]
[null,"Custodial expenditures as a percent of total operating expenditures",null,{"$f":"D9/D8","v":3.7777777777777778E-2}]
[null,null,"Benchmark #1 Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Custodial expenditures as a percent of total operating expenditures in other districts",3.4444444444444444E-2,2.7E-2]
[null,"Estimated custodial expenditures if the district's custodial expenditures as a percent of total operating expenditures matched either of the two benchmarks",{"$f":"ROUND(C14*$D$8, -5)","v":15500000},{"$f":"ROUND(D14*$D$8, -5)","v":12200000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the two benchmarks",{"$f":"IF(D9-C15<0, 0, D9-C15)","v":1500000},{"$f":"IF(D9-D15<0, 0, D9-D15)","v":4800000}]
[]
[null,"Source: \"Managing for Results,\" Council of Great City Schools, 2012"]

{"sheet":"D5. Food services","index":41,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":true,"merged":[[1,4,1,5],[13,1,13,2],[1,1,1,2],[5,1,5,2],[10,1,10,2],[2,1,2,2],[3,1,3,3]]}
[null,"SIZING TOOL",5]
[null,"Can the district free up funds from food services?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",2.5000000000000001E-2]
[null,null,null,null,"75-99 points",0.05]
[null,"Part 1. Input data",null,null,"100 or more points",0.1]
[null,"Total points from Screening Tool",{"$f":"'B5. Food services'!E35","v":0}]
[null,"Last year's total annual food services revenue",20000000]
[null,"Last year's total expenditures related to food services, including capital expenditures, staffing and supervision costs, central office management costs, etc.",21250000]
[]
[null,"Part 2. Estimate funds freed up by bringing expenditures in line with revenue"]
[null,"Estimated funds freed up by bringing expenditures in line with revenue",{"$f":"IF(C9-C8<0, 0, C9-C8)","v":1250000}]
[]
[null,"Part 3. Assess further opportunity to free up funds"]
[null,"Percent potential opportunity to free up additional funds from food services, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7>99,F6,\"\")))))","v":0}]
[null,"Estimated additional potential funds freed up from food services ",{"$f":"ROUND(C15*C8, -4)","v":0}]

{"sheet":"D6. IT","index":42,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":true,"merged":[[1,4,1,5],[1,1,1,2],[5,1,5,2],[15,1,15,2],[2,1,2,2],[3,1,3,3]]}
[null,"SIZING TOOL",6]
[null,"Can the district free up funds from classroom and other instructional technology?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and white-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.05]
[null,null,null,null,"75-99 points",0.1]
[null,"Part 1. Input data",null,null,"100 or more points",0.15]
[null,"Total points from Screening Tool",{"$f":"'B6. IT'!$E$35","v":0}]
[null,"Last year's total expenditures on instructional technology (all sources)",10000000]
[]
[null,"Part 2. Assess potential opportunity to free up funds"]
[null,"Percent potential opportunity to free up funds from instructional technology, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7>99,F6,\"\")))))","v":0}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up from instructional technology",{"$f":"ROUND(C11*C8, -4)","v":0}]
[]
[null,"Notes: (1) For the purposes of this tool, instructional technology refers to all hardware and software devoted to enhancing teaching and learning in and outside the classroom as well as associated maintenance and support costs (e.g., computer labs, remediation and intervention software, computer-based learning programs, online resources used by students, mobile devices for students and teachers, staff time devoted to set up, maintenance, and support of instructional technology tools and software). It does NOT include core infrastructure such as repair/maintenance or Wi-Fi bandwidth, or hardware and software used primarily for administrative purposes such as email, ERP, finance, HR, payroll, or student information systems. It also does not include related professional development costs for either administrative or instructional uses of technology. (2) Include instructional technology expenditures from all sources, including capital and grant budgets"]

{"sheet":"D7. Mild special needs","index":43,"n_rows":83,"n_cols":5,"rows_kept":83,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,2],[17,1,17,2],[24,1,24,2],[12,1,12,2],[2,1,2,2],[3,1,3,2]]}
[null,"SIZING TOOL",7]
[null,"Can the district address mild special needs differently?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"State (please select from the drop-down menu)","Arizona "]
[null,"Total student enrollment",50000]
[null,"Total expenditures (all sources)",650000000]
[null,"District special education identification rate",0.17]
[null,"Per-pupil expenditures",{"$f":"ROUND(C9/C8, -3)","v":13000}]
[]
[null,"Part 2. Compare district special education identification rate with state identification rate"]
[null,"Approximate number of students identified for special education services in the district \n(based on total student enrollment times district identification rate)",{"$f":"ROUND(C10*C8, -1)","v":8500}]
[null,"Estimated number of students identified for special education services if the district identification rate matched that of the state, adjusted for high-poverty districts",{"$f":"ROUND(C19*C8, -1)","v":7740}]
[null,"Estimated reduction in students identified for special education services if special education identification rate matched state (number of students)",{"$f":"IF(C14-C15<0, 0, C14-C15)","v":760}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"State identification rate, adjusted for high-poverty districts",{"$f":"IFERROR(VLOOKUP(C7, $C$30:$E$80, 3, FALSE), \"\")","v":0.15476723347589988}]
[null,"Estimated average additional cost per student with IEP (national)",5000]
[null,"Estimated average cost per student without IEP",12500]
[null,"District est. average additional cost per students with IEP, adjusted for per-pupil spending",{"$f":"(C20*C11)/C21","v":5200}]
[null,"Estimated funds freed up by addressing mild special needs differently",{"$f":"ROUND(C22*C16, -5)","v":4000000}]
[]
[null,"Notes: (1) Estimated savings are adjusted for per-pupil spending; (2) Analysis assumes that addressing mild special needs differently through improved early intervention support and clearer eligibility criteria would  allow a district to reduce the number of students requiring special education services; (3) For the purposes of this analysis, the state special education identification rate has been adjusted for high-poverty districts. Lower-poverty districts may have an even greater opportunity to reduce the number of students requiring special education services."]
[]
[]
[]
[null,null,null,"Number and percentage of children served under Individuals with Disabilities Education Act","15% greater than ID rate"]
[null,null,"State",0.10890845368684088,{"$f":"(D30+(D30*0.15))","v":0.125244721739867}]
[null,null,"Alabama ",0.13661963301641131,{"$f":"(D31+(D31*0.15))","v":0.15711257796887301}]
[null,null,"Alaska ",0.11739293921815795,0.13500188010088165]
[null,null,"Arizona ",0.13458020302252163,0.15476723347589988]
[null,null,"Arkansas ",0.10687108101688221,0.12290174316941455]
[null,null,"California ",0.1004487048745666,0.11551601060575159]
[null,null,"Colorado ",0.12160821770202623,0.13984945035733018]
[null,null,"Connecticut ",0.14379883001166896,0.16536865451341931]
[null,null,"Delaware ",0.16759721676673586,0.19273679928174625]
[null,null,"District of Columbia ",0.13952311217558649,0.16045157900192447]
[null,null,"Florida ",0.10586577638221967,0.12174564283955261]
[null,null,"Georgia ",0.10977667162209565,0.12624317236540999]
[null,null,"Hawaii ",9.8039215686274522E-2,0.1127450980392157]
[null,null,"Idaho ",0.14490541934755941,0.16664123224969332]
[null,null,"Illinois ",0.15858281641508282,0.18237023887734524]
[null,null,"Indiana ",0.13816953255004791,0.1588949624325551]
[null,null,"Iowa ",0.13825276358742281,0.15899067812553622]
[null,null,"Kansas ",0.15208103065093118,0.17489318524857084]
[null,null,"Kentucky ",0.11907551129984868,0.13693683799482598]
[null,null,"Louisiana ",0.17062360837119267,0.19621714962687156]
[null,null,"Maine ",0.12143706194827338,0.13965262124051439]
[null,null,"Maryland ",0.17531654113857484,0.20161402230936107]
[null,null,"Massachusetts ",0.13796329959604731,0.15865779453545439]
[null,null,"Michigan ",0.14659257288162694,0.16858145881387099]
[null,null,"Minnesota ",0.13054965486029282,0.15013210308933675]
[null,null,"Mississippi ",0.1384158221854557,0.15917819551327406]
[null,null,"Missouri ",0.11829095297579979,0.13603459592216977]
[null,null,"Montana ",0.14840536013400335,0.17066616415410385]
[null,null,"Nebraska ",0.1099808074592416,0.12647792857812784]
[null,null,"Nevada ",0.15366363482289136,0.17671318004632505]
[null,null,"New Hampshire ",0.16541465960523274,0.19022685854601765]
[null,null,"New Jersey ",0.13786148195030196,0.15854070424284725]
[null,null,"New Mexico ",0.16619725004616165,0.1911268375530859]
[null,null,"New York ",0.12418246282549703,0.14280983224932159]
[null,null,"North Carolina ",0.13672746903647104,0.15723658939194168]
[null,null,"North Dakota ",0.14790521670673262,0.17009099921274251]
[null,null,"Ohio ",0.14736835724817438,0.16947361083540052]
[null,null,"Oklahoma ",0.14201359686010653,0.1633156363891225]
[null,null,"Oregon ",0.16454727750874931,0.18922936913506172]
[null,null,"Pennsylvania ",0.17616991091360495,0.20259539755064571]
[null,null,"Rhode Island ",0.13816994976840563,0.15889544223366647]
[null,null,"South Carolina ",0.14291830521375112,0.1643560509958138]
[null,null,"South Dakota ",0.12179493671398854,0.14006417722108683]
[null,null,"Tennessee ",8.9555211352357264E-2,0.10298849305521085]
[null,null,"Texas ",0.12002008361341093,0.13802309615542258]
[null,null,"Utah ",0.14388073261888537,0.16546284251171817]
[null,null,"Vermont ",0.12972096145240683,0.14917910567026785]
[null,null,"Virginia ",0.12260918883911293,0.14100056716497986]
[null,null,"Washington ",0.15910336221493995,0.18296886654718095]
[null,null,"West Virginia ",0.1429829207392988,0.16443035885019364]
[null,null,"Wisconsin ",0.13,0.14949999999999999]
[null,null,"Wyoming ",0.13200000000000001,0.15180000000000002]
[null,null,"Source: NCES"]
[null,null,"Note: Wyoming had too low a number of special education students to have a rate, so used the national average"]

{"sheet":"D8. Paras","index":44,"n_rows":23,"n_cols":4,"rows_kept":23,"cut":false,"hidden":true,"merged":[[18,1,18,3],[11,1,11,3],[22,1,22,3],[2,1,2,3],[3,1,3,3],[5,1,5,3]]}
[null,"SIZING TOOL",null,8]
[null,"Can the district free up funds from paraprofessional positions?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",null,50000]
[null,"Special education identification rate",null,0.13200000000000001]
[null,"Total special education paraprofessionals (FTE)",null,360]
[null,"Average salary including benefits for paraprofessionals",null,30000]
[]
[null,"Part 2. Compare staffing levels to other large districts"]
[null,"Paraprofessionals (FTE) per 1,000 students",null,{"$f":"D9/D7*1000","v":7.2}]
[null,"Estimated paraprofessional staffing cost",null,{"$f":"ROUND((D9*D10), -5)","v":10800000}]
[null,null,"Benchmark #1: Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Paraprofessionals (FTE) per 1,000 students if the district's staffing levels matched either of the two benchmarks",{"$f":"6.5*($D$8/0.132)","v":6.5},{"$f":"5.03*(D8/0.132)","v":5.03}]
[null,"Estimated staffing cost if the district's staffing levels matched either of the two benchmarks, adjusted for enrollment",{"$f":"ROUND((($D$10*C16)/1000)*$D$7, -5)","v":9800000},{"$f":"ROUND((($D$10*D16)/1000)*$D$7, -5)","v":7500000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the two benchmarks",{"$f":"IF($D$14-C17<0, 0, $D$14-C17)","v":1000000},{"$f":"IF($D$14-D17<0, 0, $D$14-D17)","v":3300000}]
[]
[null,"Source: District Management Council benchmarking analysis "]
[null,"Note: (1) Staffing levels adjusted for special education identification rate; (2) This opportunity only includes special education paraprofessionals. It does not include paraprofessionals assigned to support whole general education classrooms (e.g. Kindergarten paraprofessionals); (3) For the purposes of this analysis, benchmark data are based on large districts with enrollments of 25,000 or more students. "]

{"sheet":"D9. Intervention","index":45,"n_rows":19,"n_cols":6,"rows_kept":19,"cut":false,"hidden":true,"merged":[[1,1,1,2],[1,4,1,5],[5,1,5,2],[18,1,18,2],[2,1,2,3],[3,1,3,2],[11,1,11,2],[15,1,15,2]]}
[null,"SIZING TOOL",9]
[null,"Can the district free up funds by increasing the impact of intervention teaching positions?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.05]
[null,null,null,null,"75-99 points",0.1]
[null,"Part 1. Input data",null,null,"100-199 points",0.15]
[null,"Total points from Screening Tool",{"$f":"'B9. Intervention'!E43","v":0},null,"200-299 points",0.2]
[null,"Total student enrollment",50000,null,"300 or more points",0.25]
[null,"Total intervention teachers (FTE)",100]
[null,"Average teacher salary including benefits",75000]
[]
[null,"Part 2. Assess potential opportunity to increase the impact of intervention teaching positions"]
[null,"Estimated intervention teaching staffing costs",{"$f":"C10*C9","v":7500000}]
[null,"Percent potential opportunity to increase the impact of intervention teaching positions",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<200,F6,IF(C7<300,F7,IF(C7>299,F8,\"\")))))))","v":0}]
[]
[null,"Part 3. Estimate funds freed up by increasing the impact of intervention teaching positions"]
[null,"Estimated potential funds freed up by increasing the impact of intervention teaching positions",{"$f":"ROUND(C14*C13, -5)","v":0}]
[]
[null,"Notes: (1) Intervention teaching positions can look very different from district to district. This opportunity is based on a relatively broad definition of intervention teaching positions,  including such positions as remedial math and reading teachers, Title I reading and math teachers, and others. In this case, intervention teaching positions are not meant to include special education teachers, related service practitioners, or paraprofessionals. Please see other opportunities related to special educators, speech and language therapists, and paraprofessionals. (2) Use the average salary for all certified teaching positions, not the average for intervention teachers only."]

{"sheet":"D10. Sped teachers","index":46,"n_rows":23,"n_cols":4,"rows_kept":23,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,3],[22,1,22,3],[2,1,2,3],[3,1,3,3],[11,1,11,3],[18,1,18,3]]}
[null,"SIZING TOOL",null,10]
[null,"Can the district free up funds from special education teaching positions?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",null,50000]
[null,"Special education identification rate",null,0.13200000000000001]
[null,"Total special education teachers (FTE)",null,400]
[null,"Average teacher salary including benefits",null,75000]
[]
[null,"Part 2. Compare staffing levels to other large districts"]
[null,"Special education teachers (FTE) per 1,000 students",null,{"$f":"D9/D7*1000","v":8}]
[null,"Estimated special education teaching staffing cost",null,{"$f":"ROUND(D9*D10, -5)","v":30000000}]
[null,null,"Benchmark #1: Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Special education teachers (FTE) per 1,000 students if the district's staffing levels matched either of the two benchmarks",{"$f":"7.4*($D$8/0.132)","v":7.4},{"$f":"5.9*($D$8/0.132)","v":5.9}]
[null,"Estimated staffing cost if the district's staffing levels matched either of the two benchmarks, adjusted for enrollment",{"$f":"ROUND((($D$10*C16)/1000)*$D$7, -5)","v":27800000},{"$f":"ROUND((($D$10*D16)/1000)*$D$7, -5)","v":22100000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the two benchmarks",{"$f":"IF($D$14-C17<0, 0, $D$14-C17)","v":2200000},{"$f":"IF($D$14-D17<0,0,  $D$14-D17)","v":7900000}]
[]
[null,"Source: District Management Council benchmarking analysis "]
[null,"Notes: (1) This opportunity looks specifically at special education teachers who primarily support students with mild-to-moderate disabilities, including teachers in co-teaching, inclusion, resource room, or pullout settings.  This opportunity does NOT include special education teachers who primarily support students with severe needs in substantially-seperate settings, related service providers (e.g., physical therapists, Speech and Langage Pathologosts, occupational therepists), or other staff in the special education department (e.g., IEP team leader, psychologists, paraprofessionals). (2) Use the average salary for all certified teaching positions, not the average for special education teachers only; (3) Staffing levels adjusted for special education identification rate; (4) For the purposes of this analysis, benchmark data are based on large districts with enrollments of 25,000 or more students. "]

{"sheet":"D11. SLPs","index":47,"n_rows":23,"n_cols":4,"rows_kept":23,"cut":false,"hidden":true,"merged":[[5,1,5,3],[11,1,11,3],[18,1,18,3],[22,1,22,3],[2,1,2,3],[3,1,3,3]]}
[null,"SIZING TOOL",null,11]
[null,"Can the district free up speech and language therapist positions?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",null,50000]
[null,"Special education identification rate",null,0.13200000000000001]
[null,"Total speech and language therapists (FTE)",null,90]
[null,"Average salary including benefits for speech and language therapists",null,75000]
[]
[null,"Part 2. Compare staffing levels to other large districts"]
[null,"Speech and language therapists (FTE) per 1,000 students",null,{"$f":"D9/D7*1000","v":1.8}]
[null,"Estimated speech and language therapy staffing cost",null,{"$f":"ROUND(D9*D10, -5)","v":6800000}]
[null,null,"Benchmark #1: Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Speech and language therapists (FTE) per 1,000 students if the district's staffing levels matched either of the two benchmarks",{"$f":"1.23*(D8/0.132)","v":1.23},{"$f":"0.93*(D8/0.132)","v":0.93}]
[null,"Estimated staffing cost if the district's staffing levels matched either of the two benchmarks, adjusted for enrollment",{"$f":"ROUND((($D$10*C16)/1000)*$D$7, -5)","v":4600000},{"$f":"ROUND((($D$10*D16)/1000)*$D$7, -5)","v":3500000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimate funds freed up by matching either of the two benchmarks",{"$f":"IF($D$14-C17<0, 0, $D$14-C17)","v":2200000},{"$f":"IF($D$14-D17<0, 0, $D$14-D17)","v":3300000}]
[]
[null,"Source: District Management Council benchmarking analysis "]
[null,"Notes: (1) Staffing levels adjusted for special education identification rate; (2) This opportunity looks at speech and language therapist positions only, and does not include speech and language assistants or other related services providers; (3) For the purposes of this analysis, benchmark data are based on large districts with enrollments of 25,000 or more students. "]

{"sheet":"D12. Title I","index":48,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":true,"merged":[[12,1,12,2],[1,4,1,5],[1,1,1,2],[5,1,5,2],[9,1,9,2],[2,1,2,2],[3,1,3,2]]}
[null,"SIZING TOOL",12]
[null,"Can the district increase the impact of Title I spending?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-99 points",0.1]
[null,null,null,null,"100-149 points",0.15]
[null,"Part 1. Input data",null,null,"150-249",0.2]
[null,"Total points from Screening Tool",{"$f":"'B12. Title I'!E49","v":0},null,"250 or more points",0.3]
[null,"Last year's total Title I allocation",65000000]
[]
[null,"Part 2. Assess potential opportunity to increase impact of current spending"]
[null,"Percent potential opportunity to increase the impact of Title I spending, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<100,F4,IF(C7<150,F5,IF(C7<250,F6,IF(C7>249,F7,\"\"))))))","v":0}]
[]
[null,"Part 3. Estimate current spending that can be used for greater impact"]
[null,"Estimated current Title I spending that can have greater impact",{"$f":"C11*C8","v":0}]
[]
[null,"Note: Include all Title I funds whether spent or managed at the district or school level."]

{"sheet":"D13. OOD","index":49,"n_rows":22,"n_cols":3,"rows_kept":22,"cut":false,"hidden":true,"merged":[[13,3,14,3],[2,1,2,2],[3,1,3,2],[22,1,22,2],[17,1,17,2],[21,1,21,2],[1,1,1,2],[5,1,5,2],[10,1,10,2]]}
[null,"SIZING TOOL",13]
[null,"Can the district free up funds by reducing reliance on out-of-district special education placements?"]
[null,"The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",50000]
[null,"Total expenditures (all sources)",650000000]
[null,"Number of students with Individualized Education Plans (IEPs) who are served in out-of-district placements",330]
[]
[null,"Part 2. Compare district out-of-district placement rate with national out-of-district placement rate"]
[null,"Percent of all students with disabilities who are served in out-of-district special education placements",3.6999999999999998E-2]
[null,"Percent of all students who are served in out-of-district special education placements",{"$f":"C9/C7","v":6.6E-3}]
[null,"Percent of all students who are served in out-of-district special education placements nationwide",{"$f":"(0.132*C12)","v":4.8840000000000003E-3}]
[null,"Estimated number of students served in out-of-district special education placements if the district out-of-district rate matched the nationwide rate",{"$f":"ROUND(C7*C14, -1)","v":240}]
[null,"Estimated reduction in students served in out-of-district placements if the district rate and the nationwide rate (number of students)",{"$f":"IF(C9-C15<0, 0, C9-C15)","v":90}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by reducing reliance on out-of-district special education placements",{"$f":"ROUND(((C8/C7)*2)*C16, -5)","v":2300000}]
[]
[null,"Source: The Condition of Education, National Center for Education Statistics, 2011 data"]
[null,"Notes: (1) Students with IEPs served out of district includes students in public and non-public separate schools for students with disabilities, separate residential facilities, and home-bound/ hospital placements, but does not include students who are parentally-placed in regular private schools; (2) Include expenditures from all funding sources, including grant sources (e.g. IDEA); (3) Estimates are adjusted for per-pupil spending; (4) Given the difficultly of collecting data on the full costs of serving out-of-district students, the analysis assumes that the cost savings is roughly twice the average per-pupil expenditure. A deeper dive should take into account the actual costs of out-of-district placements and in-district services. Actual cost savings from reducing reliance on out-of-district placements will include tuition and transportation costs; (5) Sometimes first-year investments are needed to build district capacity to serve more students in district and take advantage of savings in later years."]

{"sheet":"D14. Alt schools","index":50,"n_rows":18,"n_cols":6,"rows_kept":18,"cut":false,"hidden":true,"merged":[[17,1,17,2],[1,1,1,2],[5,1,5,2],[1,4,1,5],[2,1,2,2],[3,1,3,2],[10,1,10,2],[14,1,14,2]]}
[null,"SIZING TOOL",14]
[null,"Can the district free up funds by reducing its reliance on alternative schools for students with behavioral challenges?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.05]
[null,null,null,null,"75-99 points",0.1]
[null,"Part 1. Input data",null,null,"100 or more points",0.2]
[null,"Total points from Screening Tool",{"$f":"'B14. Alt schools'!E30","v":0}]
[null,"Total teachers, social workers, and non-administrative professional staff in alternative schools (FTE)",60]
[null,"Average teacher salary including benefits",75000]
[]
[null,"Part 2. Assess potential opportunity to free up funds"]
[null,"Estimated staffing cost associated with alternative schools",{"$f":"C8*C9","v":4500000}]
[null,"Percent potential opportunity to free up funds by reducing reliance on alternative schools for students with behavioral challenges, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7>99,F6,\"\")))))","v":0}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated potential funds freed up by reducing reliance on alternative schools for students with behavioral challenges",{"$f":"ROUND(C12*C13, -3)","v":0}]
[]
[null,"Note: (1) Use the average salary for all certified teaching positions in the district, not the average for only the teachers, social workers, and non-administrative professional staff in alternative schools; (2) For the purposes of this tool, only include secondary alternative schools. "]

{"sheet":"D15. FARM","index":51,"n_rows":17,"n_cols":6,"rows_kept":17,"cut":false,"hidden":true,"merged":[[6,1,6,2],[2,1,2,2],[2,4,2,5],[3,1,3,2],[16,1,16,2],[4,1,4,2],[10,1,10,2],[13,1,13,2]]}
["NOTE: THIS TAB IS BEING RE_WORKED TO APPLY TO A BROADER RANGE OF DISTRICTS, PLEASE USE ACCORDINGLY. "]
[null,"SIZING TOOL",15]
[null,"Can the district increase state and federal funding by maximizing free and reduced-priced meals enrollment?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and white-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.02]
[null,null,null,null,"75-99 points",0.05]
[null,"Part 1. Input data",null,null,"100-199 points",0.08]
[null,"Total points from Screening Tool",{"$f":"'B15. FARM'!E38","v":0},null,"200 or more points",0.1]
[null,"Last year's total Title I allocation",20000000]
[]
[null,"Part 2. Assess potential increase in Title I allocation"]
[null,"Percent potential increase in Title I allocation",{"$f":"(IF(C8<50,F4,IF(C8<75,F5,IF(C8<100,F6,IF(C8<200,F7,IF(C8>199,F8,\"\"))))))","v":0}]
[]
[null,"Part 3. Estimate increase in Title I allocation"]
[null,"Estimated potential increase in Title I allocation",{"$f":"C12*C9","v":0}]
[]
[null,"Note: The impact of this opportunity will vary state-by-state, depending on state allocation rules for Title I funds."]

{"sheet":"D16. Medicaid","index":52,"n_rows":14,"n_cols":6,"rows_kept":14,"cut":false,"hidden":true,"merged":[[9,1,9,2],[12,1,12,2],[1,1,1,2],[5,1,5,2],[1,4,1,5],[2,1,2,2],[3,1,3,2]]}
[null,"SIZING TOOL",16]
[null,"Can the district increase federal Medicaid reimbursement for health-related student services?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and white-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.2]
[null,null,null,null,"75-99 points",0.3]
[null,"Part 1. Input data",null,null,"100-149 points",0.4]
[null,"Total points from Screening Tool",{"$f":"'B16. MEDICAID'!E29","v":0},null,"150 or more points",0.5]
[null,"Last year's total Medicaid reimbursement",6500000]
[]
[null,"Part 2. Assess potential increase in Medicaid reimbursement"]
[null,"Percent potential increase in Medicaid reimbursement",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<150,F6,IF(C7>149,F7,\"\"))))))","v":0}]
[]
[null,"Part 3. Estimate increase in Medicaid reimbursement"]
[null,"Estimated maximum increase in Medicaid reimbursement",{"$f":"C11*C8","v":0}]

{"sheet":"D17. PD","index":53,"n_rows":24,"n_cols":6,"rows_kept":24,"cut":false,"hidden":true,"merged":[[1,4,1,5],[1,1,1,2],[5,1,5,2],[23,1,23,2],[2,1,2,2],[3,1,3,2],[17,1,17,2],[14,1,14,2]]}
[null,"SIZING TOOL",17]
[null,"Can the district free up funds from professional development expenditures? ",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.1]
[null,null,null,null,"75-99 points",0.2]
[null,"Part 1. Input data",null,null,"100-199 points",0.3]
[null,"Total points from Screening Tool",{"$f":"'B17. PD '!E30","v":0},null,"200-299 points",0.4]
[null,"Last year's expenditures on all stipends provided to teachers for collaboration and/or other professional development activities",10000000,null,"300 or more points",0.5]
[null,"Last year's expenditures on outside professional development providers",5000000]
[null,"Total contracted teacher work time during which students are not present, including early release days and/or full days devoted to professional development, planning, and/or orientation per teacher (in days)",4]
[null,"Total teachers in the district (FTE)",2000]
[null,"Total school days per year",180]
[null,"Average teacher salary including benefits",75000]
[]
[null,"Part 2. Assess potential opportunity to free up funds"]
[null,"Percent potential opportunity to free up funds from professional development, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<200,F6,IF(C7<300,F7,IF(C7>299,F8,\"\")))))))","v":0}]
[]
[null,"Part 3. Estimate funds freed up "]
[null,"Estimated funds freed up from stipends provided to teachers for collaboration and/or other professional development activities",{"$f":"ROUND(C8*$C$16, -5)","v":0}]
[null,"Estimated funds freed up from outside professional development providers",{"$f":"ROUND(C9*$C$16, -5)","v":0}]
[null,"Estimated funds freed up from full days devoted to professional development, planning, and/or orientation for teachers",{"$f":"ROUND(((C10-2)*(C13/C12)*C11)*C16, -5)","v":0}]
[null,"Total estimated funds freed up from professional development",{"$f":"SUM(C19:C21)","v":0}]
[]
[null,"Note: Analysis does not include some forms of professional development, including time for collaboration and/or other professional development activities embedded during the regular school day and year, costs associated with teacher observation and feedback, increases in pay tied to advanced degrees, administrative costs associated with managing professional development, supplies and materials, etc. A deeper dive should include all associated costs."]

{"sheet":"D18. No-cost PD","index":54,"n_rows":26,"n_cols":3,"rows_kept":26,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,2],[14,1,14,2],[25,1,25,2],[2,1,2,2],[3,1,3,2],[20,1,20,2]]}
[null,"SIZING TOOL",18]
[null,"Can the district provide more professional development opportunities for core teachers at little or no additional cost?"]
[null,"The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Points from Screening Tool Question # 6",{"$f":"'B18. No-cost PD'!E33","v":0}]
[null,"Average number of hours per month core teachers spend in faculty meetings",4]
[null,"Average number of hours per month core teachers spend collaborating with colleagues or participating in other professional development activities during the regular school day (as opposed to before or after school)",5]
[null,"Average number of hours per month core teachers spend receiving specific and actionable feedback from coaches that aligns with districtwide goals ",0]
[null,"Average number of hours per month core teachers spend receiving specific and actionable feedback  from principals that aligns with districtwide goals",0]
[null,"Total teacher work days per year",184]
[null,"Total core teachers in the district (FTE)",1500]
[]
[null,"Part 2. Assess potential opportunity to increase monthly professional development for core teachers at little or no additional cost"]
[null,"Potential hours of faculty meetings that can be devoted to professional development per teacher per month",{"$f":"IF(C7>0, C8, 0)","v":0}]
[null,"Additional potential hours for teacher collaboration or other forms of professional development that can be embedded during the regular school day per teacher per month",{"$f":"IF(C9>15, 0, 15-C9)","v":10}]
[null,"Additional potential hours for specific and actionable feedback aligned with districtwide goals that can be provided by coaches per teacher per month",{"$f":"IF(C10>1, 0, 1)","v":1}]
[null,"Additional potential hours for specific and actionable feedback aligned with districtwide goals that can be provided by principals per teacher per month",{"$f":"IF(C11>1, 0, 1)","v":1}]
[]
[null,"Part 3. Estimate additional hours of professional development at no additional cost"]
[null,"Estimated potential additional annual hours for professional development per teacher",{"$f":"$C$23*10","v":120}]
[null,"Estimated total potential hours available per teacher for professional development at little or no additional cost per teacher per month",{"$f":"SUM(C16:C19)","v":12}]
[null,"Estimated potential additional annual hours for professional development",{"$f":"C22*$C$13","v":180000}]
[]
[null,"Notes: (1) Core teachers refers to elementary classroom teachers and secondary teachers who teach core classes, including math, reading/ English Language Arts, science, social studies, and foreign languages; (2) Providing additional opportunities for professional development will require changes to staffing, scheduling, and policies/ procedures; (3) Analysis assumes that all faculty meetings can be devoted to professional development, at least 15 hours of professional development can be embedded during the regular school day per month, and, on average, teachers can receive at least one hour of feedback from coaches and one hour of feedback from principals per month. "]

{"sheet":"D19. Coaching impact","index":55,"n_rows":18,"n_cols":6,"rows_kept":18,"cut":false,"hidden":true,"merged":[[17,1,17,2],[1,1,1,2],[1,4,1,5],[5,1,5,2],[10,1,10,2],[2,1,2,2],[3,1,3,2],[14,1,14,2]]}
[null,"SIZING TOOL",19]
[null,"Can the district increase the impact of the coaching model at little to no additional cost?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.2]
[null,null,null,null,"75-99 points",0.4]
[null,"Part 1. Input data",null,null,"100-199 points",0.6]
[null,"Total points from Screening Tool",{"$f":"'B19. Coaching impact'!E49","v":0},null,"200-299 points",0.8]
[null,"Total coaching positions (FTE)",40,null,"300 or more points",1]
[null,"Average coach's salary including benefits",75000]
[]
[null,"Part 2. Assess potential opportunity to increase the impact of current positions"]
[null,"Estimated spending on instructional coaching positions",{"$f":"C8*C9","v":3000000}]
[null,"Percent potential opportunity to increase the impact of spending on current instructional coaching, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<200,F6,IF(C7<300,F7,IF(C7>299,F8,\"\")))))))","v":0}]
[]
[null,"Part 3. Estimate current spending that can have greater impact"]
[null,"Estimated current spending on instructional coaching positions that can have greater impact",{"$f":"ROUND(C12*C13, -3)","v":0}]
[]
[null,"Note: This opportunity includes all positions devoted to observing teachers, providing feedback, and coaching support to teachers, but does not include administrators (e.g. principals, assistant principals)"]

{"sheet":"D20. Free funds coaching","index":56,"n_rows":16,"n_cols":6,"rows_kept":16,"cut":false,"hidden":true,"merged":[[10,1,10,2],[14,1,14,2],[1,1,1,2],[5,1,5,2],[1,4,1,5],[2,1,2,2],[3,1,3,2]]}
[null,"SIZING TOOL",20]
[null,"Can the district free up funds from instructional coaching positions?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.1]
[null,null,null,null,"75-99 points",0.2]
[null,"Part 1. Input data",null,null,"100-149 points",0.3]
[null,"Total points from Screening Tool",{"$f":"'B20. Free funds coaching'!E22","v":0},null,"150-199 points",0.4]
[null,"Total coaching positions (FTE)",40,null,"200 or more points",0.5]
[null,"Average coach's salary including benefits",75000]
[]
[null,"Part 2. Assess potential opportunity to free up funds"]
[null,"Estimated instructional coaching staffing cost",{"$f":"C8*C9","v":3000000}]
[null,"Percent potential funds freed up from instructional coaching positions, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<150,F6,IF(C7<200,F7,IF(C7>199,F8,\"\")))))))","v":0}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up from instructional coaching positions",{"$f":"ROUND(C13*C12, -3)","v":0}]

{"sheet":"D21. Central office","index":57,"n_rows":30,"n_cols":166,"rows_kept":30,"cut":false,"hidden":true,"merged":[[5,1,5,3],[18,1,18,3],[25,1,25,3],[2,1,2,3],[3,1,3,3]]}
[null,"SIZING TOOL",null,21]
[null,"Can the district free up funds from central office spending?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Last year's total operating budget",null,261000000]
[null,"Last year's central office business services expenditures",null,8800000,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,143]
[null,"Includes costs such as finance and budget services, information services, human resources, insurance, and legal",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,144]
[null,"Last year's central office instructional support and professional development expenditures",null,4200000,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,151]
[null,"Includes costs such as curriculum development, professional development, and program management and support for special populations, including students with disabilities and English language learners"]
[null,"Last year's central office leadership expenditures",null,4400000]
[null,"Includes research and accountability programs and other governance and school supervision activities, communications, as well as student assignment services"]
[null,"Last year's central office operations and maintenance expenditures",null,3400000]
[null,"Includes costs  such as facilities and maintenance, utilities, security and safety, transportation, and food services"]
[null,"Last year's central office pupil services and enrichment expenditures",null,700000]
[null,"Includes other student services such as district-wide enrichment activities, parent outreach and engagement, counseling and other social emotional services, as well as physical health services and therapies"]
[]
[null,"Part 2. Compare central office spending to other districts"]
[null,"Total central office spending",null,{"$f":"ROUND(SUM(D16,D14,D12,D10,D8), -5)","v":21500000}]
[null,"Spending as percent of total operating budget",null,{"$f":"D20/D7","v":8.2375478927203066E-2}]
[null,null,"Benchmark #1: Typical district benchmark","Benchmark #2: Leaner district benchmark"]
[null,"Spending as percent of total operating budget in other districts",8.2000000000000003E-2,6.8000000000000005E-2]
[null,"Estimated central office spending if the district's spending as a percent of total operating expenditures matched either of the two benchmarks",{"$f":"ROUND(C23*$D$7, -5)","v":21400000},{"$f":"ROUND(D23*$D$7, -5)","v":17700000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the two benchmarks",{"$f":"IF($D$20-C24<0, 0, $D$20-C24)","v":100000},{"$f":"IF($D$20-D24<0, 0, $D$20-D24)","v":3800000}]
[]
[null,"Source: Adapted from BCG analysis of ERS comparable districts data"]
[null,"Note: Do not include personnel or expenditures that are budgeted centrally but take place in schools (e.g., special education personnel, related services personnel)"]

{"sheet":"D22. Building admins","index":58,"n_rows":28,"n_cols":6,"rows_kept":28,"cut":false,"hidden":true,"merged":[[27,1,27,3],[1,4,1,5],[5,1,5,3],[11,1,11,3],[21,1,21,3],[1,1,1,3],[2,1,2,3],[3,1,3,3]]}
[null,"SIZING TOOL",22]
[null,"Can the district free up funds from school-based administrator positions and/or increase the impact of existing positions?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.1]
[null,null,null,null,"75-99 points",0.2]
[null,"Part 1. Input data",null,null,"100 or more points",0.3]
[null,"Increase the Impact of Existing Positions Subtotal score from Screening Tool",null,{"$f":"'B22. Building admins'!E27","v":0}]
[null,"Total student enrollment",null,50000]
[null,"Total assistant principals (APs), deans, and/or equivalent positions (FTE)",null,150]
[null,"Average assistant principal salary including benefits ",null,100000]
[]
[null,"Part 2. Compare staffing levels to other districts and estimate funds freed up"]
[null,"Students per FTE of APs, deans, and equivalent positions",null,{"$f":"IFERROR(ROUND(D8/D9, -1), \"\")","v":330}]
[null,"Estimated APs, deans, and/or equivalent positions staffing costs",null,{"$f":"ROUND(D9*D10, -3)","v":15000000}]
[null,null,"Benchmark #1: Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Students per FTE of APs, deans, and equivalent positions if the district's staffing levels matched either of the two benchmarks",450,500]
[null,"Total APs, deans, and equivalent positions (FTE) if district's staffing levels matched the benchmark",{"$f":"$D$8/C16","v":111.11111111111111},{"$f":"$D$8/D16","v":100}]
[null,"Estimated AP, dean, and equicalent positions (FTE) that can be reduced if district's staffing levels matched the benchmark",{"$f":"ROUND($D$9-C17, -1)","v":40},{"$f":"ROUND($D$9-D17, -1)","v":50}]
[null,"Estimated staffing cost if the district's staffing levels matched each of two benchmarks, adjusted for enrollment",{"$f":"ROUND(C17*$D$10, -5)","v":11100000},{"$f":"ROUND(D17*$D$10, -5)","v":10000000}]
[null,"Estimated funds freed up by matching each of two benchmarks",{"$f":"IF($D$14-C19<0, 0, $D$14-C19)","v":3900000},{"$f":"IF($D$14-D19<0, 0, $D$14-D19)","v":5000000}]
[]
[null,"Part 3. Assess further potential opportunity to increase the impact of spending on remaining positions"]
[null,"Percent potential opportunity to increase the impact of spending on remaining APs, deans, and/or equivalent positions, based on Screening Tool score",{"$f":"(IF($D$7<50,$F$3,IF($D$7<75,$F$4,IF($D$7<100,$F$5,IF($D$7>99,$F$6,\"\")))))","v":0},{"$f":"(IF($D$7<50,$F$3,IF($D$7<75,$F$4,IF($D$7<100,$F$5,IF($D$7>99,$F$6,\"\")))))","v":0}]
[null,"Estimated spending on remaining APs, deans, and equivalent positions that can have greater impact",{"$f":"ROUND((D10*C17)*C23, -5)","v":0},{"$f":"ROUND((D10*D17)*D23, -5)","v":0}]
[]
[]
[null,"Source: ERS and Parthenon analysis in Knox County Schools"]
[null,"\nNote: Building administrator positions can look different from district to district.  This opportunity is based on a relatively broad definition of building administrator positions.  Building administrator positions in this instance are meant to include positions such assistant principals, deans, department heads, or other equivalent positions, but does not include principals. "]

{"sheet":"D23. Clerical","index":59,"n_rows":26,"n_cols":4,"rows_kept":26,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,3],[12,1,12,3],[21,1,21,3],[25,1,25,3],[2,1,2,3],[3,1,3,3]]}
[null,"SIZING TOOL",null,23]
[null,"Can the district free up funds from clerical support positions?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",null,50000]
[null,"Total school-based clerical support positions (FTE)",null,150]
[null,"Total central office clerical support positions (FTE)",null,150]
[null,"Average clerical support position salary including benefits ",null,40000]
[null,"Total clerical support positions (FTE)",null,{"$f":"SUM(D8:D9)","v":300}]
[]
[null,"Part 2. Compare staffing levels to other districts"]
[null,"Students per FTE of clerical support positions",null,{"$f":"IFERROR(ROUND(D7/D11, -1), \"\")","v":170}]
[null,"Estimated staffing cost",null,{"$f":"ROUND(D11*D10, -5)","v":12000000}]
[null,null,"Benchmark #1: Median of other districts","Benchmark #2: Leaner district benchmark"]
[null,"Students per FTE of clerical support positions if the district's staffing levels matched either of the two benchmarks",220,260]
[null,"Total clerical support positions (FTE) if the district's staffing levels matched the benchmark",{"$f":"IFERROR(ROUND($D$7/C17, -1), \"\")","v":230},{"$f":"IFERROR(ROUND($D$7/D17, -1), \"\")","v":190}]
[null,"Estimated clerical support positions (FTE) that can be reduced if the district's staffing levels matched the benchmark",{"$f":"IFERROR($D$11-C18, \"\")","v":70},{"$f":"IFERROR($D$11-D18, \"\")","v":110}]
[null,"Estimated staffing cost if the district's staffing levels matched either of the two benchmarks, adjusted for enrollment ",{"$f":"IF(ROUND(C18*$D$10, -5)<0, 0, ROUND(C18*$D$10, -5))","v":9200000},{"$f":"IF(ROUND(D18*$D$10, -5)<0, 0, ROUND(D18*$D$10, -5))","v":7600000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the two benchmarks",{"$f":"IF(ROUND($D$15-C20,-2)<0, 0, ROUND($D$15-C20,-2))","v":2800000},{"$f":"IF(ROUND($D$15-D20,-2)<0, 0, ROUND($D$15-D20,-2))","v":4400000}]
[]
[null,"Source: ERS benchmarking for Lake County Schools"]
[null,"Note: Clerical support positions can look different from district to district.  This opportunity is based on a relatively broad definition of clerical support positions.  Clerical support positions in this instance are meant to include positions such as (but not necessarily limited to) school secretaries, administrative assistants, data entry staff, bookkeepers/bookkeeper assistants, payroll clerks, human resource support staff.  "]

{"sheet":"D24. Library","index":60,"n_rows":26,"n_cols":6,"rows_kept":26,"cut":false,"hidden":true,"merged":[[25,1,25,2],[1,1,1,2],[1,4,1,5],[20,1,20,2],[2,1,2,2],[3,1,3,2],[5,1,5,2],[11,1,11,2]]}
[null,"SIZING TOOL",24]
[null,"Can the district free up funds from library/ media specialist positions and/or increase the impact of existing positions?",null,null,"Key: Percent potential reduction based on screening tool points ( FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks",null,null,"50 or more points",0.3]
[]
[null,"Part 1. Input data"]
[null,"Increase the Impact of Existing Positions Subtotal score from Screening Tool",{"$f":"'B24. Library'!E41","v":0}]
[null,"Total student enrollment",50000]
[null,"Total library/ media specialists (FTE)",100]
[null,"Average library/ media specialist salary including benefits ",100000]
[]
[null,"Part 2. Compare staffing levels to other large districts and estimate savings"]
[null,"Students per FTE of library/ media specialists",{"$f":"C8/C9","v":500}]
[null,"Estimated library/ media specialist staffing costs",{"$f":"ROUND(C10*C9, -3)","v":10000000}]
[null,"Students per library/ media specialist if the district's staffing levels matched the median of other districts",750]
[null,"# of librarians/ library media specialists needed to match other districts",{"$f":"ROUND($C$8/C15, -1)","v":70}]
[null,"Estimated number of librarian/ library media specialist positions (FTE) that can be reduced",{"$f":"$C$9-C16","v":30}]
[null,"Estimated staffing costs if the district's staffing levels matched the median of other districts, adjusted for enrollment",{"$f":"ROUND(C16*$C$10, -3)","v":7000000}]
[null,"Estimated funds freed up by matching median of other districts",{"$f":"IF($C$14-C18<0, 0, $C$14-C18)","v":3000000}]
[]
[null,"Part 3. Assess further potential opportunity to increase the impact of spending on remaining positions"]
[null,"Percent potential opportunity to increase the impact of spending on remaining library/media specialists, based on Screening Tool score",{"$f":"(IF($C$7<50,$F$3,IF($C$7<75,$F$4)))","v":0}]
[null,"Estimated spending on remaining library/ media specialists that can have a greater impact",{"$f":"ROUND(($C$10*$C$16)*C22, -3)","v":0}]
[]
[null,"Source: ERS and Parthenon analysis in Knox County Schools"]
[null,"Note: Library/ media specialist positions can look different from district to district.  This screening is based on a relatively broad definition of library/ media specialist positions.  Library/ media specialist positions in this instance are meant to include full-time professional staff, including positions such as librarians, library specialists, media specialists, etc. "]

{"sheet":"D25. Guidance","index":61,"n_rows":23,"n_cols":3,"rows_kept":23,"cut":false,"hidden":true,"merged":[[1,1,1,2],[2,1,2,2],[22,1,22,2],[3,1,3,2],[5,1,5,2],[10,1,10,2],[18,1,18,2]]}
[null,"SIZING TOOL",25]
[null,"Can the district free up funds from guidance counselor positions?"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total student enrollment",50000]
[null,"Total guidance counselors (FTE)",125]
[null,"Average guidance counselor salary including benefits ",100000]
[]
[null,"Part 2. Compare staffing levels to other districts"]
[null,"Students per FTE of guidance counselors",{"$f":"IFERROR(ROUND(C7/C8, -1), \"\")","v":400}]
[null,"Estimated guidance counselor staffing costs",{"$f":"ROUND(C9*C8, -3)","v":12500000}]
[null,"Students per FTE of guidance counselor if the district's staffing levels matched the median of other districts",525]
[null,"Estimated staffing cost if the district's staffing levels matched the median of other districts, adjusted for enrollment",{"$f":"ROUND(C16*$C$9, -5)","v":10000000}]
[null,"# of guidance counselor needed to match other districts",{"$f":"IFERROR(ROUND($C$7/C14, -1), \"\")","v":100}]
[null,"Estimated number of guidance counselor positions (FTE) that can be reduced",{"$f":"IFERROR($C$8-C16, \"\")","v":25}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching median of other districts",{"$f":"IF($C$13-C15<0, 0, $C$13-C15)","v":2500000}]
[]
[null,"Source: ERS and Parthenon analysis in Knox County Schools"]
[null,"Note: Guidance counselor positions can look different from district to district.  This screening is based on a relatively narrow definition of guidance counselor positions.  Guidance counselor positions in this instance are meant to include professional staff who primarily provide academic counseling support to students, including college counseling, course selection, etc. For the purposes of this tool, they are not meant to include professional staff who primarily provide mental health or other non-academic counseling support to students."]

{"sheet":"D26. Sizing absenteeism","index":62,"n_rows":26,"n_cols":4,"rows_kept":26,"cut":false,"hidden":true,"merged":[[1,1,1,3],[5,1,5,3],[24,1,24,3],[25,1,25,3],[2,1,2,2],[3,1,3,3],[13,1,13,3],[21,1,21,3]]}
[null,"SIZING TOOL",null,26]
[null,"Can the district free up funds associated with teacher absences?"]
[null,"The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and green-shaded areas are hard-coded benchmarks"]
[]
[null,"Part 1. Input data"]
[null,"Total school days per year",null,180]
[null,"Total teachers (FTE)",null,4000]
[null,"Average teacher salary including benefits ",null,75000]
[null,"Average substitute teacher daily rate",null,300]
[null,"Average daily teacher attendance rate",null,0.94]
[null,"Average daily cost of teacher time per teacher",null,{"$f":"D9/D7","v":416.66666666666669}]
[]
[null,"Part 2. Compare teacher attendance rate to other districts"]
[null,"Approximate number of teachers absent per day",null,{"$f":"ROUND(D8* (1-D11), -1)","v":240}]
[null,"Estimated costs of hiring substitutes",null,{"$f":"ROUND((($D$15*$D$10))*$D$7, -5)","v":13000000}]
[null,null,"Benchmark #1: National benchmark","Benchmark #2: High-performing district benchmark"]
[null,"Average daily teacher attendance rate ",0.94699999999999995,0.97]
[null,"Estimated number of teachers absent per day if the district's teacher attendance rate matched either of the two benchmarks",{"$f":"ROUND($D$8*(1-C18), -1)","v":210},{"$f":"ROUND($D$8*(1-$D$18), -1)","v":120}]
[null,"Estimated costs of hiring substitutes if the district's teacher attendance rate matched either of the two benchmarks",{"$f":"ROUND((($C$19*$D$10))*$D$7, -5)","v":11300000},{"$f":"ROUND((($D$19*$D$10))*$D$7, -5)","v":6500000}]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching either of the two benchmarks ",{"$f":"IF($D$16-$C$20<0, 0, $D$16-$C$20)","v":1700000},{"$f":"IF($D$16-$D$20<0, 0, $D$16-$D$20)","v":6500000}]
[]
[null,"Source: Raegen Miller, \"Teacher Absence as a Leading Indicator of Student Achievement: New National Data Offer Opportunity to Examine Cost of Teacher Absence Relative to Learning Loss,\" November 2012."]
[null,"Notes: (1) Estimated costs of substitute teachers include salary costs only. A deeper dive should include administrative costs associated with managing substitute and other related costs; (2) This opportunity includes absences for personal days and sick days, but does not include absences associated with long-term leaves."]

{"sheet":"D27. ELT","index":63,"n_rows":19,"n_cols":7,"rows_kept":19,"cut":false,"hidden":true,"merged":[[1,1,1,2],[5,1,5,2],[18,1,18,2],[2,1,2,2],[3,1,3,2],[10,1,10,2],[14,1,14,2]]}
[null,"SIZING TOOL",27]
[null,"Can the district free up funds from extended school day and/or year programs?"]
[null,"The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. "]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and white-shaded areas are hard-coded benchmarks"]
[null,null,null,null,null,null,"Source"]
[null,"Part 1. Input data"]
[null,"Total staff members who work a longer school day and/or year (FTE)",500,null,null,9000," Median of ERS districts, KCS"]
[null,"Average salary including benefits for teachers (not including pay for extended school day and/or year)",75000,null,null,310,"CGCS"]
[null,"Average additional pay for extended school day and/or year per staff member",12000]
[]
[null,"Part 2. Compare increase in staffing costs to other districts with extended school days and/or years"]
[null,"Percent increase in staffing costs for extended school days and/or years",{"$f":"C9/C8","v":0.16}]
[null,"Percent increase in staffing costs for extended school days and/or years in other districts",0.1]
[]
[null,"Part 3. Estimate funds freed up"]
[null,"Estimated funds freed up by matching extended school day and/or year staffing costs in other districts",{"$f":"IF(C12>C13, ROUND((C9-(C8*C13))*C7, -4), 0)","v":2250000}]
[]
[null,"Source: DMC analysis of extended school day and year programs"]
[null,"Notes: (1) Use the average salary including benefits for all certified teaching positions, not the average for extended school day and/or year staff only; (2) Analysis does not take into account full costs of providing extended school days and/or years, including administrative costs, contracts with partners, transportation, etc; (3) Extended school day and/or year programs can look different from district to district. This opportunity includes programs that increase the amount of student learning time during the regular school day and/or year for some or all students in a given school and/or district, but does not include traditional forms of summer school."]

{"sheet":"D28. Blended learning","index":64,"n_rows":22,"n_cols":6,"rows_kept":22,"cut":false,"hidden":true,"merged":[[21,1,21,2],[1,4,1,5],[8,4,8,5],[2,1,2,2],[16,1,16,2],[1,1,1,2],[5,1,5,2],[11,1,11,2],[3,1,3,2]]}
[null,"SIZING TOOL",28]
[null,"Can the district free up funds from blended learning and/or online classes and/or increase the impact at little or no additional cost?",null,null,"Key: Percent potential reduction based on screening tool points (FOR INTERNAL USE ONLY)"]
[null,"Note: The Sizing Tools can identify opportunities that are worth further analysis, but are not intended to replace a \"deep dive.\" More rigorous analysis is required to accurately estimate the potential financial impact of the most promising opportunities. ",null,null,"0-49 points",0]
[null,"Instructions: Please fill in all yellow-shaded areas. (They are currently filled in with example data.) Blue-shaded areas calculate automatically and white-shaded areas are hard-coded benchmarks",null,null,"50-74 points",0.05]
[null,null,null,null,"75-99 points",0.1]
[null,"Part 1. Input data",null,null,"100-149 points",0.2]
[null,"Total points from Free up Funds from Blended Learning and/or Online Classes Subtotal from Screening Tool",{"$f":"'B28. Blended learning'!E25","v":0},null,"150 or more points",0.3]
[null,"Total points from Increase the Impact of Blended Learning and/or Online Classes Subtotal from Screening Tool",{"$f":"'B28. Blended learning'!E42","v":0}]
[null,"Total teachers devoted to blended learning and online classes (FTE)",20,null,"Key for Percent potential to further increase the impact"]
[null,"Average teacher salary including benefits",75000,null,"0-49 points",0]
[null,null,null,null,"50 or more points",0.1]
[null,"Part 2. Estimate potential opportunity to free up funds"]
[null,"Percent potential opportunity to free up funds from blended learning and/or online classes, based on Screening Tool score",{"$f":"(IF(C7<50,F3,IF(C7<75,F4,IF(C7<100,F5,IF(C7<150,F6,IF(C7>149,F7,\"\"))))))","v":0}]
[null,"Estimated spending on blended learning and/or online classes' teaching positions ",{"$f":"C10*C9","v":1500000}]
[null,"Estimated potential funds that can be freed up from blended learning and/or online classes",{"$f":"ROUND(C13*C14, -3)","v":0}]
[]
[null,"Part 3. Assess further potential opportunity to increase the impact of current spending"]
[null,"Percent potential opportunity to increase the impact of current spending on blended learning and/or online classes' teaching positions, based on Screening Tool score",{"$f":"(IF(C8<50,F10,IF(C8>49,F11,\"\")))","v":0}]
[null,"Estimated spending on blended learning and/or online classes' teaching positions that can have greater impact",{"$f":"(C14-C15)*C18","v":0}]
[]
[]
[null,"Note: (1) Blended learning can look different from district to district. This opportunity focuses on the computer-assisted component(s) of districts' blended learning offerings; (2) This analysis focuses on staffing only.  Some districts may have a further opportunity to free up funds from hardware, software, and/or other costs associated with blended learning and/or online classes; (3) Use the average salary for all certified teaching positions, not the average for blended learning or online course staff only"]