Design a service-oriented resource allocation review using continuous improvement and design thinking, engaging LEAs and schools in design, pilot, and test phases before rollout.¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that states draw from "principles of continuous improvement and design thinking" to create a process supporting educational leaders from an end-user perspective at each design stage. Engaging LEAs and schools in design, pilot, and test phases before rollout is said to mitigate frustration and distinguish immediate challenges addressable short term from systemic challenges addressable long term.

Design Implications¶

Context¶

Requirements¶

• The process should minimize burden and be meaningful to educational leaders, for example by asking participating LEAs and schools to signal the best time for the review aligned with local planning and budget development.

Constraints¶

Target Learners¶

• LEA and school leaders
• state education agency staff

Target Learning Goals¶

• implementing a usable, low-burden resource allocation review process

Related Strategies¶

• Conduct a resource allocation review to connect identified needs, evidence-based strategies, and resource allocation methods
• Ensure communication and co-development with school leaders throughout edtech process rollout
• Pilot statewide roster verification systems before full implementation
• Design the review process to track and monitor resource allocation methods over time, adapt to changing needs, and share promising practices with other states.

Examples¶

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Key Sources¶

• Taylor, T., & Bowman, A. (2024). Design and Implementation of the ESSA Resource Allocation Review: Lessons Learned in Utah. Region 15 Comprehensive Center, WestEd. https://web.stanford.edu/~mshanks/MichaelShanks/files/509554.pdf