Three common approaches for resource allocation are blending, braiding, and layering resources. One of the principles of effective and equitable resource allocation involves blending, braiding, and layering funds. Let’s take a look at what it means to blend, braid, and layer funding. Blending, braiding, and layering funds are approaches for meeting student needs by putting multiple financial sources to work. These approaches strengthen the resource base for advancing equity in a coordinated and purposeful way. What do braiding and blending mean?

Braiding Funds

To braid funds is to coordinate their use so they meet a unified purpose. The individual funding streams that are braided together maintain their identity for eligibility and reporting.

Blending Funds.

To blend funds is to consolidate them into one funding stream to meet one purpose. The individual funding streams lose their identity for eligibility and reporting.

This model illustrates a layering approach to allocation. When working with layers, the first layer is foundational. This layer is made up of operational funds that the program is already receiving. If these funds are budgeted already, they cannot be supplanted or replaced by other funds. The second layer represents funds for programs and services that benefit all students, regardless of eligibility. For example funds for staffing, equipment, supplies are all types of funds included in the second layer. The third layer of funds are for individualized, specialized services for students, based on specific eligibility criteria. For example, funds for screenings, home services, and family services may be included in the third layer. On its own, each layer is important. When these three layers are put together in an organized way, the resources become more effective and strengthen our services and supports for students. Segmenting is the strategic organization and use of funds. Segmenting funds according to one-time needs, short-term needs, and system innovation needs will help in the planning process. Here are some examples of the different types of investments that can be segmented. One-time investments are truly things that happen just once, or do not need to be including:

Hardware and software investments, which typically have a 3-year to 4-year lifecycle
Building upgrades and maintenance, which typically have 10-year to 15-year lifecycles
Curriculum adoption

Short-term investments address students’ immediate needs. Using pandemic mitigation efforts as an example, these types of things would include:

Extended learning and/or summer learning for targeted student populations
High-dosage intensive tutoring
Additional staffing to assess and address social-emotional and well-being for students, staff, and families

Long-term system-innovation investments are investments that support sustainable improvements in practice, including:

Capacity-building for core staff, with the goal of increasing instructional quality and advancing equity
Improved coordination of services for student with multiple types of needs (e.g., English learners who also receive special education)
Universal screening and intervention data system
Talent pipelines (teachers and classified staff)

This final quadrant of the graphic focuses on the importance of equitably distributing resources. Keep in mind that equitable does not mean equal! Advancing equity requires allocating resources in ways to support students with the greatest needs. Each student deserves rich learning experiences in environments that nurture their growth. The equitable distribution of resources is an ongoing process for mobilizing the appropriate resources (time, money, personnel, expertise, instructional materials, facilities) to create the conditions that students need to be successful. Practicing equitable resource allocation recognizes that students have different needs. Centering students and allocating resources according to their unique needs are ways to move toward a future where race and socioeconomic background is not a predictor of student outcomes.