Opportunity Act A Workshop, February 29, 2020 SPONSORED BY - PowerPoint PPT Presentation

1 HEC SOA Workshop February 29, 2020 Haverhill Plans for the Student Opportunity Act A Workshop, February 29, 2020 SPONSORED BY HAVERHILL EDUCATION COALITION WITH DATA FROM BENCHMARK HAVERHILL SCHOOLS . COM

2 Student Opportunity Act Components  Chapter 70 Aid – updates formula, DESE will calculate funding  Special Education Circuit Breaker – phase in state reimbursement for out-of- district transportation cost  Charter School tuition reimbursement – not directly affected but promises 75% of formula  District evidence-based three-year plans – Superintendents to develop plan in consultation with school committees  Twenty-first Century Education Grants – competitive grant program to address disparities (not yet funded) HEC SOA Workshop February 29, 2020

3 SOA OBJECTIVES • Part 1: DESE REQUIREMENTS FOR A 3- • YEAR PLAN Opportunity and WHERE ARE THE • Resources OPPORTUNITY GAPS IN HAVERHILL? HEC SOA Workshop February 29, 2020

4 Three-year Plan Required  Student Opportunity Act requires each district to establish targets for addressing disparities among student groups  Districts must submit an evidence-based three-year plan to meet targets.  First three-year plan is due April 1, 2020  Plan is to be developed by superintendent in consultation with school committee considering input and recommendations from parents and other community stakeholders HEC SOA Workshop February 29, 2020

5 Three-year Plan Requires Setting Priorities  SOA plans may support  Expanded learning time  Common planning time for teachers  Hiring school personnel to improve student performance  Increased professional development  Purchase curriculum materials  Diversify educator and administrator workforce  Develop pathways to college and career readiness HEC SOA Workshop February 29, 2020

6 Financing Under FOUNDATION BUDGET COMPONENTS AND PROJECTIONS the SOA HEC SOA Workshop February 29, 2020

7 Haverhill’s Foundation Budget – Proposals Haverhill Foundation Budget, by Component $120,000,000 $100,000,000 $80,000,000 $60,000,000 $40,000,000 $20,000,000 $0 FY 2020 Actual FY 2021 Governor's Proposed With Full 1/7 Phase-in Base SPED ELL Low-Income HEC SOA Workshop February 29, 2020

8 Governor’s Increment for Low -Income Falls Short by $1.16 million for FY 2021 Low-Income Increment to Foundation Budget, Haverhill $25,000,000 $20,000,000 $15,000,000 $22,661,980 $21,498,943 $10,000,000 $18,573,972 $5,000,000 $0 FY 2020 Actual FY 2021 Proposed FY 2021With Full1/7 Phase-in Low-Income HEC SOA Workshop February 29, 2020

9 Foundation Budget to Grow 13% in Real (Inflation adjusted) terms, by 2027 Haverhill Projected Foundation Budget Per Student as % of 2020 113% 111% 110% 120% 108% 106% 104% 103% 100% 100% 80% 60% 40% 20% 0% FY 2020 FY 2021 FY 2022 FY 2023 FY 2024 FY 2025 FY 2026 FY 2027 Real Foundation Budget Per Student as % of 2020 * Assumes Governor’s Budget for FY 21 and closing 1/6 of remaining gap in 6 subsequent years. HEC SOA Workshop February 29, 2020

10 Foundation Budget Growth is Greatest in FY 2021 (not all due to SOA) Foundation Budget Projected Real Growth Rate 2021-2027 3.0% 2.6% 2.5% 2.0% 1.7% 1.7% 1.6% 1.6% 1.6% 1.6% 1.5% 1.0% 0.5% 0.0% FY 2021 FY 2022 FY 2023 FY 2024 FY 2025 FY 2026 FY 2027 Real growth rate HEC SOA Workshop February 29, 2020

11 Closing Opportunity THERE ARE SOME IN HAVERHILL Gaps HEC SOA Workshop February 29, 2020

12 % Economically Disadvantaged Varies Widely by School Percent Economically Disadvantaged, 2018-19 81% 90% 71% 80% 66% 66% 63% 70% 57% 55% 53% 60% 51% 50% 42% 50% 38% 38% 36% 33% 33% 40% 28% 30% 17% 20% 10% 0% Econ Dis HEC SOA Workshop February 29, 2020

13 Latino and Lower-income Students in Haverhill Attend College at Lower Rates (especially 4-year colleges) % of 2017-18 Graduates Attending College (By March after graduation) 75% 80% 70% 19% 55% 60% 52% 50% 40% 39% 33% 30% 56% 20% 10% 19% 16% 0% White Economically Disadvantaged Hispanic/Latino % 4-year % 2-Year Source: Dept. of Elementary and Secondary Education, April 11, 2018 HEC SOA Workshop February 29, 2020

14 Gaps in Grade 3 Reading 2019 Grade 3 NG MCAS ELA, % Meets of Exceeds Expectations 80% 67% 70% 63% 56% 60% 50% 50% 38% 38% 40% 33% 32% 30% 20% 10% 0% State Haverhill White Latino Not Econ Disadvantaged Economically Disadvantaged HEC SOA Workshop February 29, 2020

15 Grade 3 Reading Disparities, by school and economic status 2019 Grade 3 ELA Percent Meeting or Exceeding Grade-Level Expectations, Haverhill Schools 2019 76% 80% 68% 67% 70% 62% 62% 56% 60% 55% 52% 50% 50% 50% 48% 50% 44% 43% 41% 41% 38% 37% 40% 33% 27% 30% 24% 24% 24% 21% 18% 18% 20% 10% 0% Bradford Elem Hunking Golden Hill Pentucket Lake Silver Hill Tilton Hill View Montessori White Latino Not Economically Disadvantaged Economically Disadvantaged2 HEC SOA Workshop February 29, 2020

16 A Legacy of Uneven Resources in 2018-19 Presents challenges for families Most Economically Disadvantaged Least Economically Disadvantaged % Econ % Teachers Per pupil % Econ % Teachers Per pupil School dis. Latino per 100 Budget School dis. Latino per 100 Budget HALT 81% 61% 22.22 $35,119 J.G. Whittier 42% 30% 5.39 $6,167 Tilton 66% 58% 9.96 $8,383 Bradford Elem 38% 28% 9.86 $11,592 TEACH 64% 49% 12.77 $27,352 Haverhill High 38% 32% 7.09 $8,032 Bartlett 63% 54% 6.75 $7,997 Silver Hill 36% 32% 5.69 $7,018 Golden Hill 57% 50% 8.04 $8,293 Hunking 33% 22% 6.12 $6,321 Nettle 55% 43% 6.84 $7,654 Walnut Sq 33% 22% 5.63 $6,485 Consentino 53% 48% 5.48 $5,818 Whittier Reg 28% 21% 9.09 Pentucket Lk 51% 40% 8.57 $8,929 Hill View 17% 23% 7.24 HEC SOA Workshop February 29, 2020

17 Part 2: TILTON TRANSFORMATION • Extending AND OTHER RECENT SUCCESSES IN HAVERHILL Haverhill’s Recent SCHOOLS Successes HEC SOA Workshop February 29, 2020

18 “ Tilton Lower & Upper Schools ” How the Various Parts of the Tilton Transformation Approach Work to Improve Student Outcomes Bonnie Antkowiak, B.S., M.Ed. , C.A.G.S, Principal of Lower and Upper HEC SOA Workshop February 29, 2020

First Step- Know Where You Are! What the outside community thought they knew…  Percentile Rank 1% Low Achieving  Poor  Students that cause disturbances and can’t learn  Teachers who don’t care  Parents who don’t care What we all know is that perception is not REALITY. Although some true….the question was why? 19

Now What?  Start asking questions Teachers were asked to tell us what didn’t work  What they needed   LISTEN Really hear what is behind the answers  example:   Support Find the people who do things well   GIVE PEOPLE VOICES Stop having the nay-sayers be the ones in charge   Let community know what isn’t working but also what is! - Celebrate Success 20

Teamwork and Trust - A Timeline 2015- 2016 Focus on three things- Reading, Writing and Rules - 1%percentile 2016 -2017- Implement change Apply for Turnaround Grant 4% Percentile 2017- 2018- Begin implementation of the grant. Next Gen Focus- Early Literacy Center/ Enhanced Data Teams/ Coaching/PBIS 2018-2019 Full Implementation 21% Percentile 21

Teamwork and Trust - A Timeline Continues... 2019- 2020 Continued support from district and SC- Expand Tilton 38% Percentile 2020-2021- The Future: Expand Tilton Upper Continue our Journey 22

The Journey Continues...Keep Believing How to Replicate: 1. Buy in From Staff- Create a leadership team that is the voice for the school 2. Coaches/ Support in Classrooms 3. Teams that focus on Data and Conversation about the Data 4. Changing instruction based on student needs 5. Community- Letting see the success and where you need help 6. Extended day tutoring ( Buses to get their student there) TEAMWORK AND TRUST 23

24 Some Questions for Discussion  What have we learned about what works in Haverhill schools?  Does the Tilton transformation model rely on synergies of the whole, or are some parts more important than others? HEC SOA Workshop February 29, 2020

25 STAFFING LEVELS AND • Part 3: PERFORMANCE APPROACHES TO A MORE • Maximizing Teacher DIVERSE WORKFORCE Impacts PROFESSIONAL DEVELOPMENT • THAT WORKS HEC SOA Workshop February 29, 2020

26 Summary of Research on Class Size  It appears the very large class-size reductions on the order of magnitude of 7-10 fewer students per class, can have meaningful long-term effects on student achievement and perhaps on non-cognitive outcomes. The academic effects seem to be largest when introduced in the earliest grades, and for students from less advantaged family backgrounds. They also may be largest in classrooms of teachers who are less well prepared and effective in the classroom. Whitehouse and Chingos , “Class Size: What Research Says and What it Means for State Policy,” Brown Center on Education Policy at Brooking,s May 11, 2011 HEC SOA Workshop February 29, 2020