ACCELERATING EQUITY THROUGH ORGANIZATIONAL EXCELLENCE Hartford Public Schools A District Reimagined November 21, 2017 Reimagining and restructuring for improved student outcomes
District Model for Excellence A District Reimagined and Restructured for Improved Student Outcomes AGENDA • District Priorities and Strategies • District Model for Excellence Planning Process • Highlights from the Input & Data Gathering Phase What we heard What we learned • HPS: A District Reimagined Our Non-negotiables Implications
District Model for Excellence A District Reimagined and Restructured for Improved Student Outcomes District Priorities and Strategies
Our Focus: Organizational Excellence
District Priorities and Strategies TEACHING & LEARNING FAMILY & COMMUNITY PARTNERSHIPS Guarantee that students are Co-create trusting provided rigorous instruction partnerships that recognize and promote families’ and and the skills, knowledge, community’s contributions to voice and social emotional support they need to succeed student learning. and thrive in and beyond school. SYSTEMIC ACCOUNTABILITY OPERATIONAL EFFECTIVENESS Data-driven continuous Ensure that resources and improvement processes and initiatives minimize/eliminate practices with clear metrics redundancies and intensify and performance indicators focus on priorities supporting that report on progress toward excellent teaching and improved operational learning. effectiveness, teaching and learning and student outcomes.
District Model for Excellence
Overview of Process
District Model for Excellence A District Reimagined and Restructured for Improved Student Outcomes Input and Data Gathering Summary
Input and Data Gathering: Community Input
Community Input
What the BOE heard from constituents Our children Schools can be a model of family , where should have the you are accepted for who you are. ability to make choices. We want our students to experience high expectations and cultural I want my kids to do better than I did – in school and in competence from all of their educators. their quality of life. Our schools Our schools should Schools must be an should be teach our children asset and stabilizing safe and how to think, not force in every Hartford affirming what to think. child’s neighborhood. places for everyone.
Neighborhoods have different What we heard from principals needs, so the district needs to differentiate More instructional Everything we do Facilities support and time for students. should promote should be resources . consistent, high- equitable quality instruction . across the city. We need more appropriate settings All students for our middle- (including SWDs Staffing and other Clear grades students . and gifted) should central office decisions pathways for have access to the must always put all schools and same types of students’ needs first . neighborhoods. opportunities, More programs, and collaboration Our schools should be resources . time for Resources should places that bring the teachers. be distributed community together . equitably based on We must be student need . financially We want to foster a Schools need to be accountable for right- positive school the centerpieces of Combine schools sizing schools and and home our communities. with smaller their budgets. connection . enrollments.
A great school, first and We we heard from parents foremost, has a great culture . It is a place where all feel welcome and valued , where students look A great school has forward to attending day in A great school is understanding great of individual student needs and day out. Its foundation is administration great relationships between and differences and responds to and teachers . It staff-staff/administration, these in an appropriate manner. handles behavior student-student, staff-student, -HPS Parent incidents and and staff-parents/community. bullying fairly and - HPS Parent swiftly . Every child needs a safe Value is placed on developing the place with whole child , not just subjects A great school should honor and guidance. -HPS that are measured through assist in the development of the Parent standardized testing. whole child . We need to put as - HPS Parent much emphasis on their social/emotional needs as on A great school provides opportunities for individualized their academic needs . learning . Every student is seen as an individual with - HPS Parent special gifts that they bring to the community. - HPS Parent Students should have equitable access A great school is where children achieve and learn to the curriculum. The curriculum needs to their potential .. - HPS Parent to be of high quality . - HPS Parent
A great school We heard from teachers and staff looks at each child individually and is able to support the needs A great school is made of up of A great school is sensitive and and talents of that committed teachers and staff reflective of the community child. whose commitment is honored that it serves . and valued by the school and the district. Each student in a great school should have access to caring and educated staff as well as resources to meet their individual needs and talents. The teachers need to be able to truly use their craft by being given resources in Parents, Students and Staff Each child should have the form of equipment and working together for the purpose access to a safe and training in order to best of not only educating children now updated building in meet the needs of each but preparing them for the which to learn. Each child individual child. complex world they will face. should have access to an outdoor environment that engages them with nature and provides physically Every student should have access to technology and field trips exercise. that offer them an opportunity to see outside of their Hartford community. If one never sees, what one never has, one will never know, what one could have.
We heard from students Participating on sports teams are positive and help to build a stronger community . A great school has full time teams of teachers who can coach projects. The whole team comes together to create one team . We need guidance counselors and block Great schools have college, schedules . We need more class ECE, and AP classes . and community projects . AP or college courses help Scholarships like Say Yes, students to prepare for Hartford Promise – help to Language is college and become more pay for tuition, books and something to consider competitive with other fees. when supporting students in the college schools, families, and application process . neighborhoods in Students need special transition. education and SAT prep . Sports and clubs like We can connect the community/neighborhoods with Activity Block and Trin school through social media pages like Facebook, Prep. Twitter, etc. Community/neighborhoods need to stay informed and be aware of what's going on in schools.
We heard from the community A great school that has high expectations for kids. Access to opportunities like AP classes, external partnerships, internships, enrichments, arts A great school has wrap around opportunities. Opportunities for different kinds of services. learning. Access to 21st century learning, get the students equipped for jobs in the future. Supplemental academic support that are aligned One system vs subsystems, everyone There are so with curriculum, working together and systematically. many resources embrace where and willing children are. partners in our Provide more students activities own community. and leadership opportunities equally at all schools. Community investments should Offer specials like art, We need to have equal access to be aligned for good facilities. music, PE at all schools. greater impact.
Input and Data Gathering: Comprehensive Study
Comprehensive Study: Our District Context • Deep student needs in HPS call for a network of schools that is equipped to meet every learner where they are. • Persistently low student performance requires a redesign of schools to better support student learning. • Declining enrollment requires HPS to adjust the cost structures of its system while increasing efforts to attract families to all of its schools (both magnet and neighborhood). • Fiscal contraints in our state and in our community requires us to make fiscally responsible decisions and ensure that we use our resources for greatest impact.
Student Need Student Need Sub-Group Enrollment as % of Total Enrollment % ELL % SWD % FRL 100% 78% 80% 68% 60% 38% 40% 12% 14% 15% 17% 19% 14% 18% 20% 6% 4% 0% Surrounding Suburbs: East Hartford, West Hartford, Glastonbury, Simsbury, Granby, South Windsor, Farmington, Rocky Hill. CT Urban Centers: Norwalk, Stamford, New Haven, Waterbury, New Britain, Bridgeport. Source: Connecticut State Department of Education EdSight; SY1516 Enrollment
Enrollment 4-Year Enrollment: Neighborhood Compared to Magnet Student Enrollment Over Time Magnet Neighborhood 21,211 20,776 20,164 19,394 Student Enrollment 12,422 11,831 11,310 10,570 8,945 8,789 8,854 8,824 14-15 15-16 16-17 17-18 $431 Total Revenue ($M)* - % Change -5% -4% -7% 14.9 Neighborhood % +0.4 % Change 2% -1% 0% Magnet % *Adjusted for inflation Source: NCES; HPS Student Enrollment Counts as of 10/1; ERS Analysis
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