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

Haverhill Plans for the Student Opportunity Act

A Workshop, February 29, 2020

SPONSORED BY HAVERHILL EDUCATION COALITION WITH DATA FROM BENCHMARK HAVERHILL SCHOOLS . COM

1

HEC SOA Workshop February 29, 2020

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%

• f 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

2

Part 1: Opportunity and Resources

• SOA OBJECTIVES
• DESE REQUIREMENTS FOR A 3-

YEAR PLAN

• WHERE ARE THE

OPPORTUNITY GAPS IN HAVERHILL?

HEC SOA Workshop February 29, 2020

3

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

4

HEC SOA Workshop February 29, 2020

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

5

HEC SOA Workshop February 29, 2020

Financing Under the SOA

FOUNDATION BUDGET COMPONENTS AND PROJECTIONS

HEC SOA Workshop February 29, 2020

6

Haverhill’s Foundation Budget – Proposals

$0 $20,000,000 $40,000,000 $60,000,000 $80,000,000 $100,000,000 $120,000,000

FY 2020 Actual FY 2021 Governor's Proposed With Full 1/7 Phase-in

Haverhill Foundation Budget, by Component

Base SPED ELL Low-Income

HEC SOA Workshop February 29, 2020

7

Governor’s Increment for Low-Income Falls Short by $1.16 million for FY 2021

$18,573,972 $21,498,943 $22,661,980

$0 $5,000,000 $10,000,000 $15,000,000 $20,000,000 $25,000,000 FY 2020 Actual FY 2021 Proposed FY 2021With Full1/7 Phase-in

Low-Income Increment to Foundation Budget, Haverhill

Low-Income

HEC SOA Workshop February 29, 2020

8

Foundation Budget to Grow 13% in Real (Inflation adjusted) terms, by 2027

100% 103% 104% 106% 108% 110% 111% 113%

0% 20% 40% 60% 80% 100% 120% FY 2020 FY 2021 FY 2022 FY 2023 FY 2024 FY 2025 FY 2026 FY 2027

Haverhill Projected Foundation Budget Per Student as % of 2020

Real Foundation Budget Per Student as % of 2020

HEC SOA Workshop February 29, 2020

9

* Assumes Governor’s Budget for FY 21 and closing 1/6 of remaining gap in 6 subsequent years.

Foundation Budget Growth is Greatest in FY 2021 (not all due to SOA)

2.6% 1.7% 1.7% 1.6% 1.6% 1.6% 1.6%

0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% FY 2021 FY 2022 FY 2023 FY 2024 FY 2025 FY 2026 FY 2027

Foundation Budget Projected Real Growth Rate 2021-2027

Real growth rate

HEC SOA Workshop February 29, 2020

10

Closing Opportunity Gaps

THERE ARE SOME IN HAVERHILL

HEC SOA Workshop February 29, 2020

11

% Economically Disadvantaged Varies Widely by School

81% 71% 66% 66% 63% 57% 55% 53% 51% 50% 42% 38% 38% 36% 33% 33% 28% 17% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Percent Economically Disadvantaged, 2018-19

Econ Dis

HEC SOA Workshop February 29, 2020

12

Latino and Lower-income Students in Haverhill Attend College at Lower Rates (especially 4-year colleges)

56% 19% 16% 19% 33% 39% 0% 10% 20% 30% 40% 50% 60% 70% 80%

White Economically Disadvantaged Hispanic/Latino

% of 2017-18 Graduates Attending College

(By March after graduation)

% 4-year % 2-Year

75% 55% 52% Source: Dept. of Elementary and Secondary Education, April 11, 2018

13

HEC SOA Workshop February 29, 2020

Gaps in Grade 3 Reading

63% 50% 38% 33% 67% 56% 38% 32%

0% 10% 20% 30% 40% 50% 60% 70% 80%

State Haverhill

2019 Grade 3 NG MCAS ELA, % Meets of Exceeds Expectations

White Latino Not Econ Disadvantaged Economically Disadvantaged

HEC SOA Workshop February 29, 2020

14

Grade 3 Reading Disparities, by school and economic status 2019

67% 56% 41% 43% 41% 76% 48% 21% 18% 38% 24% 33% 44% 62% 62% 55% 52% 50% 68% 50% 37% 18% 27% 24% 24% 50% 0% 10% 20% 30% 40% 50% 60% 70% 80% Bradford Elem Hunking Golden Hill Pentucket Lake Silver Hill Tilton Hill View Montessori

Grade 3 ELA Percent Meeting or Exceeding Grade-Level Expectations, Haverhill Schools 2019

White Latino Not Economically Disadvantaged Economically Disadvantaged2

HEC SOA Workshop February 29, 2020

15

A Legacy of Uneven Resources in 2018-19

Presents challenges for families Most Economically Disadvantaged

School % Econ dis. % Latino Teachers per 100 Per pupil Budget

HALT 81% 61% 22.22 $35,119 Tilton 66% 58% 9.96 $8,383 TEACH 64% 49% 12.77 $27,352 Bartlett 63% 54% 6.75 $7,997 Golden Hill 57% 50% 8.04 $8,293 Nettle 55% 43% 6.84 $7,654 Consentino 53% 48% 5.48 $5,818 Pentucket Lk 51% 40% 8.57 $8,929

Least Economically Disadvantaged

School % Econ dis. % Latino Teachers per 100 Per pupil Budget

J.G. Whittier 42% 30% 5.39 $6,167 Bradford Elem 38% 28% 9.86 $11,592 Haverhill High 38% 32% 7.09 $8,032 Silver Hill 36% 32% 5.69 $7,018 Hunking 33% 22% 6.12 $6,321 Walnut Sq 33% 22% 5.63 $6,485 Whittier Reg 28% 21% 9.09 Hill View 17% 23% 7.24

HEC SOA Workshop February 29, 2020

16

Part 2: Extending Haverhill’s Recent Successes

• TILTON TRANSFORMATION

AND OTHER RECENT SUCCESSES IN HAVERHILL SCHOOLS

HEC SOA Workshop February 29, 2020

17

” “

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

18

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

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

24

Part 3: Maximizing Teacher Impacts

• STAFFING LEVELS AND

PERFORMANCE

• APPROACHES TO A MORE

DIVERSE WORKFORCE

• PROFESSIONAL DEVELOPMENT

THAT WORKS

HEC SOA Workshop February 29, 2020

25

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

26

Haverhill Data May Suggest Number of Teachers Matters for Student Growth in ELA

40 45 50 55 60 65 4 5 6 7 8 9 10 11

NG MCAS ELA Student Growth Percentiles 2018-19, All Students, All Grades (4-8) by School

Tilton Hunking Consentino Nettle Golden Hill Bradford Elem Silver Hill

HEC SOA Workshop February 29, 2020

27

J.G. Whittier Pentucket Lake

Number of Teachers per 100 Students

HEC SOA Workshop February 29, 2020

28

Evidence that Same-race Teachers Matter

Having at least one black teacher in grades 3-5 increased black male students’ self-reported intent to pursue a four-year college degree by about 19 percent (Gershenson et al., 2017) Having a black teacher in grades 3 through 5 significantly reduces the probability of dropping out of high school among low-income black males (Gershenson et al., 2017) “Having teachers from multiple backgrounds may also increase White students’ sense of civic engagement while offering important cognitive, social, and emotional benefits (Wells, Fox, & Cordova-Cobo, 2016).”

Districts actively addressing diversity - Boston, Holyoke, Lowell, Pittsfield, Woburn, Amherst-Pelham, Brockton, Cambridge, Chelsea, Fitchburg, Randolph, Somerville, Springfield, Weymouth, Worcester, Lynn, Malden, Somerville, Clinton, Malden, Wayland

Haverhill Diversity Committee

HEC SOA Workshop February 29, 2020

29

CHARGE - “In an effort to move towards inclusive excellence, our charge is to increase the diversity of our full-time staff by attracting, recruiting, hiring and retaining a professional workforce that reflects

• ur student population.

”

Make DIVERSITY a priority Attract & Recruit Hire & Retain

Evidence Supports Instructional Coaching

Instructional Coaching Holds Promise to Improve Teacher Impact (Brookings, Jan 2019)

 Teachers complain of professional development

programs and for a long time researchers found no significant impact of such programs.

 However Kraft, Blazar, & Hogan (of Brown and

Harvard Universities) reviewed studies of 60 instructional coaching programs and found large positive effects of coaching on instructional practice and positive effects on student achievement.

Pooled Effect Size Estimates of Coaching Effects (Kraft, Blazar, & Hogan, 2016) Classroom Instruction Achievement Pre-Kindergarten 0.662*** 0.179*** Elementary 0.581*** 0.165*** Middle School 0.435*** 0.087* High School 0.471** 0.177*

HEC SOA Workshop February 29, 2020

30

Some Questions for Discussion

 In assessing costs and benefits. how should Haverhill evaluate program

• pportunities versus the alternative of hiring more teachers and reducing class

size?

 Where are the best opportunities to hire Latino faculty and staff?  What types of instructional coaching do we have in Haverhill Public Schools? Is

there a need to expand instructional coaching in Haverhill Public Schools?

 In what areas would additional coaches be most helpful?  Where might there be opportunities to build internal coaching expertise?

HEC SOA Workshop February 29, 2020

31

Part 4: Addressing Gaps with Content and Structure

• PROJECT-BASED LEARNING
• CLOSING KNOWLEDGE GAPS
• EXTENDED LEARNING TIME

HEC SOA Workshop February 29, 2020

32

Curriculum to prepare students for today’s world: Two Videos

 E.D. Hirsch on the importance of core knowledge, Video

(https://www.youtube.com/watch?v=XxyFkGYTb5o&list=PL8xAbat C3M5W_3ePPHE3m99r7lOlXJ0Gz)

 Project-Based Learning, an example: Video “Maine School

Engages Kids with Relevant Problem-Solving Challenges” PBS NewsHour May 6, 2013. (https://www.pbs.org/newshour/show/maine-school-engages- kids-with-problem-solving-challenges)

HEC SOA Workshop February 29, 2020

33

BPS Expanded Learning Time Research

 Schools examined: 46 schools in Boston (36% of district) added at least 30

minutes per day

 Time period ( 2015-2016 school year)  Results:  Positive impacts were found in ELA and Math, no impact were found in

science.

 Positive impacts for black, Hispanic, female and male students. Some gains

for economically disadvantaged and English learners.

 No gains were found for white and Asian students

HEC SOA Workshop February 29, 2020

34

For Discussion

 What are priorities for Haverhill to accomplish in closing

• pportunity/achievement gaps in ways that best meet student

needs and will lead to better outcomes for college and career readiness?

HEC SOA Workshop February 29, 2020

35

Part 5: Forming plans: Priorities and Processes

• GROUP DISCUSSION OF

PRIORITIES

• SUPERINTENDENT: NEXT STEPS

TOWARD A DISTRICT PLAN

HEC SOA Workshop February 29, 2020

36

Some Points to Note

 Evidence supports:  Local multifaceted transformation with added resources  More teachers (smaller class sizes)  Instructional coaching over other forms of professional development  Expanded learning time for minority and economically disadvantaged students  More diverse staff that matches student race/ethnicity  Evidence may support:  Project-based learning  Content-rich curriculum

HEC SOA Workshop February 29, 2020

37

Your take-aways from today’s workshop

Things to pay attention to in developing Haverhill

plans.

Priorities for new SOA funding. Other thoughts and comments.

HEC SOA Workshop February 29, 2020

38

Next Steps for the District

Comments from Dr. Margaret Marotta, Superintendent, Haverhill Public Schools

HEC SOA Workshop February 29, 2020

39

Closing notes

THANK YOU TO PARTICIPANTS AND HELPERS NEXT HEC MEETING MARCH 18 SPRING FORUM COMING

HEC SOA Workshop February 29, 2020

40

Thank you for Participating in this Workshop

 Thank you for participating in this workshop  Next HEC general meeting March 18  Watch for coming news on the HEC Spring Forum

HEC SOA Workshop February 29, 2020

41