Starting with our vision for college, career and life readiness 2 - - PowerPoint PPT Presentation

BOSTON PUBLIC SCHOOLS

FY19 BUDGET PROPOSAL

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February 7th, 2018

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Starting with our vision for college, career and life readiness

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Building a budget to support our vision

• We expect Mayor Walsh’s Fiscal Year 2019 Budget Proposal to include a projected $48 million increase for

BPS; the total appropriation will be $1.109 billion

• This $48 million increase is in spite of a $17 million decline in Net State Aid compared to FY2018.
• This trend of falling state aid is primarily driven by stagnant Chapter 70, a rising charter school assessment and a failure by

the State to fully fund the commitment to Charter School Tuition Reimbursement for cities and towns.

• On Charter reimbursement alone, Boston is projected to be underfunded by $27 million in FY2019, totaling over $100

million in the past 5 years.

• The FY19 proposal is rooted in the guiding principles developed by the Budget Equity Workgroup
• Our proposal reflects a multi-year plan to operate efficiently while investing equitably and effectively.
• The hallmark of our FY19 proposal is a $40M increase in school budgets with a continued focus on equity and

new supports for schools with declining enrollment

• The proposed budget includes $10M of new investments targeted to schools with concentrations of high need as well as a

series of new supports for schools with declining enrollments, particularly those that are lower performing.

• We are also proposing a series of targeted high-impact investments in technology, training and innovation
• These include a new technology platform for capturing teacher evaluation, funding for the Lynch Leadership program

which is a pipeline for new school leaders, and Becoming a Man, a program that serves young men of color by providing school-based group counseling and mentoring services.

• We are able to maximize investments in the BPS budget because of our commitment to implementing

continuous operational efficiencies

• Our focus on central office and operations minimizes the impact on services to students.

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In addition to new investments, the FY19 proposal will sustain the three research-backed investments which have been the hallmarks of past budgets

• Added 40 minutes a day

(equivalent of 20 more days per year) for elementary students

More time learning

• 725 new K1 students in the last

five years

Early education

• Teacher salaries at or near the

highest offered in MA and across the country

• We have reorganized to hire the

best teachers earlier in the year

Great teaching

Graduation rates at historic highs and Boston continues to lead the country’s cities in student outcomes

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Where we spend our money today

Central Office (6% of total budget) School Services Budgeted Centrally (28%) School Budgets (66%)

Total: $1.06B

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Proposed FY19 Budget (all figures in $ millions)

Category FY18 Adopted FY19 Proposed 18 Adopted vs 19 Proposed Percent Change Notes

Direct School Expenses School Budgets $575 $608 $33 5.8%

• Both FY18 and FY19 final spending will rise further

due to collective bargaining

• See list of school investments in subsequent slides

Benefits for school staff $117 $124 $7 6.0%

• Pressure from rising healthcare costs

Total Schools $692 $732 $40 5.8% School Services Budgeted Centrally Transportation $116 $119 $3 2.7%

• Includes realizing cost savings associated with this

year’s routing improvements

Special Education $63 $65 $2 3.0%

• Includes Special Education itinerant service providers

and other SPED costs not on school budgets

Facilities $64 $63 $0

• 0.6%
• Realizing savings in water as more schools are

brought online

Other $44 $45 $1 1.5%

• Includes, for example: SPC, psychologists, substitutes,

long term leave, school police, athletic coaches, translation, technology for schools, Educational Options

Benefits $19 $21 $1 6.0% Total SSBC $307 $313 $6 2.1% Central Administration Central Administration $54 $55 $1 1.4% Benefits $8 $8 $0 6.0% Total Central $62 $63 $1 2.0%

• Across-the-board reductions in cell phones, food,

travel

• Staffing efficiencies

Total

$1,061 $1,109 $48 4.5%

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Agenda Long Term Financial Planning Fiscal Year 2019

Fiscal environment Proposed investments Equity analysis Understanding changes in school budgets

What’s next

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Reminder of the Long Term Financial Planning Process (LTFP)

October 2016 Winter 2016 / Spring 2017 Now We released a report with “10 Big Ideas” to free up resources… …we solicited input across the community… …and are engaged with a Budget Equity workgroup to draft an investment framework.

BOSTON PUBLIC SCHOOLS BOSTON PUBLIC SCHOOLS Make system-wide investments Enable school-led investments Close Opportunity & Achievement Gaps

Make trade-offs & identify new revenue to fund investments Continuous improvement to drive

• perational efficiency

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How these principles are reflected in the FY19 proposal

Guiding principle FY19 proposals Enable school-led investments

• Initial application of the Opportunity Index with funds to support high need students
• $5.8M in historical funding for partners put into school budgets
• $3M invested in schools for additional discretionary spending
• $3M for EL students reflecting shifting ELD level projections
• New measures to support schools with declining enrollment
• Additional $500K investment in students experiencing homelessness (total of $1.8M)

Make system-wide investments

• Continue to support the three research-backed pillars of our investment strategy:

extended learning time, early childhood education and teacher quality

• Approximately $30M added to support increased salaries
• $1M additional for Translations & Interpretations

Make trade-offs and identify new revenue

• $48M increase in City funding vs FY18 approved
• Continued efforts to advocate for the Mayor’s Legislative agenda at the state,

especially important in light of the Governor’s proposed budget Increase the impact of existing spending

• Continuing negotiations with our partners in the BTU to define a contract that is great

for both students and for teachers

• Ongoing improvement in projections and partnership with schools on assignment
• BuildBPS engagement
• Investment in Multi-Tiered Systems of Support (MTSS) to support early intervention

Continuous improvement to drive operational efficiency

• Central office
• Transportation

MAKE SYSTEM-WIDE INVESTMENTS ENABLE SCHOOL- LED INVESTMENTS

MAKE TRADE-OFFS & IDENTIFY NEW REVENUE

INCREASE THE IMPACT OF EXISTING SPENDING

CONTINUOUS OPERATIONAL IMPROVEMENT

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Agenda Long Term Financial Planning Fiscal Year 2019

Fiscal environment Proposed investments Equity analysis Understanding changes in school budgets

What’s next

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$938 $975 $1,016 $1,041 $1,061 $1,109 $850 $900 $950 $1,000 $1,050 $1,100 $1,150 FY2014 FY2015 FY2016 FY2017 FY2018 FY2019

Recent history of BPS appropriation

Historic Levels of Support for 6 Years in a Row: $170 Million Increase

City of Boston BPS Appropriation ($M)

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FY19 State and Federal fiscal environment

• Uncertainty and lack of stability at the federal level continues, as another

Continuing Resolution further delays decisions on the spending bill for next year

• The Governor’s FY19 proposed budget represents a $17M reduction in Net State

Aid and fails to address historical inequities in Massachusetts education funding:

– Under the current proposal, Boston's Charter School assessment is set to top $194 million, a $19 million increase in one year. – On top of that increase, the Governor has again underfunded Charter Reimbursements for cities and towns. This will translate into $27 million in lost funding for Boston in FY19, and bring the total

• ver the past five years to over $100 million.
• Since 2015, the State has made a concerted effort to grow Chapter 70 by over

$450M, but due to inequities in the formula, this has translated into an increase of

• nly $8M for Boston.

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City of Boston: Revenue to Support Boston Education

Mayor Walsh has increased BPS’s annual budget by $170M since taking office At the same time, state funding has lagged1:

• Stagnant Chapter 70

funding has increased by only $8M

• $100M shortfall in

Charter School Reimbursement funding

• $84M increase in

expenses for Charter School Tuition We are hopeful the state financial picture will improve as it moves through the Legislature through the next few months

$- $200 $400 $600 $800 $1,000 $1,200 $1,400 FY14 FY15 FY16 FY17 FY18 FY19 H.1 Chapter 70 Education Aid Charter School Reimbursement

Stagnant State Aid

1 FY15 Budget – FY19 Governor’s Budget

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Agenda Long Term Financial Planning Fiscal Year 2019

Fiscal environment Proposed investments Equity analysis Understanding changes in school budgets

What’s next

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Proposed investments map to our Guiding Principles

Investment Amount ($M)

Translations & Interpretations $1.0M Excellence for All $0.7M Becoming a Man $0.5M 4 additional nurses $0.4M Lynch Leadership Program $0.3M Curriculum investments $0.3M 2 additional custodians and 2 additional school police officers $0.3M Data system for evaluation $0.2M Radios for school police $0.2M Further investment in school budgets for high need students $3.0M Further investment in school budgets for ELL students $3.0M Increase in funds to support students experiencing homelessness $0.5M Soft landings for schools with declining enrollment $2.6M Reserve for lower performing schools soft landing $1.0M

Total Investments $14M MAKE SYSTEM-WIDE INVESTMENTS $4M ENABLE SCHOOL-LED INVESTMENTS $10M

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Partnership funding

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• Primarily schools with legacy

relationships who were chosen

when the partner began working with the district

Today’s model Which schools get resources? Who picks partners?

• Central office: Mostly rolled over

historical relationships with 13 partners (many other partners work in the district funded in other ways)

How much money?*

• $5.8M

*Excludes $1M in centralized funding for the Private Industry Council; the PIC is the official workforce development agency for the BPS and as such, it receives funding from the federal government to provide services to students. The BPS is required by law to contribute to this work.

What supports are provided?

• No formal supports in place

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• Primarily schools with legacy

relationships who were chosen

when the partner began working with the district

Today’s model Proposed new model

• Schools with the highest

concentration of student need

Which schools get resources? Who picks partners?

• Central office: Mostly rolled over

historical relationships with 13 partners (many other partners work in the district funded in other ways)

• Schools: Empower schools to make

decisions based upon which partner(s) best meet the needs and priorities of their school community

How much money?*

• $5.8M
• $5.8M at a minimum and could go

higher as schools make selections

*Excludes $1M in centralized funding for the Private Industry Council; the PIC is the official workforce development agency for the BPS and as such, it receives funding from the federal government to provide services to students. The BPS is required by law to contribute to this work.

What supports are provided?

• No formal supports in place
• Central office will support schools to make

informed partnership selections &

will take on the administrative burden

• f the RFP process

Partnership funding

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Partnerships allocation: Before and After

19 $- $100 $200 $300 $400 $500 $600 0.2 0.4 0.6 0.8 1

Per Student Funding Amount School OI Score

Per Student Partnership Funding by School, FY18

$- $100 $200 $300 $400 $500 $600 0.2 0.4 0.6 0.8 1

Per Student Funding Amount School OI Score

Per Student Partnership Funding by School, FY19

These outliers reflect holding harmless Level 4 and 5 schools

Whereas these schools already receive substantial

• ther funding from

the district

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Equity of proposed Partnerships allocation

72% 9% 32% 42% 14% 31% 20% 83% 4% 46% 43% 4% 34% 26% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Economically Disadvantaged Asian Black Hispanic White EL Students with Disabilities

Demographics of Schools Funded by Partnership Funds Compared to the District Overall

District Demographics FY19 Funding Allocation

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Excellence for All

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• Grow the Excellence for All program into its third year of

expansion, serving 6th graders in both K-8 programs and extended to 6th grades for feeder middle schools

• We are making important progress in equity of access to

rigorous academic programming: EFA is more likely to include Black and Hispanic students, English learners and students with special needs. These students have traditionally be excluded by AWC.

• While it is too early to measure outcomes, we believe

that these gains in access are not at the expense of rigorous academic opportunities for our highest achieving students.

BPS Grade 4 AWC Grade 4 EFA Cohort Black 30% 11% 33% Hispanic 47% 24% 50% Students with Disabilities 21% 1% 24% English Language Learners 34% 10% 39%

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Supporting students experiencing homelessness

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Notable successes to date

• Identified School-based

Homeless Liaison for every school in the district

• Homelessness Referral Form

available online in ASPEN SIS

• Ongoing project

consultations and strategic implementation support

• Intensive training and

resources (Toolkit for Schools)

• List of Students Experiencing

Homelessness available to each school in ASPEN

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Expanding BAM (Becoming a Man)

The BAM Curriculum Emphasizes Six Core Values

1. Integrity: Students learn that a man is someone who is reliable, honest, either in touch with his virtues or finds his inner virtues, makes amends when he loses his direction and does what he says he is going to do. 2. Accountability: Students learn that they should be responsible for the choices they make and take ownership for their feelings, thoughts and behaviors. A man can feel anger, sadness or fear, but he must own his reactions to those emotions. 3. Self-Determination: Students learn the importance of focus and perseverance in reaching one’s goals. They learn to deal with self-defeating feelings, thoughts and behaviors that can become obstacles or barriers to achieving their goals. 4. Positive Anger Expression: Students learn anger management, coping skills and effective techniques to express anger. In turn, students may avoid negative consequences such as suspensions, arrests and damaged relationships. 5. Visionary Goal Setting: Students learn to envision their futures and make clear connections between current behaviors, attitudes, values and visions. They seek to identify any traumas or faulty thinking that may cause them to respond in negative and destructive ways. They then learn how to heal themselves and direct energy toward achieving their vision. 6. Respect for Womanhood: Students are challenged to take a critical look at the values and actions that represent positive experiences and appreciation for

• women. They learn appropriate and positive communication skills to begin

using them in their interactions with women, thereby increasing respect for women of all ages

Research Backed Outcomes

The second randomized controlled trial conducted by the University of Chicago Crime Lab showed that BAM:

• Reduced violent crime arrests by 50%
• Reduced overall arrests by 35%
• Increase high school graduation rates by 19%
• Return on investment estimated to be as high as

$30 for every $1 invested in the program from the reduction in crime alone.

BAM is a school-based group counseling program that guides young men in 7-12th grades to learn, internalize and practice social cognitive skills, make responsible decisions for their future and become positive members of their school and community.

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Agenda Long Term Financial Planning Fiscal Year 2019

Fiscal environment Proposed investments Equity analysis Understanding changes in school budgets

What’s next

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Equity Analysis: Summary

• This year’s analysis was designed in partnership across three
• ffices: the Opportunity and Achievement Gap, Equity and

Finance

• We have analyzed both total current district spending as well as

proposed new investments

• The analysis demonstrates that we have successfully directed

more resources to high need students, however, we continue to believe that greater differentiation is needed, as reflected in our proposed new investments for FY19

BOSTON PUBLIC SCHOOLS Allocation Budget Item

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Equity Analysis: Methodology We have attached every dollar of spending in the BPS budget to specific students

Sample methodologies (full list in appendix) Summer School Costs Students Who Attended Summer School Transportation Costs Assigned to each student based

• n their unique use pattern

EL Central Office Costs EL Students Legal Advisor Costs All students

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Spending by Race: All Students

$9.5K $9.3K $8.4K $7.9K $1.8K $1.7K $1.4K $1.1K $4.0K $3.5K $3.0K $2.8K $2.7K $2.6K $2.2K $1.8K $3.2K $3.1K $2.8K $2.7K $1.4K $1.4K $1.4K $1.4K $22.6K $21.6K $19.1K $17.7K $0K $5K $10K $15K $20K $25K Black Hispanic White Asian

BPS Spending by Race, All Students

Central Office Other SSBC SSBC - Academics SSBC - Operations Other school allocations WSF Allocation

By definition, variation in WSF is largely due to differences in special education or ELL

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Spending by Race: General Education Students Only

$7.7K $7.7K $7.3K $7.2K $1.3K $1.3K $1.3K $1.3K $3.5K $3.2K $2.3K $2.9K $1.7K $1.9K $1.5K $1.5K $3.1K $3.0K $3.0K $3.0K $1.4K $1.4K $1.4K $1.4K $18.7K $18.4K $16.8K $17.3K $0K $2K $4K $6K $8K $10K $12K $14K $16K $18K $20K Black Hispanic White Asian

BPS Spending by Race, Primary School General Education Students

Central Office Other SSBC SSBC - Academics SSBC - Operations Other school allocations WSF Allocation

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Detail by Race: Operations Spending Variations

$2.6K $2.1K $1.6K $1.5K $0.7K $0.6K $0.5K $0.5K $0.5K $0.4K $0.4K $0.5K $0.4K $0.4K $0.3K $0.4K $0.3K $0.3K $0.3K $0.3K $4.4K $3.8K $3.0K $3.2K $0K $1K $2K $3K $4K $5K Black Hispanic White Asian

BPS Spending by Race, Primary Students

OIIT Facilities Custodial Services Food Service Transportation We spend ~$1,000 more

• n Black students than

White and Asian students

• n transportation

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Differences due to transportation spending

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Spending on EL and Non-EL Students

$8.1K $7.4K $1.5K $1.2K $3.1K $3.0K $1.7K $1.2K $3.0K $3.1K $1.4K $1.4K $18.7K $17.2K $0K $2K $4K $6K $8K $10K $12K $14K $16K $18K $20K EL Non-EL

BPS Spending by EL Status, Primary General Ed Students

Central Office Other SSBC SSBC - Academics SSBC - Operations Other school allocations WSF Allocation $17K $18K $18K $19K $19K $19K $19K $19K $19K $20K $0K $2K $4K $6K $8K $10K $12K $14K $16K $18K $20K

BPS Spending on ELs by Home Language, Primary General Ed Students

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Spending by Special Education Status

$7.5K $15.7K $1.2K $3.4K $2.8K $6.7K $1.4K $7.2K $2.9K $3.5K $1.4K $1.4K $17.2K $37.8K $0K $5K $10K $15K $20K $25K $30K $35K $40K General Ed Special Ed

BPS Spending by Special Ed Status

Central Office Other SSBC SSBC - Academics SSBC - Operations Other school allocations WSF Allocation $28K $28K $34K $35K $36K $37K $39K $46K $54K $54K $0K $10K $20K $30K $40K $50K $60K

BPS Spending by Disability

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Spending by School DESE Level

$8.3K $8.3K $9.5K $11.6K $1.1K $1.4K $1.8K $1.5K $2.9K $3.1K $4.0K $4.1K $2.1K $2.2K $2.9K $2.6K $2.7K $2.8K $3.2K $3.5K $1.4K $1.4K $1.4K $1.4K $18.4K $19.2K $22.8K $24.7K $0K $5K $10K $15K $20K $25K $30K Level 1 Level 2 Level 3 Level 4 / 5

Average Spending by School DESE Level, All Students

Central Office Other SSBC SSBC - Academics SSBC - Operations Other school allocations WSF Allocation

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33 Black, 32% Black, 39% Hispanic, 42% Hispanic, 47% White, 14% White, 7% Asian, 9% Asian, 6% Low Income, 72% Low Income, 79% Non-Low Income, 28% Non-Low Income, 21% Non- English Language Learner, 69%

Non- English Language Learner, 64%

English Language Learners, 31% English Language Learners, 36% General Ed, 81% General Ed, 79% Special Ed, 20% Special Ed, 21% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution

FY19 OI Investment by Selected Demographics

New Investments: Allocation of additional dollars using the Opportunity Index

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34 Black, 32% Black, 14% Hispanic, 42% Hispanic, 72% White, 14%White, 3% Asian, 9% Asian, 11% Low Income, 72% Low Income, 86% Non-Low Income, 28% Non-Low Income, 14% Non- English Language Learner, 69% Non- English Language Learner, 31% English Language Learners, 31% English Language Learners, 69% General Ed, 81% General Ed, 36% Special Ed, 20% Special Ed, 64% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution

FY19 Translations Allocation by Selected Demographics

New Investments: Translations

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35 Black, 32% Black, 32% Hispanic, 42% Hispanic, 47% White, 14% White, 11% Asian, 9% Asian, 6% Low Income, 72% Low Income, 79% Non-Low Income, 28% Non-Low Income, 21% Non- English Language Learner, 69% Non- English Language Learner, 62% English Language Learners, 31% English Language Learners, 38% General Ed, 81% General Ed, 78% Special Ed, 20% Special Ed, 22% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution

FY19 EFA Allocation by Selected Demographics

New Investments: Excellence for All

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New Investments: Becoming a Man

Black, 32% Black, 35% Hispanic, 42% Hispanic, 30% White, 14% White, 2% Asian, 9% Asian, 1% Other, 3% Other, 33% Low Income, 72% Low Income, 87% Non-Low Income, 28% Non-Low Income, 13% Non-English Language Learner, 69% Non- English Language Learner, 88% English Language Learners, 31% English Language Learners, 12% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

District Demographics Funding Distribution District Demographics Funding Distribution District Demographics Funding Distribution

FY19 Partnership Allocation by Selected Demographics

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Agenda Long Term Financial Planning Fiscal Year 2019

Fiscal environment Proposed investments Equity analysis Understanding changes in school budgets

What’s next

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Our priorities in funding schools and FY19 changes

• $5.8M in partnership

funds reallocated to highest need students

• $3M in new funding

for highest need students

• 4 additional nurses

BOSTON PUBLIC SCHOOLS

Equity

Provide more resources to our high need students

• Inclusive supports and

supports for student experiencing homeless put on WSF for $5M

• New analysis linking

school services budgeted centrally to specific schools

Transparency

Our community understands where the money goes and why

• Introduction of new

soft landing to absorb the first 1% of enrollment shifts for $1.3M

• Resource room soft

landing of $1M to reflect changing projections

• $1M reserve to

support low performing schools

Stability

Minimize annual changes so schools can plan across years

• Empowering school

leaders to allocate partnership and homeless resources

School Flexibility

Allow our leaders closest to students to make critical decisions

1 2 3 4

FY19 changes

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We are seeing a number of enrollment shifts across the district, which lead to budget changes for schools

Summary of major enrollment shifts Overall K1 Middle Schools High Schools Charters

• Overall enrollment has remained relatively consistent over the past 5 years, with June enrollment ranging between

56,460 and 56,893 since school year 2011-2012. While enrollment this October was down slightly from the prior October, we are anticipating this trend of steady enrollment to continue next year.

• Traditional middle schools continue to experience declining enrollment. These schools have gone from 2955

students in 12-13 to 1869 students in current year. This is a net loss 1126 students. We’ve expanded middle school

• ptions (K-8) without closing others, leading to pressure on traditional middle schools.
• Traditional middle schools continue to experience declining enrollment. These schools have gone from 2955

students in 12-13 to 1869 students in current year. This is a net loss 1126 students. We’ve expanded middle school

• ptions (K-8) without closing others, leading to pressure on traditional middle schools.
• High Schools are feeling financial pressure because of a historically small 10th grade this year that will result in a

historically small 11th grade next year.

• At the time of BPS enrollment projections, Commonwealth Charters were projected to add 525 seats next year, 150

fewer than they added last year. This is concentrated in grades 6-12.

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Agenda Long Term Financial Planning Fiscal Year 2019

Fiscal environment Proposed investments Equity analysis Understanding changes in school budgets

What’s next

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Upcoming process and key dates

Wednesday, February 7: School Committee Meeting Preliminary FY19 Budget Presentation Bolling Building Tuesday, February 13: 6 p.m. Budget Hearing School budgets review East Boston High School Monday, March 6: 6 p.m. Budget Hearing Review of central budgets English High School Wednesday, March 14: 5 p.m. Budget Hearing Finance Team answers questions on final FY19 proposal Bolling Building Wednesday, March 28: FY19 Budget Vote Bolling Building

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Interpreting the detailed tables distributed this evening

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For more information…

A number of documents will be available on our website:

• Tonight’s budget presentation
• Budget memo
• FY19 WSF School-by-School comparison
• WSF Templates for all schools
• FY19 preliminary general fund account code budget

Website: bostonpublicschools.org/budget Email: budget@bostonpublicschools.org

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Appendix

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We believe that in order to fund new investments, we must pursue increases in revenue at the federal, state, and private levels and work together to support associated legislation; and at the same time, we cannot depend on new revenue as the only path to make new investments. We must also explore trade-offs with current spending.

4 5

G U I D I N G P R I N C I P L E S

CLOSE OPPORTUNITY & ACHIEVEMENT GAPS

Above all else, the principle of equity should guide funding decisions in the BPS – we have long acknowledged and will continue to embrace that equal is not equitable. We look head-on at the structures that drive inequity in our system and we actively strive to change them because we believe deeply that every student deserves access to high-quality opportunities. We must act urgently, and decisions must be guided by an unrelenting pursuit of excellence - innovating, assessing, and funding what works.

MAKE SYSTEM-WIDE INVESTMENTS ENABLE SCHOOL-LED INVESTMENTS

It is the role of the district to create the conditions that schools need to succeed. In recent years, we’ve made critical research-backed investments to do just that. These are investments that schools cannot pursue on their own (for instance those which require collective bargaining), those which are unaffordable to schools on their own, or those which benefit from economies of scale. We should continue these worthy investments, while focusing new funding on school-led investments. We believe in schools as the unit of change. School leaders with the right supports and systems will propel their schools and communities forward, providing the opportunities that every child needs and deserves. For this reason, our top-priority investment going forward is putting more dollars and resources in the hands of school communities serving the highest need students. We should pioneer in the way we assess student need, utilizing as many different sources and types of data as possible, and these next generation metrics should guide future resource allocation. We also believe that schools are most often in the best position to determine what specific services their students need and should be given discretion on how to deliver them.

MAKE TRADE-OFFS & IDENTIFY NEW REVENUE

Make system-wide investments Enable school-led investments Close Opportunity & Achievement Gaps

Make trade-offs & identify new revenue to fund investments Continuous improvement to drive operational efficiency

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G U I D I N G P R I N C I P L E S

INCREASE THE IMPACT OF EXISTING SPENDING

We believe that increasing the impact of existing spending is as important as making new investments; in particular:

• Footprint: Changes are necessary so the footprint of our school buildings and

classrooms becomes more coherent and strategic in order to better concentrate resources and enable the programmatic and instructional models every student

• deserves. We acknowledge that this may require reconfiguring schools to meet these
• needs. Any path forward will require community input through the BuildBPS process

as well as equity analysis and careful planning to ensure affected students are provided better opportunities and transition support for any school changes.

• Human Capital: Offering strong staff compensation is critical for closing opportunity

and achievement gaps and is the right thing to do for our dedicated educators. At the same time, we must partner with our unions to develop sustainable collective bargaining agreements that focus on and align with the best interests of students in their classrooms and schools.

• Special Education: We remain deeply committed to serving the unique needs of every

student in BPS. In order to accomplish this, we should invest in early intervention. Additionally, changes are necessary to ensure that we both fully serve students who need special education supports while also making sure that students are not placed in special education or substantially separate settings who would be better served in

• ther environments. This is not only an issue of effective spending but also a core

equity issue. High quality operations and central office supports are part of well functioning schools. Our goal is to continuously drive efficiencies in Central Office, central services, and transportation, without compromising students’ rights to access high-quality schools and city resources. These kinds of efficiencies are the first place we look to free up money to reinvest in schools and balance the budget.

CONTINUOUS OPERATIONAL IMPROVEMENT

Make system-wide investments Enable school-led investments Close Opportunity & Achievement Gaps

Make trade-offs & identify new revenue to fund investments Continuous improvement to drive operational efficiency

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Budget Equity Working Group Members

• Colin Rose, Assistant Superintendent for Opportunity and Achievement Gaps (BPS)
• Eleanor Laurans, Chief Financial Officer (BPS)
• Erika Giampietro, Managing Director of Long Term Planning (BPS)
• Alexandra Oliver-Dávila, Executive Director of Sociedad Latina and member of the BPS School

Committee

• Ayele Shakur, Regional Executive Director of BUILD Greater Boston, former chair of the NAACP

Education Committee, current co-chair of the Opportunity and Achievement Gap Task Force

• Samuel Acevedo, Executive Director of Boston Higher Education Resource Center, current co-chair
• f the Opportunity and Achievement Gap Task Force
• Adrianne Level, Vice-President of Black Educators Alliance of Massachusetts (BEAM)
• Carline Pignato, Principal of William E. Channing Elementary School
• Jennifer Aponte, Sheltered English Immersion Teacher at the David A. Ellis Elementary School
• Sherman Zemler Wu, BPS parent and School Site Council member at the Mather Elementary School
• Maria Dominguez Gray, BPS parent and Executive Director of the Phillips Brooks House Association
• Will Thomas, Headmaster of Charlestown High School

Goal: to craft a set of equity-driven principles and investment priorities that will ultimately guide the creation of the Boston Public Schools budget

BPS Staff OAG Task Force LTFP Adv. Comm.