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City Schools Demographics in SY07-08

Fair Student Funding Louisiana Department of Education April 5, 2011 ANDRÉS A. ALONSO, CEO BALTIMORE CITY PUBLIC SCHOOLS 200 E. NORTH AVENUE BALTIMORE, MD 21202. City Schools Demographics in SY07-08. 81,284 Students 88.9% African American 68.8% Free and Reduced Meals 7.6% White

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City Schools Demographics in SY07-08

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  1. Fair Student FundingLouisiana Department of EducationApril 5, 2011 ANDRÉS A. ALONSO, CEOBALTIMORE CITY PUBLIC SCHOOLS200 E. NORTH AVENUEBALTIMORE, MD 21202

  2. City Schools Demographics in SY07-08 • 81,284 Students • 88.9% African American • 68.8% Free and Reduced Meals • 7.6% White • 2.5% Hispanic • 15.8% Special Education • 1.7% English Language Learners • 12,150 Employees (10,663 school-based; 1,487 FTEs central) • 188 Schools • 56 elementary schools • 68 elementary/middle schools • 22 middle schools • 2 middle/high schools • 34 high schools • 7 special education schools

  3. Enrollment TrendsSY94-95 through 07-08 3

  4. Funding History Until FY2008

  5. City Schools Mission and Vision MISSION: Excellence in education for every child at every level. VISION: Every student will graduate ready to achieve excellence in higher education and the global workforce.

  6. City Schools Theory of Action • If resources are in the schools: • school communities have autonomy over resources; • resources are allocated transparently according to a formula based on student population and characteristics; and • there is appropriate guidance, support and accountability from central, then school communities will make improved decisions based on school needs and student achievement will increase. Engaged parents and community partners are critical parts of a strong school community

  7. Four Principles Guide All That We Do We have great kids in Baltimore City with great potential, and they all deserve great schools. We are working to transform Baltimore City Public Schools into an entire system of great schools. Four key principles are driving this transformation:

  8. Funding: Why Change The Way We Do Things? School funding systems and processes tend to be: Inefficient Inflexible Opaque for principals and school board Not awarded based on student need Inequitable Not examined for strategic decision-making Education Resource Strategies, Inc.

  9. A Functioning Funding System Education Resource Strategies, Inc.

  10. Cuts central office spending • Keeps more dollars at schools • Converts staff allocations to flexible dollars • Shows principals everything they have • Makes the funding system transparent • Awards resources fairly based on academic needs of students • Improves resource use in schools by replacing legacy “supervision” models with: • Standard-based accountability • Enhanced support to principals Fair Student Funding All schools should be funded transparently and equitably, and because schools know best what works for kids, they should have flexibility over resources.

  11. Funding Priorities

  12. Streamlining the Central Office 33% Reduction in central office* FTEs since FY08 * The following positions are backed out of the central office roll-up above: - Certain school-based operations employees - School Police

  13. Shifting the Control of Dollars to Schools Under Fair Student Funding, the proportion of flexible dollars has increased from 3% of school budgets to 81%.

  14. Empowering School Communities: Central Office Structure in Year 1 Transformation Restructuring Decentralization Consolidation

  15. Transformation: In year 2, City Schools redesigned the remaining central office support staff to create a “network” structure to provide more direct support to schools School School Moving from a compliance-focused organization … School Budget HR Finance School School Attend. PD Fragmented, often reactive support, far away from the work of schools Ac. Achieve. Sc. Sch. Office Ele. Sch. Office Title I Etc… School School School School …to a performance-driven organization that supports school-based decision-making: Etc. Network #1 Network #2 • Network Team Members • Network Leader • Instructional Support • Finance & Ops • Special Pops • Human Capital Problem-solving, focused teams closer to schools; flexible design to meet the individual needs of schools 10-15 Schools 10-15 Schools

  16. School Support Team Model – New Support Arm of Central CENTRAL OFFICE SCHOOL SUPPORT TEAMS CITY SCHOOLS ACCOUNTABILITY GUIDANCE SUPPORT

  17. Fair Student Funding Overview Total Allocation to Schools Reserve Funds Targeted Funds Locked Funds AOP Schools Special Ed Unlocked Weighted Allocations Self- Contained Supplement Basic Weight Advanced Weight Dropout Prevention Base Funding

  18. How Money is Distributed to Schools School Enrollment Base Funding Academic Need Basic Advanced Dropout Prevention SC Supplement Demographic Need Title I Title II Targeted Funds Special Education Per Pupil LRE A & B Self-Contained

  19. Overview of Effect of Fair Student FundingYear 1 An additional $140M went directly to schools. 125 schools gained funding under Fair Student Funding, with an average gain of $430,462. 22 schools had fewer funds than in FY 2008, with an average loss of $40,102. Of the schools with fewer funds: 4 –ES, 6-MS, 1-HS, and 11-K-8. Ten were schools with fewer than 300 students and 12 were schools with 300-800 students. Principals had more control over the staff positions and other resources in their schools. Dollars were distributed more evenly across school levels and school sizes. Student-teacher ratios became more equal across schools. The high number of assistant principals and aides was reduced. Funding in Baltimore became more transparent. 19

  20. Implementation Timeline Transparent timeline for public and Board Guidance Documents Principal Guidelines for School-Based Decisions describes expectations of schools as part of new Fair Student Funding Strategic Tools A school-by-school report card and “progress report” to help schools allocate resources strategically & effectively Budget Tool Allows for review and feedback from each relevant central office department (Human Capital, Special Education, Academics, Student Support and Community Engagement) 20

  21. Implementation 21 • Central Office Help Line • To field any questions from principals and school communities during the budget cycle • Principal Support Teams • Teams include budget analysts, retired principals who had done school-based budgeting, consultants, charter school principals and operators, professional development partners, universities and district leaders. • Follow-Up Survey • Principals and School Family Councils are sent surveys to determine the level of satisfaction with support and process. 21

  22. Public Engagement Participated in hearing with City Council (Year 1) Board of School Commissioners holds public working sessions. Hold public forums for general public. Hold working session for parents co-sponsored with PCAB. All guidance documents available on public website at www.baltimorecityschools.org. Principals are required to consult their organized SIT Team and PTA/PTO when developing their school-based budgets. At a minimum, a public meeting must be held to discuss the proposed school-based budget prior to submission. 22

  23. Enrollment TrendsSY ’08 to SY ‘11 23

  24. Overall Revenues Flat for 4 Years

  25. Staffing Trends: 2008 to 2011

  26. School Leadership The district’s Theory of Action makes the role of school leaders an even more important lever for reform to improve student achievement.

  27. School Leadership Profile

  28. Changing Teacher Population * School year is defined as Sept 1 to Aug 31.

  29. Creating Engaged School Communities Student achievement is higher when families and communities are treated like partners. • Family Institute • Parent Portal • School Budgets • Principal Selection

  30. 30 • We are working to create a system of great schools. • We are transforming or closing schools that don’t work for our kids. • We are creating new options that have strong chances of success, and expanding some programs that are already proving effective. • We are reviewing our portfolio of buildings to maximize our ability to provide great school options in all areas of the city. Expanding Great Options Guiding Principles

  31. School Portfolio Management • Opened 17 new schools • Expanded 4 schools • Transformed 7 failing schools • Closed 26 schools • Relocated 9 schools to better utilize facilities and allow for school expansion • Reorganized citywide special education programs, placing classes at 17 additional schools • Expanded full-day pre-kindergarten citywide with approximately 2,000 new seats • Expanded CTE programming: programs in 33 schools and increased enrollment by nearly 2,000 • Expanded citywide choice in middle grades by eliminating attendance boundaries for stand-alone middle schools. Nearly 100 % choice in high schools and expansion of choice in middle schools • Reformed alternative programs • Paired 61 of our schools with operators Continue the work until all students in City Schools have the great school options they deserve. 31

  32. School Choice • Continued high school choice for all 8th graders. The % of students making a choice expanded over the last four years. • 88.3% of student made a choice in SY06-07 compared to 97.8% in SY10-11. • Launched middle school choice for SY2010-11 • 35% of 5th graders chose a school for 6th grade.

  33. Strong Partnership: A New Contract 33

  34. Knowledge Management System • Data-driven decision-making • Data connectivity • Data analysis at all levels • Students • Classrooms • Schools • District • Objective base for understanding real-world progress and challenges

  35. City Schools Effectiveness Framework • Accountability at All Levels • Standards • Evaluation • Professional growth system • Incentives and consequences • Performance management

  36. Graduation & Dropout Rates 36

  37. Number of Dropouts

  38. Number of African American Male Dropouts

  39. Student Achievement in Early Learning: 2007 to 2010 39

  40. Student Achievement in Maryland School Assessment: 2007 to 2010

  41. Student Achievement in High School Assessment: 2007 to 2010

  42. Eliminating Achievement Gaps:2007 – 2010* Reading Gap narrowed by 37 percent *All statistics based on MSA Test results for grades 3-8.

  43. FY12 Funding Priorities • Increasing choice options • Implementation of BTU contract/negotiations of other contracts • Performance Evaluation System • Professional growth systems • Common Core Implementation • Human Capital Pipeline • Redefining the District Office

  44. 44 BALTIMORE CITY PUBLIC SCHOOLS Andrés A. Alonso, Ed.D.Chief Executive Officer(410)396-8803 aalonso@bcps.k12.md.us

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