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© Education Resource Strategies, Inc., 2013 © Education Resource Strategies, Inc., 2013
Update on BPS School
Autonomy Research May 7, 2014
Project goal
“The Autonomy Team is charged with creating a
recommended vision for autonomous schools in
Boston. It should seek to answer the following
questions:
Should all schools within BPS operate within
autonomous structures?
Is autonomy a necessary, but not sufficient, condition
for success?
How and under what conditions should autonomy be
granted?
Should autonomy be withdrawn based on certain
conditions?
In what areas should autonomy be granted
(governance, curriculum/assessment,
scheduling/calendar, staffing, budget, professional
development)?”
Superintendent John McDonough
October 1, 2013
1
Four types of autonomous schools in BPS
Created by agreement between the BPS and BTU in 1995
Operate based on Pilot Schools Manual, developed by Pilot school leaders
Negotiate working conditions with teachers, codified in school-specific Election to
Work Agreements (EWAs)
Created by the state legislature in 2010
Operate under individual Memoranda of Understanding with BPS, based on
Innovation Plans approved by the School Committee
Like Pilot schools, each Innovation school also has its own EWA
Created by the state legislature in 2010
Authorized by the state
Operate with autonomies similar to that of Commonwealth charter schools
Working conditions are further detailed in a MOU with the district
Created by the state legislature
Selected by the district for increased support after “Level 4” designation
Granted some of the budget, staffing, and time flexibility that Pilot & Innovation
schools have
Staff receive stipends for increased time
Retain significant flexibility from the terms of collective bargaining agreements
2
Pilot schools
Innovation
schools
Horace Mann
Charter schools
Turnaround
schools
Types of autonomies available to schools
3
Student selection, program and size
Determine how many and which students enroll Specify the student populations it will serve with special programs
Budget Discretion on allocating the entire budget
Budget using average or actual teacher salary
Buy back certain discretionary services from the district Purchase certain services or staff from outside partners
Staffing Convert staff positions to dollars
Change the number and types of staff it chooses Re-define or expand individual roles
Hiring Hire candidates of their choice
Define roles and responsibilities for staff positions Interview and hire candidates from inside or outside the district
Schedule and calendar
Alter the master schedule Lengthen the school day or year without incurring full costs
Curriculum and assessment
Decide which texts and supplies to buy Deviate from district-assigned curriculum and interim assessments
Professional development
Specify the amount of professional development and collaborative time teachers spend
Determine the use of available professional development time Opt into or out of district-provided professional development services
Compensation Vary base salary Increase teacher salary or stipends based on individual teacher responsibilities
Why focus on autonomy now?
More than 30% of BPS students now attend a school with significant
autonomies over key decisions
Though each school starts with a unique mix of student needs,
assessment data indicates that students at autonomous schools are
achieving at above-average levels
Autonomous school leaders have developed creative approaches to
staffing, curriculum and resource use that have been out of the reach
for leaders in traditional schools
Multiple structures for autonomy (Pilot, Innovation, Horace Mann,
Turnaround, Discovery) create a lack of transparency and consistency
Teachers excessed from autonomous schools land in traditional
schools; some schools opt out of district services with no
commensurate reduction in district budget; and more
4
Critical mass
Evidence of impact
Innovation
Many paths to
autonomy
Resolve systemic
tensions
Our approach
5
Data analysis
• Documentation of school autonomies
• Student demographics, choice, proficiency
• Teacher demographics and compensation
• Budgets and resource use
~100 BPS interviews and focus groups
• 40+ School leaders
• 30+ Central office leaders
• 15+ Teachers
• 5 others, including BTU and state officials
In-depth analysis of peer districts
• Baltimore
• Denver
• Los Angeles
Cross-functional work group
• 15 district leaders
• 17 school-based staff
• Monthly workshops
• Deep-dives on budget buybacks
and accountability
• Lawrence, MA
• New York City
Autonomous schools are no longer the exception in
Boston
6
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Receivership
In-District Transformation
Innovation
Turnaround
Horace Mann Charter
Pilot
6 7 9 10 11
18 19 19 20 20 21 23
33
36
40 41
11 11 13
32% of BPS
students will
attend an
autonomous
school next year
Source: http://www.bostonpublicschools.org/Page/941
45 Types of autonomous schools
As charters expand, BPS’s student population
growth lags
7
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012
Compound annual
growth rate
1995-2006 2007-2012
Commonwealth Charter +14.9% +9.0%
Parochial -4.1% -4.7%
Private +1.7% +2.6%
METCO* +1.0% +0.2%
Boston Public Schools** -0.8% +0.3%
Overall -0.7% +0.6%
* METCO is a state-run program that enables low-income minority youth from Boston and Springfield to attend school in “racially isolated” suburbs
** Includes Horace Mann Charters
Source: DESE, ERS analysis
Student demographics and incoming proficiency, by
school type
8
Special Education ELL
School
level
School
Type
# of
Schools
% Incoming
Proficiency*
% free or
reduced lunch
% any
level
% Level
4**
% any
level
% Level
1-3***
ES/K-8
Traditional 53 64 78 19 9 33 19
Pilot 8 63 70 25 12 24 11
Innovation 4 62 75 20 11 26 15
HMC 2 n/a 85 13 4 26 16
Turnaround 6 57 85 18 9 38 22
MS/HS
Gr 6 Gr 9
Traditional 16 43 34 85 22 10 31 17
Pilot 10 23 53 85 18 7 18 8
Innovation 2 n/a 21 92 34 18 33 17
HMC 4 41 46 84 20 5 15 3
Turnaround 4 29 23 85 17 7 33 22
Exam 3 n/a n/a 53 2 0 1 0
* Proficiency data excludes 24 schools (18 ES/K-8 and 6 MS/HS) due to limited data (<10 data points).For ES/K-8, data represent DIBELS proficiency of
incoming Kindergartners. For MS/HS, data represent the unweighted average of Math and ELA results for Grades 6 and 9.
** Students served in substantially separate settings, according to MA DESE Special Education Levels of Need.
***Students with the most significant ELL needs, according to: http://www.doe.mass.edu/mcas/mepa/pld.html
KEY: 5+ points less needy than
Traditional schools
Within 5 points of Traditional schools
5+ points more needy than
Traditional schools
Next steps
Research team to review findings and implications with
BPS cabinet and teacher leaders
The Boston Foundation to host a forum on Tuesday,
June 3, with a discussion of the full report and its
implications
Any recommendations from this report will be presented
to School Committee for review and approval
9
Members of the Cross-Functional Working Group
Hervé Anoh, Headmaster of Lyon High School
Antonieta Bolomey, Asst. Superintendent for English
Language Learners
Michele Brooks, Asst. Supt for Family & Community
Engagement
Catherine Carney, Assistant Chief of Curriculum & Instruction
Ann Chan, Assistant Superintendent of Human Resources
Kamal Chavda, Chief Data & Accountability Officer
Linda Chen, Chief of Curriculum & Instruction
Jill Conrad, Sr. Advisor for Human Capital Strategy
Corbett Coutts, Principal of Rogers Middle School
Eileen de los Reyes, Deputy Superintendent for Academics
Melissa Dodd, Chief of Staff
Mary Driscoll, Principal of Edison K-8 School
Laura Dziorny, Deputy Chief of Staff
Ayla Gavins, Principal of Mission Hill K-8 School
Scott Givens, Chief Executive Officer of Unlocking Potential
Graciela Hopkins, Principal of Baldwin Early Learning Pilot
Academy
Peggy Kemp, Headmaster of Fenway High School
Don Kennedy, Chief Financial Officer
10
Beatriz McConnie-Zapater, Headmaster of Boston Day &
Evening Academy
John McDonough, Superintendent
Lynne Mooney-Teta, Headmaster of Boston Latin School
Eileen Nash, Deputy Superintendent of Individualized
Learning
Linda Nathan, Special Advisor to the Superintendent
Ligia Noriega, Headmaster of English High School
Sung-Joon (Sunny) Pai, Director of ELL & Alt Programs at
Charlestown High School
Kim Rice, Chief Operating Officer
Joe Shea, Deputy Superintendent of Operations
Mary Skipper, Assistant Superintendent for Network G (High
Schools)
Aaron Stone, Teacher Leader at Boston Day & Evening
Academy
Arthur Unobskey, Principal of Irving Middle School
Traci Walker-Griffith, Principal of Eliot K-8 Innovation School
Ann Walsh, Governing Board Chair at Lee Pilot Academy
Naia Wilson, Headmaster, New Mission High School
Ross Wilson, Assistant Superintendent, Human Capital
For reference: BPS Schools by Type, 2013-2014
Type Elementary K-8 Middle High
Traditional
Adams ES
Bates ES
Bradley ES
Channing ES
Chittick ES
Condon ES
Conley ES
Ellis ES
Everett ES
Grew ES
Guild ES
Hale ES
Harvard/Kent ES
Henderson ES
Hennigan ES
Holmes ES
Kennedy, P.J. ES
Kenny ES
Lee ES
Manning ES
Mather ES
Mendell ES
Mozart ES
O'Donnell ES
Otis ES
Perkins ES
Philbrick ES
Quincy ES
Russell ES
Sumner ES
Taylor ES
Tynan ES
Winship ES
Winthrop ES
Beethoven/Ohrenberger
School
Curley K-8 School
Edison K-8 School
Greenwood (Sarah) K-8
School
Hernández K-8 School
Higginson/Lewis K-8
School
Hurley K-8 School
Jackson/Mann K-8 School
Kilmer K-8 School
King K-8 School
Lyon K–8 School
McKay K-8 School
Mildred Ave K-8 School
Murphy K-8 School
Perry K-8 School
Roosevelt K-8 School
Tobin K-8 School
Umana Academy
Warren/Prescott K-8 School
Edwards MS
Irving MS
McCormack MS
Middle School
Academy
Rogers MS
Timilty MS
Boston Latin Academy (Exam , 7-12)
Boston Latin School (Exam , 7-12)
Boston International HS
Brighton HS
Charlestown HS
Community Academy
Community Academy of Science and Health
Dorchester Academy
East Boston HS
Excel HS
McKinley Schools (1-12)
O'Bryant School (Exam , 7-12)
Snowden International School at Copley
Urban Science Academy
West Roxbury Academy
Pilot Haley ES
Lee Academy
Mason ES
Boston Teachers Union School
Gardner Elementary
Lyndon K-8 School
Mission Hill School
Orchard Gardens K-8 School*
Young Achievers Science and Math K-8
Frederick MS
Harbor School*
Another Course to College
Boston Arts Academy
Boston Community Leadership Academy
Fenway HS
Greater Egleston Community HS
Lyon High School
New Mission HS
Quincy Upper School (6-12)
TechBoston Academy (6-12)
Horace Mann Dudley Street Neighborhood School
UP Academy Charter School of Dorchester
UP Academy
Charter School of
Boston
Boston Day & Evening Academy
Boston Green Academy
E.M. Kennedy Academy for Health Careers
Innovation
Blackstone ES (former Turnaround)
Clap Innovation School
Trotter ES (former Turnaround)
Eliot K-8 School Madison Park Technical Vocational HS
Margarita Muñiz Academy
Turnaround
Dever ES
E.Greenwood Leadership Academy
Holland ES
Kennedy, J. F. ES
Mattahunt ES
Orchard Gardens K-8 School (also Pilot) Dearborn MS
Harbor School (also
Pilot)
Burke High School
English High School
*Counted as Turnaround for analysis
For reference: BPS Schools by Type, 2013-2014
12
Special Schools – not included Schools w/in Schools – included, but not separately
Traditional East Boston EE Center
Ellison/Parks EE School
Haynes EE Center
West Zone Early Learning Center
Carter Development Center
Horace Mann School for the Deaf and Hard of
Hearing
Boston Adult Technical Academy
BPS Counseling & Intervention Center
Hayes School of Music
Re-Engagement Center
McKinley Complex:
McKinley Elementary School
McKinley Middle School
McKinley Preparatory High School
McKinley South End Academy
Newcomers Academy (w/in Boston International HS)
Beethoven ES & Ohrenberger MS are treated a single
K-8
Pilot Baldwin Early Learning Center
TOTAL 12 5
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