Presentation: Neighborhood Schools Plan, Priority Schools Plan - Context & Comparison (11.12.14)

8/10/2019 Presentation: Neighborhood Schools Plan, Priority Schools Plan - Context & Comparison (11.12.14)

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Wilmington City Council

Neighborhood Schools (2001) &Priority Schools Plans:

Context & ComparisonNovember 12, 2014

Presented byS. Elizabeth Lockman,Urban Policy Fellow


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Neighborhood Schools Plan (2001)

OverviewNovember 12, 2014


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ExecutiveSummary

Goals of Presentation:

Provide history/context for education proposalsdelivered in recent past by Wilmington leadership

Highlight key aspects of plans for review & discussion

Consider parallels & differences with Priority Schoolsinitiative


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How did we get here?Background on Neighborhood Schools Act

1974-81: Courts declare Wilm. schools segregated; 4 city-serving districts form; court-ordered busing begins

1995-1997: Choice/Charter Laws established 2000: Neighborhood Schools Act

Students to be assigned to schools closest to homes Further reduction of transportation Not to interfere with choice/charter opportunities Race-based assignments explicitly prohibited Districts to develop plans for state legislature to review


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How did we get here?Neighborhood Schools - District Plans

City of Wilmington crafted plan as a district Appointed committee of diverse Wilmington leaders,

led by Raye Jones Avery Researched possible consequences of the Act and best

practices to address them Considered reversion to city district and other

alternatives Presented plans to Mayor/Council for approval by EYF

Committee, led by now WCC President Gregory

Submission to state legislative committee


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Wilmington NeighborhoodSchools Committee Plan

(2001)


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Wilmington Neighborhood SchoolsCommittee Plan (2001)

Primary Concerns: Close Achievement Gap between Wilmingtons low

income, African American, Latino students and peers Resolve lack of Wilmington-based school oversight

Sustain quality, financial health of city schools in future Fear Act will illegally create isolated, racially-

identifiable schools with concentrated poverty in City


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Primary Recommendations: Priority components of the delivery public schooling

Key characteristics for overarching system

Options for restructuring Wilmington districts


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Primary Recommendations: Priority components of public schooling

High Expectations Early Learning Innovative TeacherRecruitment Quality ProfessionalDevelopment Smaller Learning

Communities

Visionary SchoolLeadership Challenging Curriculum English Proficiency Parent Support LocalSchool Councils (LSCs)


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Primary Recommendations: Four key characteristics for fair & equitable system

Finance weight funding according to need, consideringneed increases as poverty concentration increasesTax Waiver waive teachers city wage taxes Accountability monitor equitable distribution ofopportunitiesPublic Support campaign to engage community


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City of WilmingtonNeighborhood Schools

Report(Council approved, 2001)


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City of Wilmington Neighborhood SchoolsReport (Council approved, 2001)

Primary Concerns: Support diversity, try NOT to create racially

identifiable, impoverished schools Ensure resources to improve education for struggling

Wilmington students Eliminate achievement gaps between city and county

students Include mechanism to improve local school oversight

and control


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City of Wilmington Neighborhood SchoolsReport (Council approved, 2001)

Recommendations Blend of Two District Proposals

Reduce to two River Plan districts Brandywine (northof river); Red Clay (south of river)AND Wilmington Public Charter Consortium

Adoption in full of priority components of schoolingand key characteristics for fairness and equity

Special attention to LSCs and Weighted Funding Call for establishment of Equity, Special Needs offices.


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Delaware General Assembly (2001)

No action taken on Wilmington Plan 4 District proposals (separately developed) approved;

no direct decision on Wilmington proposalBrandywine School District: made case for exemptionfrom Act due to fears of creating high-poverty & raciallyidentifiable schools, received approval for alternate plan


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Later Recommendations

Key Parallels in Later Plans HOPE Commission (2006)

Implement 2001 City of Wilmington NeighborhoodSchools Report

Early LearningStaff Recruitment & TrainingCommunity Engagement


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Key Parallels in Later Plans Wilmington Education Task Force (2008)

Weighted FundingMinimize Districts serving CityImprove Staff Recruitment, Training & RetentionValue Family Engagement, Equity & Access


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Key Parallels in Later Plans City/County Comprehensive Economic Development

Plan (2014)Reconsider consolidation/minimizing districts serving CityPursue Weighted FundingCity-based school oversight, charter-approving bodyneeded


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Priority Schools (2014)

OverviewNovember 12, 2014


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ExecutiveSummary Priority Schools Announcement

September 4, Gov. Markell announced commitment ofresources to 6 low performing district schools. Initiates process of intense school improvement, or

turnaround . All schools selected are located in the City of

Wilmington.


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How did we get here?Background on ESEA & ESEA Flexibility

Elementary & Secondary Education Act (ESEA) History & Changes to ESEA

Part of President Johnsons War on Poverty (1965) Resource focused; Title I (supports districts serving lowincome students)

Frequently reauthorized with new vision:1981 reduced federal regulation of Title I1994 added math/English standards2001 No Child Left Behind (NCLB) increasedaccountability and rating systems


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Elementary & Secondary Education Act (ESEA) ESEA Today still NCLB

2009 American Reinvestment & Recovery Act (ARRA)DOE ED Recovery Race to the Top: Delaware awarded $100 million Increased School Improvement Grants (SIG)

2010 Blueprint for Reform not yet authorized ESEA Flexibility

Release from NCLB requirementsAgreement to follow newly designed frameworks


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Delaware DOE & ESEA Flexibility May 2012: Received ESEA Flexibility July 2014: Received 1-year extension to agreement to

cover current school year, 2014-15May 2014: Extension expressed intent to announcecohort of Priority Schools by Sept 1.Priority School is a renaming of Partnership Zoneprocess


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What are the terms?Priority Schools MOUs & Rubrics

Basics Aligned with ESEA Flexibility guidelines:

Rooted in the fundamental belief in school-siteautonomy and accountability

Current Status Schools are Priority Schools regardless of MOU details.

Subject to DE Admin Code Accountability provisions MOUs being reworked with districts Turnaround Guide Rubrics parallel requirements of

Transformational school reform model.


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Implement new evaluation system developedwith staff

Use student growth as a significant factor

Identify and reward staff who are increasingstudent outcomes ; support and then removethose who are not

Implement strategies to recruit, place, and

retain staff Select and implement an instructional modelbased on student needs

Provide job-embedded professionaldevelopment designed to build capacity and

support staff

Ensure continuous use of data to inform anddifferentiate instruction

Provide increased learning time

Provide an ongoing mechanism forcommunity and family engagement

Partner to provide social-emotional andcommunity-oriented services and supports

Provide sufficient operating flexibility toimplement reform

Ensure ongoing technical assistance

Replace principal


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Parallels Key Echoes of WNSC/Council Plan in Priority

Schools Rubrics

High Expectations, Challenging Curriculum Increased Instructional Time

Visionary School Leadership, Innovative TeacherRecruitment, Professional Development &

Pay Incentives Formalize Community Engagement

Local School Councils


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WNSC, Hope Commission, Wilm. Ed Task Force,City/County Economic Leadership, Public Ed. Think Tank

All have called for similar fundamental provisions tosupport school level reform in Wilmington:

Achieve Fair & Adequate Resourcing of WilmingtonSchools

Reform Governance Structure of Wilmington SchoolsAdvocate for consolidation of districtsDevelop city oversight role in public education

Including charter school oversight

Goals of Wilmington Leadership


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GOAL #1: FAIR RESOURCES

Funding$5.8 million for cohort of six schools over 4 yearsPer school allocation variable dependent on approvedproposal budgets.Districts encouraged/expected to budget & pursue addl funding, i.e. School Improvement Grants


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FundingBenefits

New funding made available for plan developmentConcerns

Possible net loss of funding at district levelNeed to identify new funding sourcesPotential Barrier to Equitable Funding Goal


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Staffing (Original MOU)Planner: Required. $50k allocated for developmentperiod until Dec. 31, 2014Leadership: Salary no less than $160k. Schools maypropose; state list of recommendationsTeachers: Must reapply for position. District collectivebargaining agreement voided. Higher compensation &incentives.


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StaffingBenefits

Potential to attract and retain high quality school leadership.Ability to remove less committed or inadequately preparedteachers

ConcernsInstability for students


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GOAL #2: GOVERNANCE STRUCTURE

AuthorityDE Admin Code establishes powers of DEDOE to manageschools designated as persistently failingWith approved turnaround plan, school will reportdirectly to DEDOE, also district boardDEDOE authority to make final decision regarding theconfiguration of schools (closure, charter, EMO)


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Authority Benefits

Allows for quick and decisive actionAuthority to remove perceived improvement obstacles

ConcernsPotential Barrier to City-based Governance Goal


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Community Leadership Stakeholder involvement required during developmentSchool level advisory boards required


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Community Leadership Benefits

Opportunity for community input in planningConcerns

Possible Barrier to City Authority Goal No specific authority for community members beyond advisory

capacity


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Thank you.

Documents

Presentation: Neighborhood Schools Plan, Priority Schools Plan - Context & Comparison (11.12.14)