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REGIONAL EDUCATIONAL COLLABORATION
Designing a roadmap for hybrid regionalization for Orange, Mahar and Petersham
04/19/23
DRAFT
1
CHARGE OF THE K-12 MAHAR REGIONALIZATION PLANNING COMMITTEE
representing all towns charged to explore hybrid regionalization
model
DRAFT
04/19/23
2
(SUGGESTED)GOALS of REGIONALIZATION
Educational Build educational collaboration to benefit students Develop shared central office team
Fiscal Make the best possible use of educational dollars
available Maximize state revenue for education Avoid duplication of services
Governance Take initial steps towards possible full regionalization Maintain local control of elementary schools
DRAFT
04/19/23
3
POSSIBLE OUTCOMES OF THIS PROCESS
Hybrid K-12 Mahar Regional District Orange and Petersham: K-12
Wendell and New Salem: 7-12
New Regional District Orange / Petersham Elementary Regional District
Shared Central Office Supervisory Union (Orange, Petersham, Mahar)
Supervisory Union (Orange and Petersham)
No change in organizational structures
04/19/23
4
DRAFT
HOW WOULD A NEW OR REVISED REGIONAL DISTRICT BE FORMED?
Hybrid K-12 Mahar Regional School District Required: revised Regional Agreement Required: majority town meeting votes in
Orange, Petersham, Wendell and New Salem Required: DESE approval
Orange / Petersham K-6 Regional School District Required: new Regional Agreement Required: majority town meeting votes in Orange
and Petersham Required: DESE approval
04/19/23
5
DRAFT
HOW WOULD A PETERSHAM / ORANGE OR PETERHAM / ORANGE / MAHAR SUPERVISORY UNION BE FORMED?
Required: positive votes of appropriate district school committees (Orange and Petersham, or Orange, Petersham and Mahar)
Would not require town votes Would not require vote of Union 28 School
Committee Would not require vote of Swift River School
Committee Would not require a revised Regional
Agreement
04/19/23
6
DRAFT
INCREMENTAL COLLABORATION:designing a process that has multiple options
administrative decisions sharing of back-office functions
school committee decisions forming a superintendeny union with another
district hiring a joint SPED Director (or comparable
position) town meeting decisions
joining or withdrawing from a regional school district
regional district decisions
DRAFT
04/19/23
7
PARTNERS IN THIS PLANNING PROCESS
Mahar, Orange and Petersham superintendents
Mahar, Orange and Petersham school committees
Mahar K-12 Regionalization Planning Team W. Mass. Legislative Team Orange and Petersham town administrators Massachusetts Association of Regional
Schools Department of Elementary and Secondary
Education Teachers and educational personnel
DRAFT
04/19/23
8
ROLE OF MARS
Roadmaps to Regionalization Changing view of DESE (response to our
work!)
DRAFT
04/19/23
9
REVIEWING ADVANTAGES
Educational making better use of educational resources available able to oversee education of children from K-12
Fiscal eliminating duplication of administrative services
(multiple state reports etc.) a larger organization may have increased resilience
during on-going budget crisis possible increased state revenues, grant monies,
transition grants, savings on health insurance Governance
One school committee instead of three fewer meetings devoted to management, more
devoted to educational improvement
DRAFT
04/19/23
10
REVIEWING CHALLENGES
Educational Designing an improved administrative structure maintaining current significant emphasis on elementary
schools Fiscal
allocating elementary school costs in a fair and consistent way
allocating shared elementary/secondary costs in a fair and consistent way
assessment allocation: ensuring that no town suffers harm
possible increased costs (e.g. salary differential) Governance
local control / centralization elementary school governance school committee composition
DRAFT
04/19/23
11
POSITIVE EDUCATIONAL VISION
shared educational leadership for Orange and Petersham (and Mahar)
6th grade students attend Mahar Orange moves forward with plans for
renovation of existing buildings back-office functions centralized at Mahar (or
other municipality) maintenance of local educational governance
of elementary schools
DRAFT
04/19/23
12
NEXT STEPS / KEY QUESTIONS Educational
What would a shared administrative team look like? What would happen to School Choice in a K-12
Region? Should Orange 6th grade classes move to Mahar?
Fiscal Allocation plan between elementary schools. Allocation plan between elementary and secondary. What will we do about health insurance? What about the Chapter 70 Formula?
Governance School committee governance. Elementary school governance.
DRAFT
04/19/23
13
TIME AND NEGOTIATION
Not likely to be a quick process many partners many obstacles negotiation takes time
No guarantee of success, but… the current arrangement is not viable
Solutions can be designed that bridge organizational structures (e.g. new admin structure could be implemented in a variety of ways)
DRAFT
04/19/23
14
KEY QUESTION #1:Envisioning a shared administrative team
What is the ideal configuration for a shared central office team to oversee education at Mahar, Orange Elementary, and Petersham Central?
DRAFT
04/19/23
15
PROBLEMS WITH THE EXISTING ADMINISTRATIVE STRUCTURE
Neither central office nor building level teams are sustainable over time
No office or person is responsible for the K-12 system (and students) as a whole
It’s not the way someone would design a system
DRAFT
04/19/23
17
A NEED FOR VERTICAL AND HORIZONTAL ALIGNMENT
curriculum professional development programs increased central office capacity to:
apply for and oversee grants
DRAFT
04/19/23
18
THREE NEW SCENARIOS
all three reduce total administrative team size by 1.2 FTEs
all three maintain significant oversight of elementary schools
all three combine two special education director positions into one
DRAFT
04/19/23
19
RESULT: INCREASED EDUCATIONAL FOCUS
All three scenarios make better use of existing educational resources
All three create one system-wide administrative team
All three ensure increased consistency, alignment and collaboration
DRAFT
04/19/23
20
KEY QUESTION #2:Searching for savings…
Can an expanded K-12 Mahar Regional School District find significant savings, increased revenues, and/or avoided new costs?
DRAFT
04/19/23
21
SAVINGS, AVOIDED COSTS, INCREASED REVENUES
Would an expanded regional school district be able to obtain health insurance at a reduced cost?
What are the estimated gains from new transportation reimbursement?
Would grant revenues increase because of new central office capacity to seek and win grants?
Would ‘leveling-up’ of salaries outweigh gains from other savings and increased revenues?
DRAFT
04/19/23
22
PROCESS FOR EXPLORING HEALTH INSURANCE OPTIONS
Obtain preliminary cost analysis and plan rate comparison (Orange municipal, Petersham municipal, Mahar Regional, GIC)
Estimate net gains (if any) to be had If sufficient, begin process of negotiations
with all associations and with towns form negotiating team contract with legal counsel to help lead process
DRAFT
04/19/23
23
KEY QUESTION #2:Sharing costs…
What costs should be shared between the elementary and secondary systems? How should those costs be allocated?
DRAFT
04/19/23
24
PROCESS FOR DESIGNING ALLOCATION PLAN FOR SHARING COSTS BETWEEN ELEMENTARY AND SECONDARY SYSTEMS
Determine which services will be shared Dependent upon administrative team model Dependent upon governance structure (e.g. joint
contracting, supervisory union, hybrid region, full region)
Determine appropriate percentages of use (and cost) for each system (elementary and secondary)
Build a spreadsheet to calculate shared costs Structure a process for periodic review and
revision of shared services and costs
DRAFT
04/19/23
25
NEXT STEPS: LOOKING FOR GREEN LIGHT FROM PLANNING COMMITTEE, SCHOOL COMMITTEES
Continue to refine new admin team structure Explore insurance options (would be costs for
legal counsel and rate comparison) Develop allocation plan for new admin team
model superintendents discuss and allocate
percentages K-12 Regional Planning Team reviews
As shared governance structure is defined, similar model is used to share other costs
DRAFT
04/19/23
26
YEAR ONE (SY 10-11) - Planning Planning
Research ideal administrative team configuration for combined Mahar / Orange / Petersham
Research best models and practices for incorporating 6th grade into middle school
Research best use of Orange elementary buildings for preK – 5th grade classes
Research Mahar Central Office assuming school budget and HR functions for Orange and Petersham
Mahar, Orange and Petersham explore sharing SPED Director K-12
Legislative pursue DESE approval for differential elementary school
funding within a regional school district Pursue Transition Funding for Regionalization
Implementation Petersham and Orange share SPED and ELL Director
DRAFT
04/19/23
27
YEAR TWO (SY 11-12) - Implementation
Legislative Planning Implementation
Shared Central Office administrative team for Mahar, Orange and Petersham
Re-configuration of Orange elementary classes and buildings (6th grade to Mahar)
Formal regionalization of Orange Elementary and Petersham Central in to Mahar K-12
DRAFT
04/19/23
28
KEY QUESTION #1:Envisioning a shared administrative team
What is the ideal configuration for a shared central office team to oversee education at Mahar, Orange Elementary, and Petersham Central?
DRAFT
04/19/23
30
A NEED FOR VERTICAL AND HORIZONTAL ALIGNMENT
curriculum professional development programs increased central office capacity to:
apply for and oversee grants
DRAFT
04/19/23
31
THREE NEW SCENARIOS
all three reduce total administrative team size by 1.2 FTEs
all three maintain significant oversight of elementary schools
all three combine two special education director positions into one
DRAFT
04/19/23
33
SCENARIO 1Key changes from existing
Two SPED director positions combined into one Secondary building level team remains at
three Elementary superintendent position becomes
assistant superintendent for elementary schools
Mahar curriculum director position becomes Mahar director of student services
Curriculum coordination is carried out by two positions: director of secondary education, and assistant superintendent for elementary schools
DRAFT
04/19/23
35
SCENARIO 2Key changes from existing
Two SPED director positions combined into one
Secondary building level team remains at three
Elementary superintendent position becomes assistant superintendent for elementary schools
Mahar curriculum director position becomes K-12 assistant superintendent for curriculum and accountability
Director of special education also oversees student services
DRAFT
04/19/23
37
SCENARIO 3Key changes from existing
Two SPED director positions combined into one
All building principals report directly to the superintendent
One position oversees curriculum and program development for entire system
Separate directors for SPED and student services
DRAFT
04/19/23
39
RESULT: INCREASED EDUCATIONAL FOCUS
All three scenarios make better use of existing educational resources
All three create one system-wide administrative team
All three ensure increased consistency, alignment and collaboration
DRAFT
04/19/23
40
ORANGE…
The newly designed organizational structure of centralized administrative responsibility for district accountability, curriculum, technology, student services, special education, business operations, and professional development would allow for the following opportunities:
04/19/23
42
DRAFT
BUILDING SUPERVISION:
The building principals would be relieved of the district responsibilities to allow for more increased interaction and supervision of teaching and instruction, classroom practices, and district initiatives.
04/19/23
43
DRAFT
TEACHING AND LEARNING:
Principals would have increased time to supervise and support student learning. More time could be focused on student progress monitoring, providing direct feedback to teachers concerning student achievement, at-risk students, instructional strategies, and time on task. There would be improved follow through and support for classroom projects, programs, and targeted instruction.
04/19/23
44
DRAFT
CURRICULUM:
More centralized administrative support would allow principals time to assist grade level teams to improve instructional delivery, assessment strategies, differentiated instruction, and support programs for all students. There would be an administrator with dedicated time to facilitate curriculum and instructional review based on student data and achievement.
04/19/23
45
DRAFT
TECHNOLOGY:
The integration of technology, teaching, and learning would be greatly enhanced through centralized technology administration. Principals would have increased time to support and assess effective instructional practices that incorporate technology, curriculum and student learning.
04/19/23
46
DRAFT
BUSINESS FUNCTIONS:.
Having all business, financial, grants management functions centralized allows principals time for program monitoring, evaluation, and improvement
04/19/23
47
DRAFT
PROFESSIONAL DEVELOPMENT:
Teachers would have increased opportunity to collaborate with Petersham teachers to more effectively implement Best Practices in our schools.
Collaboration with Mahar staff would allow for PreK-12activities to better meet the social and emotional needs of children and their families.
04/19/23
48
DRAFT
PETERSHAM CENTER SCHOOL
The newly designed organizational structure of centralized administrative responsibility for curriculum, professional development and special education services would allow the building principal the opportunity for the following:
04/19/23
51
DRAFT
PERSONNEL:
the Principal would have increased personal interaction with all staff giving direct and immediate feedback and consultation along with more frequent supervision and evaluation.
04/19/23
52
DRAFT
PROGRAM REVIEW:
the Principal would have time to assess student learning and progress/meet with teachers about at risk students/evaluate effectiveness of current and proposed programs. Improved follow through and support for classroom projects, programs and new ideas.
04/19/23
53
DRAFT
PROFESSIONAL DEVELOPMENT:
centralized design would afford Petersham teachers an opportunity to collaborate with other grade level professionals in the development of educational improvement initiatives.
04/19/23
54
DRAFT
CURRICULUM :
Allows the principal time to assist teachers to improve the curriculum delivery/assessment strategies/differentiated instructional for all students. Curriculum review, instruction, implementation and support from central office to facilitate articulation with Mahar.
04/19/23
55
DRAFT
COMMUNITY:
Principal would have the time to increase outreach to parents and community
04/19/23
56
DRAFT
ADVANTAGES TO PETERSHAM:Principal as educational leader
Improved oversight of educational personnel Increased time for program review Opportunities for collaborative professional
development Curriculum Community
DRAFT
04/19/23
57
PETERSHAM: IMPROVED OVERSIGHT OF PERSONNEL
The Principal would have increased personal interaction with all staff
Direct and immediate feedback and consultation to staff
More frequent supervision and evaluation
DRAFT
04/19/23
58
PETERSHAM:MORE TIME FOR PROGRAM REVIEW
Assessment of student learning Meeting with teachers to discuss at-risk
students Evaluation of effectiveness of current and
proposed educational programs Additional support for classroom projects,
programs and new ideas
DRAFT
04/19/23
59
PETERSHAM:IMPROVED PROFESSIONAL DEVELOPMENT
Petersham teachers will be able to collaborate with grade-level peers in other schools on a regular basis
Centralized oversight will ensure alignment and effective coordination between schools
DRAFT
04/19/23
60
PETERSHAM:WORKING WITH THE COMMUNITY
The principal will have more time to increase outreach to parents and community members
DRAFT
04/19/23
61
KEY QUESTION #2:Searching for savings…
Can an expanded K-12 Mahar Regional School District find significant savings, increased revenues, and/or avoided new costs?
DRAFT
04/19/23
62
SAVINGS, AVOIDED COSTS, INCREASED REVENUES
Would an expanded regional school district be able to obtain health insurance at a reduced cost?
What are the estimated gains from new transportation reimbursement?
Would grant revenues increase because of new central office capacity to seek and win grants?
Would ‘leveling-up’ of salaries outweigh gains from other savings and increased revenues?
DRAFT
04/19/23
63
PROCESS FOR EXPLORING HEALTH INSURANCE OPTIONS
Obtain preliminary cost analysis and plan rate comparison (Orange municipal, Petersham municipal, Mahar Regional, GIC)
Estimate net gains (if any) to be had If sufficient, begin process of negotiations
with all associations and with towns form negotiating team contract with legal counsel to help lead process
DRAFT
04/19/23
64
KEY QUESTION #2:Sharing costs…
What costs should be shared between the elementary and secondary systems? How should those costs be allocated?
DRAFT
04/19/23
65
PROCESS FOR DESIGNING ALLOCATION PLAN FOR SHARING COSTS BETWEEN ELEMENTARY AND SECONDARY SYSTEMS
Determine which services will be shared Dependent upon administrative team model Dependent upon governance structure (e.g. joint
contracting, supervisory union, hybrid region, full region)
Determine appropriate percentages of use (and cost) for each system (elementary and secondary)
Build a spreadsheet to calculate shared costs Structure a process for periodic review and
revision of shared services and costs
DRAFT
04/19/23
66
NEXT STEPS: LOOKING FOR GREEN LIGHT FROM PLANNING COMMITTEE, SCHOOL COMMITTEES
Continue to refine new admin team structure Explore insurance options (would be costs for
legal counsel and rate comparison) Develop allocation plan for new admin team
model superintendents discuss and allocate
percentages K-12 Regional Planning Team reviews
As shared governance structure is defined, similar model is used to share other costs
DRAFT
04/19/23
67