summer session

Middle schools scramble after summer program funds shifted to struggling schools

PHOTO: Mayor's Office
Mayor Bill de Blasio at M.S. 331 talking about after-school programs for middle school students in 2014.

More than 40 middle schools participating in Mayor Bill de Blasio’s new after-school initiative have learned they will have to cancel their upcoming summer programs, just months after being told that funding would be available.

The money, a city official said in an email to after-school program directors last week, was being “re-directed to schools with the greatest challenges.” The news came days after de Blasio announced that he was pumping an extra $50 million of city and state money into 130 struggling schools, including the 94 in his administration’s turnaround program.

Now, the middle schools need to make other plans.

“What can I say?” said Principal Ron Link of Theatre Arts Production Company School in the Bronx, who got the news on Wednesday afternoon. “That’s the nature of the principal’s job. You get constant news out of left field.”

The summer program would have been an extension of the mayor’s new after-school initiative for middle-schoolers, called School’s Out New York City, which has programs in more than 560 schools this year. Directors of those middle-school programs were told in a February email that the city was “excited” that funding had become available for the summer. By the end of March, a few dozen programs had been given the green light to start up again in July for at least four weeks.

But an official told program directors in an email on May 8 that while overall funding for the after-school programs had increased, “some of the City’s planned summer funding will be re-directed.”

“We are unable to expand summer services as previously proposed,” wrote Mike Dogan, assistant commissioner of the Department of Youth and Community Development.

Advocates are concerned that other, established programs that serve students over the summer will also see funding reductions under the mayor’s latest spending plan, including Beacon community centers and the Cornerstone programs that operate in public housing. The Campaign for Children, a 150-member coalition of early education and after-school groups that include the Children’s Aid Society and the Citizens’ Committee for Children of New York, estimated Wednesday that the changes to the three programs will affect 17,000 students.

“Programs are really quite frankly in a panic,” said Citizens’ Committee for Children executive director Jennifer March.

Dayana Perez, a spokeswoman for the Department of Youth and Community Development, said in statement that the city is still funding middle-school summer programs that existed before this year’s after-school expansion, including Beacon and Cornerstone programs in the city’s highest-needs communities, and that the Department of Education is continuing Summer Quest and its own arts- and STEM-focused summer programs. Officials said the city is budgeting for 39,000 summer program seats for elementary schoolers and 17,000 for middle-schoolers.

“The executive budget ensures that much-needed services are available to high-need students at 130 struggling schools,” Perez said. “This administration has made afterschool expansion a priority, and we will continue to work to make comprehensive afterschool opportunities available to all students.”

Still, the Campaign for Children estimates that it would cost at least $10.2 million to make the proposed middle-school summer programs a reality and boost funding at the Beacon sites and Cornerstone programs to their expected levels. And though the City Council has historically stepped in to fill gaps in after-school funding, March said any emergency funding included in a budget adopted in June likely wouldn’t come fast enough.

“Parents aren’t going to wait until June 30 to figure out what they’re doing with their kids the following week,” March said.

Geoff Decker contributed reporting.

money matters

Why money for Memphis schools is about to be based on students, not adults

PHOTO: Laura Faith Kebede
Under a budget model switch, Shelby County Schools would focus more on the types of students in their buildings and less on the number of staff per school.

Educators generally agree that a one-size-fits-all approach to teaching doesn’t work. Now school leaders in Memphis are saying it doesn’t work when distributing money to schools, either.

Beginning this July, Tennessee’s largest district will pilot student-based budgeting at up to eight schools, with the expectation of expanding to the entire district in three years. The goal is to distribute money more equitably.

Under the new method, each student brings to their school a certain dollar amount, which can grow based on factors like whether the student has a disability, is an English language learner, or comes from a low-income family.

That’s a big change from traditional budgeting, which distributes money primarily based on how much it costs to pay the salaries of adults who work in a building. The traditional model usually allocates less money to schools with high-needs students because they generally employ less experienced and lower-paid teachers.

The new approach would give principals more say in how they allocate money within their building. The system also appeals to those who want schools with greater challenges to receive more funding. And recently, student-based budgeting got a boost from President Donald Trump, whose proposed budget includes $1 billion in incentives for school districts with poor students that make the switch.

Leaders with Shelby County Schools have been working for more than a year with Education Resource Strategies, a Massachusetts-based consulting organization, to lay the groundwork for the transition. The method already is being used in districts in Nashville, Indianapolis, Denver, Boston and Houston.

David Rosenberg, a partner at Education Resource Strategies, said traditional budgeting models cater to the most politically savvy principals who find funds for academic programs and interventions in system loopholes. Student-based budgeting changes the dynamic to empower principals, making them more like CEOs than strict academicians. It also means principals will have to learn more about the complexities of budgeting.

“It works because you make it more flexible for schools and teams for how they see fit within parameters the district provides,” Rosenberg said.

During the next few months, the Memphis district will analyze how money is being allocated to its schools — which ones don’t have enough funds and which ones have too much under the new formula. The change will create winners and losers, and it’s the losers that concern some school board members.

PHOTO: Caroline Bauman
Lin Johnson, finance chief of Shelby County Schools

The board is generally supportive of student-based budgeting and is scheduled next week to vote on a resolution endorsing it. But board members also want the transition to be as painless as possible in a district that they say is underfunded by the state.

Finance chief Lin Johnson reassured board members at a work session this week that the district can mitigate losses for schools with less money. Options include tapping a separate pool of money to lessen the shock and giving some schools an extra year for the transition.

“The goal is not to fund all schools equally, but equitably (and) to make sure the funding we have is meeting the unique needs of students,” he said. “We need to work with schools to provide training and examples, to give schools the support they need to maximize the resources that they have.”

In Metropolitan Nashville Public Schools, which fully switched to student-based budgeting 2015, about 60 percent of schools received more money than the previous year. The rest received the same amount.

In other districts, the model has had the effect of shaking up central office structures, increasing the need for fiscal oversight, and stretching principal capacity.

Below is a video from Nashville’s school district to explain how student-based budgeting was rolled out there.

Compromise

Teacher pay overhaul would establish merit pay, tackle salary inequities

PHOTO: Laura Faith Kebede
Trinette Small, chief of human resources for Shelby County Schools, explains the district's proposal for a new teacher pay structure.

Since 2014, Superintendent Dorsey Hopson has tried to establish a merit pay plan for teachers in Shelby County Schools but, for one reason or another, it’s eluded the district.

Now, his team is trying again — and they’ve come up with a proposal that they hope will help Tennessee’s largest district retain its most talented teachers, while also appealing to teachers that previously have balked at shifting to performance-based pay.

The proposal unveiled Tuesday would address inequities in the pay structure that have given higher salaries to newly hired teachers than to existing teachers with the same experience for up to 10 years.

Any subsequent raises would be based on teacher evaluation scores of 3 to 5 on the state’s 1-to-5 model, which is based on classroom observations and student test scores.

The plan also would resurrect additional compensation for job-related advanced degrees — but only in the form of bonuses if the teachers rate 4 or 5. The same goes for hard-to-staff teaching positions such as in special education, math and science, as well as veteran teachers who have reached the district’s maximum salary, which would go from $72,000 to $73,000.

The overhaul would take effect next school year using $10.7 million earmarked in Hopson’s proposed $945 million spending plan for 2017-18. The school board is scheduled to vote on the budget in April.

Recruiting and retaining effective teachers is a high priority as Shelby County Schools seeks to boost test scores in low-performing schools with many poor students. And research shows teachers have the most influence on student achievement.

Trinette Small, chief of human resources, said the district has to keep its pay structure competitive to retain its most effective teachers, especially with six municipal school systems nearby.

“This is trying to get base pay stabilized,” Small told school board members during a budget review session. “This is an investment in teachers but this is something we can afford.”

In exit surveys, a fourth of high-performing teachers cited noncompetitive pay as their reason for leaving the district, she said. And most who left had the second-highest evaluation score.

The plan pleased school board members, and parts of it appeared to appeal to teachers unions, although its leaders still had some concerns.

Chairman Chris Caldwell said the new structure positions the district for a more stable learning environment.

“The big point about the change was to have (pay) merit-based and not just longevity-based because at a certain point, they plateau,” Caldwell said. “The main thing we got to worry about is student draining and teacher draining.”

School board member Mike Kernell said the plan should boost teacher morale by addressing inequities in the system. “I think by resetting this, we’re going to start seeing more experienced teachers at the right level starting to help the younger teachers without the resentment that you’re making $2,000 less,” he said

Tikeila Rucker, president of the United Education Association of Shelby County, was mostly pleased with the proposal but took issue with tying pay for advanced degrees with evaluation scores. Teachers should be rewarded in their base pay for advanced degrees, not through bonuses, she said.

Rucker and Keith Williams, executive director of the Memphis-Shelby County Education Association, both said the initial leveling up should apply to all teachers on the former step schedule up to 17 years, instead of stopping at 10.

“If you’re going to abandon the schedule system, at least level everyone up,” Williams told Chalkbeat. “If it’s not going to benefit everybody, you might as well throw it in the trash.”

Small said the leveling up is meant to make teacher pay competitive with new hires. Since the district only incorporates up to 10 years of experience in pay for new teachers, the leveling up was limited to the same.

The New Teacher Project provided consultation on the district’s pay plan by gathering data, conducting focus groups and crafting the compensation model.

Editor’s note: This story has been updated to show the district proposes to level up pay up to 10 years of experience.