Town Hall Report 3-5-21-12

7/31/2019 Town Hall Report 3-5-21-12

http://slidepdf.com/reader/full/town-hall-report-3-5-21-12 1/36

Summary Report When Our Eyes Are Knocked Open:

The State of Education in PhiladelphiaEnon Tabernacle Baptist Church Town Hall Meeting

Philadelphia, PA May 8, 2012

Prepared by:

Next Step Associates, LLC

Restoring Public Education to Its Place of Honor

Reverend Dr. Alyn E. Waller, Senior Pastor

7/31/2019 Town Hall Report 3-5-21-12

http://slidepdf.com/reader/full/town-hall-report-3-5-21-12 2/36Enon Tabernacle Baptist Church Town Hall Meeting May 8, 2012 2

AboutNextStepAssociates,LLC

Next Step Associates (NSA) is a Philadelphia-based, SBA 8(a) certified, woman–owned

minority company. NSA assists the advancement efforts of public and private companies and

organizations that need support in enhancing and improving the effectiveness of the strategies

and practices that they use to fulfill their stated missions.

NSA’s guiding principles are built on its considerable capabilities for employing knowledge of

both content and process in the provision of services, customizing assistance based on specific

need and data, recommending proven strategies for effective implementation, and following up

to ensure full, consistent performance.

For more information, please visit our website at www.nextstep-associates.com.

Acknowledgments

The Enon Tabernacle Baptist Church commissioned this report. We express our appreciation to

Dr. Alyn E. Waller, Senior Pastor for his guidance and prayers.

A very special thank-you goes to the facilitators, recorders, and Enon ministries that served to

ensure the success of the Town Hall meeting. This report was greatly enhanced by the

contributions of the Enon Tabernacle Baptist Church congregation and community.

A special thank-you is also extended to CISP's Philadelphia Freedom School students for

facilitating the student breakout sessions.

We also extend a heart-felt thank you to Rev. Cherylynne Smith, Rev. Jerome Glover, Dea.

Nathaniel Carr, and Julie Carter for their work behind the scenes to ensure the success of the

Town Hall Meeting.

7/31/2019 Town Hall Report 3-5-21-12


♦ Jennifer Plummer Davis♦ Pheralyn Dove♦ Sandra Dungee Glenn

♦ Brenda Robinson Hewitt♦ Stacy Holland

♦ Cassandra W. Jones♦ Robyn J. Murphy♦ Danielle Seward♦ Ellyn Jo Waller

♦ Chris Wiggins

Education Committee

Enon Tabernacle Baptist Church Town Hall Meeting

7/31/2019 Town Hall Report 3-5-21-12


1. Executive Summary………………………………………………….…. p. 5

2. Philadelphia Context…………………………………………………… p. 7♦ Overview of the School District of Philadelphia

♦ Challenges Facing the District♦ School District Reorganization Proposal

3. Town Hall Meeting Background Information………………………... p. 12♦ About the Organizers♦ Rationale for the Meeting♦ Goals for the Meeting♦ Attendees♦ Focus Areas♦ Structure and Procedures♦ General Tone of the Meeting

4. Prepared Remarks……………………………………………………… p. 17♦ SRC and SDP Officials♦ Community Members

5. Questions and Issues Raised During the Town Hall Meeting………... p. 23♦ Superintendent Search Process♦ SDP Funding, Costs, and Revenues♦ Teaching, Learning, and Student Needs♦ SRC/SDP Plan & Accountability and District Stability

6.

Summary of Strategies……………………………………………….…. p. 26♦ Community Organizing and Political Action♦ Parent Education, Organizing, and Involvement♦ Communication, Transparency, and Accountability♦ Partnerships/Collaboration

7. Recommendations for Action……………………………………………. p. 28

8. Next Steps………………………………………………………….……. p. 29

9. Appendices……………………………………………………………….. p. 30♦

Meeting Agenda♦ Questions Posed to SRC and SDP Officials♦ Children Achieving Reform Design: Ten-Point Strategy♦ Five Principles of Student-Weighted Funding

Table of Contents

7/31/2019 Town Hall Report 3-5-21-12


On May 8, 2012, the Enon Tabernacle Baptist Church hosted a Town Hall meeting to discuss thestate of education in Philadelphia. Called in response to the proposed changes in the SchoolDistrict of Philadelphia, the meeting was in keeping with Reverend Dr. Alyn E. Waller and EnonTabernacle’s long-standing commitment to the city’s public schools and expanding educationalopportunities for children in Philadelphia. The meeting aimed to (1) hear directly from the

School Reform Commission (SRC) and the School District of Philadelphia (SDP)leadership about the plan to reorganize public education in Philadelphia, and (2) discuss

the information heard in a small group format and offer collective suggestions on the SDP’s

proposed reorganization plan.

Among the nearly 3,000 people who attended the meeting, there were students, parents, teachers,community stakeholders, elected officials, SRC and SDP leaders, charter school operators, andthe President of the Philadelphia Federation of Teachers representing district teachers. ThePresident of Commonwealth Association of School Administrators, who represented district principals and transportation workers, participated in a phone interview and provided a writtenstatement. To ensure that every participant of the meeting was provided with ample opportunities

to voice their concerns and share their suggestions, the meeting was structured as an activesession. Immediately following the prepared statements by the SRC and SDP officials as well ascommunity representatives, the participants were invited to join small discussion groups. Therange of issues and questions raised by the meeting participants covered the following areas: the

state of Philadelphia’s public schools in September 2012; achievement networks and school

autonomy; strategies for recruitment of qualified school leaders in the context of

decentralization; support systems for new principals and teachers; disparities in school

resources; effects of school cuts implemented to date on students; superintendent search;

costs of educating students in Philadelphia; budget deficit and savings since January 2012;

sources of revenue for the SDP, costs of the implementation of the proposed reorganization

strategy, and negotiations with the unions.

During breakout sessions participants discussed a range of issues related to the School District of Philadelphia and the School Reform Commission’s plans as well as the future of the district. Thediverse group of community members expressed their concerns about the state of education inthe SDP, posed important questions, responded to the prepared remarks of the SDP and SRCofficials during the Town Hall meeting, and offered potential solutions to the challenges facingthe district.

This report compiled and analyzed these responses and found that the superintendent search

process and SDP cuts and financial issues were by far the most salient issues for thecommunity participants during the breakout sessions. Participants expressed concern thatsufficient qualified candidates from Philadelphia be considered and that the new superintendenthave education credentials and not simply business credentials. They sought more informationon the search criteria, the search process, the public’s role in the process, and about how theincoming superintendent would be held accountable. Participants were also very concerned aboutthe cuts to key programs and staff and how these cuts would impact the quality of schools andeducation students receive in the district. Issues of teaching and learning, school closings, andtransparency were also major sources of concern for the community members participating in the breakout sessions. Among the student-facilitated breakout sessions, the most important issues for

Executive Summary

7/31/2019 Town Hall Report 3-5-21-12


youth participants included cuts to school programs and staff and the lack of student voice indecisions related to their education in the SDP.

Participants also identified potential strategies for addressing some of the challenges facing thedistrict during the event. Our analysis of the proposed strategies found the most common

recommendations among the community participants were: community organizing andpolitical action; parent education, involvement, and organizing; communication;

transparency and accountability; and community partnerships.

Based on the rich discussions that took place during the Town Hall meeting and specificsuggestions from the participants, we outlined the following recommendations for action:

1. Schedule a public presentation of the report by the Boston Consulting Group;

2. Explain how earlier strategic plans (i.e., Imagine 2014, Children Achieving ) and

reports commissioned in years prior have been accounted for in the proposed

reorganization plan for the district;

3.

Consolidate the four plans currently being circulated among the public and presentone complete integrated District Reorganization Plan;

4. Re-calculate and share the per pupil costs that are reflective of the direct per pupil

costs for instruction;

5. Schedule public meetings with superintendent candidates; and

6. Demonstrate an inclusive and thorough school district reorganization planning

process.

7/31/2019 Town Hall Report 3-5-21-12


Overview of the School District of Philadelphia

General StatisticsThe School District of Philadelphia (SDP), the eighth largest school district in the nation,currently serves 146,090 students, a 37 percent decrease in the district’s public school studentenrollment over the past 12 years. This drop in the number of students served by the 249 district-

run schools can be largely attributed to the rapid growth of charter schools in the district. Thereare a total of 80 authorized charter schools that educate approximately 25 percent of students inthe district (see Fig. 1).

School Reform CommissionThe district underwent major changes in its governance system in late 2001. In response to the budgetary concerns and poor student performance, the state legislature passed Act 46, whichauthorized a state takeover of the School District of Philadelphia under certain conditions. InDecember 2001, the Commonwealth of Pennsylvania and the City of Philadelphia negotiated anagreement to share governance and oversight of the district between the city and theCommonwealth. The new governing body, the School Reform Commission (SRC), is a five-member body with three (3) members appointed by the Governor and two (2) membersappointed by the Mayor of Philadelphia. The SRC mandate is comprised of the duties andauthorities formerly possessed by the School Board of Education as well as additional powersassigned to it by the Commonwealth of Pennsylvania.

The SRC’s functions range from legislative and executive to adjudicatory. Its legislativefunctions include policy-making necessary for the organization and operation of Philadelphiaschools. The SRC may adopt, amend, and repeal policies. As an executive authority, the SRC

Philadelphia Context

Source: Pew report “Philadelphia’s Changing Schools and What Parents Want from Them”

Excerpt from the Pennsylvania School Code on the Authority and Powers of the School Reform

Commission:

The SRC shall establish and approve such schools as are required for the education of every student residing in

the School District of Philadelphia between the ages of six (6) and twenty-one (21) years who may attendschool; shall equip, furnish, operate and maintain district schools; shall adopt and enforce rules and regulationsfor the management of school affairs and the conduct and deportment of employees and students; and shall levytaxes as may be necessary, in addition to the annual state appropriation, for the exercise of aforesaid powers.

7/31/2019 Town Hall Report 3-5-21-12


appoints the Superintendent of the Philadelphia School District, who is charged with theenforcement of the SRC policies and other relevant regulations. In the occasion when thedecisions of the Superintendent violate SRC policies, the Commission has a right to alter or rescind such a decision. Finally, the SRC has the power to adjudicate any disputes within thedistrict over the matters that are within the SRC mandate.

Strategic Plans

Over the past 18 years, the School District of Philadelphia has experienced three differentsuperintendents and implemented three reform efforts. The last permanent Superintendentappointed prior to the State/City agreement was David Hornbeck (1994-2001), who launched amajor school reform effort entitled “Children Achieving,” focusing on standards, accountability,and decentralization. In 2001, prior to the appointment of the new school district administrator,SRC adopted the Diverse Provider Model under which the district hired Education ManagementOrganizations (EMOs) to operate individual schools within the district. The rationale was thatthese EMOs will “innovate by tailoring important decisions that directly impact studentachievement to a particular academic and social environment without suffering the consequences

of mandating those decisions across a large school district.”

1

In 2002, Paul Vallas, a former CEOof Chicago Public Schools, was appointed Chief Executive Officer (CEO). Vallas implemented asystemic instructional reform that consisted of a common core curriculum, frequent formativestudent assessments, and reorganization of the school system mainly into K-8 and 9-12 schools.In 2008, the SRC appointed Arlene Ackerman as the Philadelphia CEO/Superintendent.Ackerman, who previously served as a superintendent in Washington, DC and San Francisco,implemented a reform focused on the restructuring/turnaround of the low-performing schoolsand began work toward the equitable funding distribution also known as a weighted studentfunding (see Appendices).

1Medwick, Allan Joseph and Erica Greenberg. 2004. Philadelphia: Private Partners in Public Education. Paper presented at the Innovations in Education Conference.

7/31/2019 Town Hall Report 3-5-21-12


Table 1. Comparison of School Reform Plans Implemented by Former District Leaders

David Hornbeck Paul Vallas Arlene Ackerman

Title Children Achieving System of “managed instruction” Imagine 2014

Timeframe 1995-2000 2002-2007 2008-2011Theory of Action Provide Philadelphia teachers and

administrators with the following inorder to make sure that all students

reach the district’s high standards:♦ High academic standards;

♦ Strong incentives to focus their efforts and resources;

♦ More control over schoolresource allocations,organization, policies, and

programs;

♦ Adequate funding and resources;

♦ More hands-on leadership andhigh-quality support;

♦ Better coordination of resourcesand programs;

♦ Schools restructured to support

good teaching and encourageimprovement of practice;

♦ Rich professional developmentof their own choosing;

♦ Increased public understandingand support.

(see Appendices for a more detailedoutline of the Ten-Point Plan)

♦ Common core curriculum inthe four subject areas;

♦ Benchmark assessments every

6 weeks to test studentcommand of the materialtaught during a given time

period;

♦ New textbooks and materials;

♦ Extended math and readingclass periods in grades K-9;

♦ Electronic instructionalmanagement system providingdata on students, lesson plans,and curriculum for teachers;

♦ Mandatory student participation in the after-school and summer programs;

♦

Expansion of the preschoolservices;

♦ Creation of small-size highschools;

♦ Closing of ineffective middleschools and creation of the K-8, 9-12 school system.

♦ Increasing achievement andclosing the opportunity andachievement gap for all students

by− effectively managing teaching

and learning; defining the corecurriculum and performanceoutcomes for schools,

− providing effective schoolswith autonomy to decide howto spend the allocated budgetand how to best educatestudents

− launching the RenaissanceSchool turnaround initiative for low-performing schools;

♦ Ensuring the equitable allocation

of all district resources;♦ Holding all adults accountable for student outcomes;

♦ Establishment of ParentUniversity Initiative to train andengage parents, families, andcommunities with the schools anddecision making within the schooldistrict.

Outcomes Overall student achievement improvedas a result of the reform. Studiessuggest that it was the Teacher Professional Community that mostcontributed to the improvement of student achievement. The well-

implemented small learningcommunities contributed most to thecreation of good learning environmentsat schools2.

Student achievement scoressubstantially increased. The share of 5th and 8th grade students scoringProficient or Advanced on the PSSAin math increased by 26, in reading

by 11 percentage points among the

5th graders, and 25 percentage pointsamong the 8th graders. The scoresand dropout rates among the highschool student showed only modestimprovements3.

Overall, the students showed consistentgains on the standardized tests. Theallegations that 29 Philadelphia schoolscheated on the tests casts doubt onoverall effects of the reform efforts.

Challenges in

implementation of

the reform

♦ Conflict between the district andthe unions over the inclusion of student performance indicatorsinto teacher and principalevaluations;

♦ Insufficient funding for fullreform implementation;

♦ Conflict with the state over theschool funding disparities.

♦ Insufficient funding for fullreform implementation;

♦ Lack of a strongadministrative team toimplement reform at the highschool level.

♦ Fiscal management challenges;

♦ Senior staff turnover;

♦ Insufficient funding for fullreform implementation.

2 Tighe, Erin, Aubreay Wang, and Ellen Foley. 2002. An Analysis of the Effect of Children Achieving on StudentAchievement on Philadelphia Elementary Schools. Consortium for Policy Research in Education.3 Useem, Elizabeth. 2009. “Big City Superintendent as Powerful CEO: Paul Vallas in Philadelphia.” PeabodyJournal of Education, 84: 300-317.

7/31/2019 Town Hall Report 3-5-21-12


There are a number of similarities4 between the strategic plans discussed in Table 1 above and proposed plans for the reorganization of the school district. Therefore, it is imperative that wecarefully consider the lessons learned from the implementation of each of these strategic plansand understand the reasons that certain components of each plan yielded the desired outcomes,while others failed to do so. Additionally, we must consider the impact of each of the school

reform efforts on district-wide student gains and on school-based essential services, i.e., nurses,arts education, and music programs that remain major concerns for parents and communities.

Challenges Facing the School District

At present, the School District of Philadelphia is without an Executive Leader to serve as a voicefor the children and families of the city. A search committee convened by the School ReformCommission has interviewed approximately ten candidates. The CEO/superintendent is thesingle most important figure in a school district, especially in large urban districts likePhiladelphia. The CEO/superintendent is more than a mouthpiece for the hopes and dreams of thousands of children. A 2006 study by the Mid-continent Research for Education and Learningfound a statistically significant relationship between district leadership and student achievement

and a positive correlation between student achievement and executive leadership tenure. Yet asrealization grows of the critical importance of finding the right person, both the stability of the position and the supply of candidates nationwide is rapidly decreasing. According to a nationalstudy conducted by the American Association of School Administrators in 2010, the averagedistrict leader tenure is three and a half years. Moreover, approximately half of the 2,000superintendents surveyed in the study reported that they did not plan to remain in the positionthrough the year 2015. Philadelphia’s new school leader will need to meld his or her vision for the district within the realities of the district’s budget situation and also, at least in the earlygoing, within the boundaries of a proposed School Reorganization Plan.

The “true cost” of the School Reorganization Plan remains uncertain, as is the impact it will haveon the learning experiences students receive in classrooms. What is clear is the need to continueto ensure that all children have good teachers and all teachers get the support they need to besuccessful. Research is clear that outside the home, students benefit the most from high qualityinstruction and that these benefits are cumulative for students who have good teachers for severalyears. An important challenge, therefore, will be ensuring that good teachers and administratorsare recruited to work in the city’s schools, and that once hired, they get the coaching andmentoring they need to remain in the system.

4 Just take an example of Hornbeck’s decentralized cluster model: Hornbeck proposed to create 22 “clusters”consisting of elementary, middle, and high schools based on their feeder patterns. Within each cluster, schoolsformed small learning communities for planning, decision-making, and professional development. The district alsoredirected the funding to the clusters for professional development and programmatic purposes.

“The lack of well-prepared, high-performing teachers, especially in high-poverty areas, is

now recognized as the root cause of our lagging national performance and recalcitrant achievement gaps, and the only way to reverse the decline is to strategically recruit and

prepare, develop and manage teachers and principals so that a high-performing teacher is in

every one of our classrooms”1.

7/31/2019 Town Hall Report 3-5-21-12


Like many school systems, the School District of Philadelphia is faced with the challenge of doing more with less in a poor economy. However, in Philadelphia the problem is exacerbated by the fallout from inaccurate budget projections from prior fiscal years and the prospect of stagnant or declining revenue in future years. As a consequence, the uncertainty surrounding thedistrict’s financial position has teachers, parents, children, and community members concerned

about layoffs, the discontinuation of treasured programs, school closures, and the equitabledistribution of resources in neighborhoods and schools. There is a continuing concern that anarrow focus on deficit reduction will be at the expense of crucial programs and services. Thenew CEO/superintendent will need to move quickly to establish a strong working relationshipwith the School Reform Commission, meld his or her vision for the city’s schools within thecurrent reality of the fiscal situation, and broadcast a transparent and coherent message about hisor her educational priorities to stakeholders, including the school principals who will be chargedwith turning that vision into reality for all children.

School District Reorganization Proposal

Earlier this year the SRC contracted the Boston Consulting Group (BCG)5to help design a

School District Reorganization Plan. The proposed plan by the BCG resembles therecommendations (i.e., school closing, achievement networks) that the firm made in other schooldistricts across the country. The plan also primarily addresses the problem of fiscal deficit, whileits impact on student outcomes remains unclear. The plan advanced by the Chief RecoveryOfficer and Acting Superintendent Tom Knudsen includes the following propositions:

- Closing of 64 “persistently unsafe, low-performing”6 schools (40 schools will close inJune 2013, and six schools will close in each of the next four years).

- Downsizing the central office and outsourcing the governance over public schools toAchievement Networks7 and Charter Management Organizations. The school district, onthe other hand, will provide schools with a range of support services and monitor the performance of the Achievement Networks.

- Establish safer schools by training principals, teachers, counselors, and school staff onschool climate over the summer and by implementation of the Positive BehavioralInterventions and Supports in low-safety schools and engagement of most at-risk students.

- Design of a college and career-ready curriculum based on the PA Common Corestandards and Indicators for College and Career Success.

5 The contract for $1.4 million was paid for by the William Penn Foundation, which has as its mission to “improvequality of life in the Greater Philadelphia region through efforts that foster rich cultural expression, strengthenchildren's futures, and deepen connections to nature and community.”6 “A Blueprint for Transforming Philadelphia’s Public Schools: Safe, high-quality schools. Fiscal sustainability.”7 Achievement Networks are groups of 25 or more schools that will be formed according to the following criteria:each network must include schools with diverse characteristics in terms of their performance record, specialization(i.e., vocational schools, Renaissance Charter, etc.) and autonomy levels (full autonomy, support and intervention).Each Network will include at least one neighborhood high school, and elementary and middle schools based on thehigh school feeder patterns.

7/31/2019 Town Hall Report 3-5-21-12


About the Organizers

The Town Hall meeting was convened by the Enon Tabernacle Baptist Church, its Senior Pastor Reverend Dr. Alyn E. Waller, and the Education Committee, in response to the proposedreorganization of the School District of Philadelphia. The meeting on May 8, 2012, continued therich legacy of the Enon Tabernacle and Reverend Waller’s involvement with the community and

Philadelphia’s public education.

With its congregation comprised of the students attending district-run, charter, private, or parochial schools and their families, Enon Tabernacle is deeply committed to expandingeducational opportunities for its young members and children in the City of Philadelphia at large.During the past year alone, Enon served 2,516 young people through its 52 various ministries,including Youth Sports, Drummers for Christ, Youth Orchestra and Choir, and Ordered Steps,among others.

The history of Enon’s involvement with education is extensive. The most notable initiativesinclude the following:

♦ Anchoring Bright Children Early Learning Center. Founded through the Enon-Coulter

Community Development Corporation in response to the pronounced need in thecommunity for quality early childhood services, the Center seeks to promote thecognitive, physical, language, social, and emotional development of children between 2.5and 5 years of age.

♦ Full-time Music Teacher at the Martin Luther King High School . After the music program was eliminated in the high school due to the funding cuts experienced by theSDP, Enon offered to sponsor the salary and benefits for a full-time music teacher. Themusic program continues to thrive at the Martin Luther King High School.

♦ Reverend Waller serves as an Assistant Wrestling Coach at the Martin Luther King HighSchool.

♦ Renovation of the Germantown High School library. Enon has a long history of active

involvement with Germantown High School, thanks to the efforts of Reverend LeroiSimmons and the Germantown Clergy Initiative. When the request for library renovationwas presented to Reverend Waller, he led Enon’s fundraising efforts and volunteer recruitment initiatives to upgrade the library facilities. In addition to renovating thelibrary, Enon also purchased a computer lab for the high school to use.

♦ Scholarships and Academic Recognition. Enon operates a total of 62 scholarship programs for K-12 students, college, and graduate students. Students are awardedscholarships on the basis of their academic achievement and extracurricular involvement

Town Hall Meeting Background Information

About the Enon Tabernacle Baptist Church:

Founded in 1876, Enon Tabernacle Baptist Church is the oldest African-American Baptist Church in theGermantown neighborhood and the fifty-fifth oldest African-American church in the City of Philadelphia. TodayEnon Tabernacle has the largest congregation in the City, with membership exceeding 15,000 people.

In 1998, under the leadership of Reverend Waller Enon established the Enon-Coulter Community DevelopmentCorporation, which offers a broad range of educational and support services to children and families in thecommunity. Through the Community Reinvestment Ministry launched in 2004, Enon provides financial supportto the non-profits that effectively serve the greater Philadelphia community.

7/31/2019 Town Hall Report 3-5-21-12


(including involvement at the church). Enon also hosts annual Graduation Celebrations torecognize the accomplishments of high school and University graduates.

♦ Honor Roll program. Reverend Waller instituted the Pastor’s Honor Roll, whichrecognizes students who meet Enon’s established criteria on a quarterly basis.

♦ Afterschool and Saturday activities for youth. Enon operates a broad range of afterschool

and Saturday activities and academic support programs. Students are also offered tutoringin every subject free of charge.

Rationale for the Town Hall Meeting

The Education Committee of the Enon Tabernacle Baptist Church believes it is imperative thatschools open in September 2012 prepared and equipped to educate our children. Therefore, it isimportant to agree on how the district meets its fiscal goals without sacrificing the education anddevelopment of Philadelphia’s children.

The Town Hall meeting sought to solicit valuable input from a broad range of communitystakeholder to help design a plan that will allow for the decentralization of the SDP, but in a

thoughtful fashion. Additionally, based on the outcomes of the meeting, the EducationCommittee encourages the SRC and SDP to consider which parts of the three strategic plansimplemented by former Superintendents David Hornbeck, Paul Vallas, and Arlene Ackermanshould be preserved or integrated into the new proposed strategic plan.

Goals of the Meeting

Reverend Waller established a two-pronged purpose for the May 8 meeting:♦ to hear directly from the SRC and SDP leadership about the plan to reorganize public

education in Philadelphia; and♦ to discuss the information heard in smaller groups and offer collective suggestions on the

proposed reorganization plan.

Reverend Waller emphasized that the proposed restructuring of the school system is a criticalissue in our community. Further, he stressed that the Town Hall meeting, unlike SRC meetings,was designed as an “active session” where all interested community members participate inconstructive discussions around the reorganization plans, give feedback to the officials, andmake specific recommendations that will be presented to all the relevant authorities.

Attendees

Nearly 3,000 people attended the Town Hall meeting on May 8, 2012. Among them were:

♦ Parents whose children attend Philadelphia’s public and charter schools as well as parentshomeschooling their children;

♦ Community members concerned about the state of public education in Philadelphia;♦ Elected officials;♦ Representatives of the School District of Philadelphia and School Reform

Commissioners;♦ President of the Philadelphia Federation of Teachers;♦ Teachers and principals;♦ Charter school operators;

7/31/2019 Town Hall Report 3-5-21-12


♦ School administrators; and♦ Students.

Focus areas

In addition to seeking clarification of the various components within the proposed reorganization

plan, the Town Hall meeting sought to frame the discussion about the pending changes from astudent-centered perspective, evaluating the plans’ impact on students’ learning and academiclives in general. Therefore, the meeting focused on the following areas and questions:

♦ The state of public schools in September 2012: What will schools look like and how willthey be different from schools this year?

♦ Achievement Networks and school autonomy: How will these affect students’ academiclives?

♦ Strategies for recruitment of qualified school leaders (principals and assistant principals)in the context of decentralization.

♦ Support system for new principals and teachers: Who will serve as their mentors and

what will this mentorship look like, given the downsizing of the school district?♦ Disparities in school resources: How will parity in distribution of teacher talent,materials, and programs be guaranteed under the new reform strategy?

♦ Effects of school cuts implemented to date on students.♦ Superintendent search: update on the progress, timeline for making an offer, the ability of

the newly appointed Superintendent to amend the proposed plan.♦ Costs of educating students in Philadelphia: The gap between the “true cost” and the

proposed cost under the Chief Recovery Officer’s Reorganization Blueprint.♦ Update on the budget deficit and savings since January 2012.♦ Sources of revenue for the SDP.♦ Costs of the implementation of the proposed reorganization strategy and plans for

outsourcing of different components of this strategy.♦ Update on the negotiations with the unions.

Structure of the Meeting and Procedures

The Town Hall meeting began at 6:30 p.m. with a prayer, followed by an opening statementfrom Reverend Waller, prepared remarks by the SRC and SDP officials, and prepared responsesfrom the community members. The primary objective for the presentations by officials was toallow them to respond to the set of questions (see Appendices) about the superintendent search process, the school reorganization plans, and the effects of the proposed changes on students’lives.

Following the opening remarks, the meeting participants were invited to engage in the discussionabout the issues in breakout groups of 30-50 people. At the time of registration, each participantreceived a breakout room assignment and a 4x6 card that participants used to write their questions or comments about the proposed reorganization of the school district. These cards werecollected from the participants at the end of the breakout sessions; comments listed on them wererecorded along with the minutes of the small-group discussion. The feedback from communitymembers is presented in this report in an aggregate fashion.

7/31/2019 Town Hall Report 3-5-21-12


Each breakout room was assigned a facilitator to lead the discussion and a recorder to documentthe conversation. The responsibilities of the facilitators included the following:

♦ Create an atmosphere where each participant feels at ease expressing ideas and

responding to those of others.♦ Guide the discussion according to the ground rules but remain neutral.♦ Keep the group focused on the questions (this refers to the questions that SRC and SDP

officials responded to during their opening statements).♦ Monitor how well the participants are communicating with each other, i.e., who has

spoken and who has not, whose points have not yet received a fair hearing.♦ Avoid having anyone dominate the discussion; involve everyone.♦ Remember that the discussion is not a debate but a forum to engage ideas and provide

feedback.

Following the small-group discussions, participants reconvened for the closing statements.

Reverend Waller during his closing remarks described the meeting and the outcomes of themeeting as prophetic: “Prophetic means to critique the present ideology, to speak truth to power,and where power doesn’t know what to do, to offer a more imaginable social future.” He alsoemphasized in his statement that the school reorganization process will take years to implement;therefore, everyone invested in the public education in Philadelphia should remain engaged incommunity discussions.

General Tone of the Meeting“We cannot have missteps when it comes to our children

because when we mess up with our children we are messing up with our future.” ~ Reverend Dr. Alyn E. Waller, Senior Pastor

(during his Opening Remarks at the Town Hall meeting on May 8, 2012)

“Lord, we need your courage because our strength is not enough.

We need to be so strong that we will dare to tell our children to reach for the stars.” ~ Reverend Dr. D.W. Tatem, District Superintendent, East District

(during her Opening Prayer at the Town Hall Meeting on May 8, 2012)

From messages communicated during the outreach campaign, prayers and opening remarks that preceded the official statements, questions posed to the SDP and SRC officials, communitymember responses, and feedback from the audience, the Town Hall meeting communicated astrong sense of urgency about the issues at hand. Yet, the tone of the meeting remainedconstructive and respectful despite the highest stakes – students’ lives – involved in schoolreorganization.

Reverend Waller’s remarks clearly conveyed the expected nature of interactions among all of the participants: “We have not invited anyone to our house to attack them. We have invited them tolisten to them.” He called upon everyone in attendance “to hear, to talk, to be respectful, to love,to challenge, to critique, and to also stay vigilant.”

7/31/2019 Town Hall Report 3-5-21-12


Mutual respect was evident during the opening statements and also during the small groupdiscussions where facilitators skillfully ensured that every participant adhered to the establishedground rules:

♦ Everyone is encouraged to participate at his/her own comfort level.♦

Everyone is allowed to be heard, and no one person dominates the discussion.♦ All views are respected and everyone's input is valuable.♦ Disagreements are issue-focused and not personalized.♦ The identities of individuals sharing during the breakout sessions will remain

confidential.

7/31/2019 Town Hall Report 3-5-21-12


Mr. Pedro A. Ramos, Esq.

Chairman, School Reform Commission

Chairman Ramos was asked to respond to a set of questions regarding the superintendent search process. Mr. Ramos began by sharing his experience attending public schools in Philadelphia

and expressed his concern that the “school district’s current situation has only been worse in theearly 70s.” He discussed the SRC’s goal to restore stability to the district and its mission to provide students with a safe, high-quality education. He acknowledged that the SDP budget’s being $700 million out of balance made stability challenging, but said it was necessary not to cutthe schools anymore in this fiscal year. He noted that the SRC proposal is “just a proposal” and“a work in progress,” but stressed the need to “act with urgency” and “come up with a moreresponsive, more direct, more accountable way to serve our schools.”

Summary of Prepared Remarks on the Superintendent Search Process:

♦ Commissioner Wendell Pritchett is leading the search team and has provided theinformation shared at the Town Hall Meeting.

♦ Approximately 30 applications were received, over 80 candidates considered, andapproximately 10 candidates interviewed so far.

♦ The SRC hopes to have the public part of the process with finalists in June, make an offer and announcement in July, and have a new superintendent in place by September. Hestressed that they will continue the search if unable to find the right person for the schooldistrict.

♦ Although the SRC is looking for a school superintendent who will buy into the generalconcepts of the SRC plan, she or he will have the opportunity to develop theimplementation plan in the years to come.

Ms. Penny Nixon

Chief Academic Officer, School District of Philadelphia

Penny Nixon responded to a set of questions pertaining to the changes related to teaching andlearning that would take place within schools in the district in 2012.. Nixon made reference toher presentation before the City Council earlier that morning about the district’s state andreorganization plan. She stressed the need to “deliver the promise of public education to our children and families,” as it is “critical to for improving the life chances of many of our students.”

Prepared Remarks:

SRC and SDP Officials and Community Members

Select Participant Feedback on Mr. Ramos’ Prepared Remarks:

♦ Who is on the search committee? How will the community be included?♦ How were only 30 applications received and over 80 candidates considered? This does not

make sense.♦ Are we looking for an Executor of the SDP/SRC plan or a real visionary leader for the

district?♦ The September 2012 expected start date for a new superintendent is late and unacceptable.♦ The superintendent should be in place before any changes are made to the SDP.

7/31/2019 Town Hall Report 3-5-21-12


Summary of Prepared Remarks on Schools, Teaching, and Learning:

♦ The SDP is committed to sustaining the current school budget; the “programs that are in place today will also be the programs that are in place for September 2012.” The school budgets were shared at the City Council meeting earlier in the day.

♦ The piloting of an Achievement Network is “still in the discussion stages” and “we’rehere tonight to think about the how.”

♦ The idea of reorganization is about restructuring the central office to better support thework of teaching, learning, and leadership. No new central office positions are beingcreated. Reorganization involves the district laying out its academic priorities and makingit more responsive to schools.

♦ Schools will be placed in three categories:− Full autonomy schools: Schools that have had consistent leadership for the past

two years, have made AYP for the past two years, or made improvement on thedistrict’s school performance index (SPI).− Support schools: Schools that have not made AYP in consecutive years, or where

the principal has been assigned to the position over the past two years, or wherethere has been no improvement over the past two years.

− Intervention schools: Schools that have decreased in SPI or AYP.

♦ The district is committed to provide support to schools in need of improvement. What haschanged is this support will be more tailored to needs of that school and will be providedin collaboration with the school’s principal and leadership team. Autonomy focused onacademic achievement in the past but will now also focus on the needs of the leader.

♦ The district will use a “monitoring map” to see where its programs are and what studentsare being serviced in order to ensure that equity in and access to exist programs acrossthe city.

Mr. Tom Knudsen

Chief Recovery Officer & Acting Superintendent, School District of Philadelphia

Mr. Knudsen shared his prepared remarks pertaining to the district’s finances and budget.

Summary of Prepared Remarks on District Revenue and Expenses:

♦ The “Costing Out” Study determined that Philadelphia had a spending gap of $4,184 per student. Due to the complexity of the study, we do not have an updated version of thisspending gap today. The proposed plan is based on projections of revenues that will be

Select Participant Feedback on Ms. Nixon’s Prepared Remarks:

♦ How does the model of having 8 schools run by one principal work?♦ How will you maintain school safety with resources cut?♦ How will the plan of the “network” help to equalize resources for all schools and children

attending?

7/31/2019 Town Hall Report 3-5-21-12


available to the SDP from FY 12-13 to FY 16-17. When you count all revenue, includingfederal grants, the average per pupil revenue and expenditures are between $14,000 -$15,000.

♦ The resources in the budget are not sufficient to serve all needs as we would like, but it is

the district’s duty ”to figure out how to do the best we can with the resources we have.”

♦ “The shortfall was about $700 million last fall. It was down to about $70 million inJanuary, and I brought it down to around $25 million right now. We’re working onclosing that gap. And here’s how we’re going to close it: The taxpayers of Philadelphiaowe this district about $250 million. So you’re going to hear a lot from me in the nextfew weeks as we reach out into the community and say please pay your bill. It’s going tohelp the kids get an education next year.”

♦ “The general picture is that our revenues are effectively flat.” The school district does nothave the authority to raise its own revenues. All local revenues—except the additional

$94 million being requested from City Council—are confirmed for FY13-14. We’relooking at cap on revenues but costs are rising.

♦ If we achieve cost savings and receive the $94 million, we will still have a $218 millionshortfall in FY12-13. “In truth, in FY 2013 we will finance a lot of that deficit.” Rightnow we have general funding to make sure each school has adequate funds. However, we plan to have our revenues match our expenses by FY 13-14.

♦ The deficit cannot get solved without “savings from closing schools and doingoperational functions more efficiently, savings from labor costs, savings from charter costs, and new revenues.”

♦ There is no funding in the budget for consulting companies to implement parts of the plan. All the work consulting firms have done to date has been paid for by philanthropicdonations. We expect to continue to work with Boston Consulting Group (BCG) but willfundraise separately for their services.

SSelect Participant Feedback on Mr. Knudsen’s Prepared Remarks

♦ “We were offended by the remark that we need to pay our bills – we do pay our bills and we

don’t get the quality when we do as we are asked.”♦ What will be done about unpaid real estate taxes? What steps will be taken to collect?

What percentage of the collected taxes will be earmarked for the schools?

♦ If fundraising pays for the BCG, then what is the motivation of the donors? If you are fundraising for consulting groups, why not for schools?

♦ Is there a plan in place to petition the Governor for more money?

7/31/2019 Town Hall Report 3-5-21-12


Community Prepared Responses

Joi Grant, 10th Grade Student, Bodine High School Helen Gym, Co-Founder, Parents United for Public Education Dr. Wanda Brooks, Associate Professor, Literacy Education, Temple University

Before the Town Hall Meeting, participants went into breakout rooms to discuss the issuesfacing the SDP and the prepared remarks of the SRC and SDP representatives, three communitymembers delivered prepared remarks.

Joi Grant offered a student perspective and emphasized the need for students to have a voice inthe decisions related to their education. She raised many concerns:

♦ “How will my peers and I succeed educationally with all the cuts going on, such asstudents not being able to go to summer school, no co-curricular activities during school,no extra-curricular activities after school, and fewer teaching and administration

positions?”

♦ “Is our school district becoming a business? Where’s all the money going? Do they haveour best interests at heart?”

♦ “I don’t believe that it is fair that things are being done in the school district that students,our parents, and our families do not know about.”

Helen Gym provided a parent and community perspective and challenged participants toremember that many of the current solutions are similar to previous solutions that did not havemuch success. Gym raised important concerns about the disconnect between the language of parents and the language of the district administrators, the need for stability, and the money spenton poor solutions to the district’s problems.

♦ “When we talk about achievement networks, portfolio services, management contracts;that’s not our language. They’re not speaking to me as a parent.”

♦ “At one point Germantown High school had 9 principals in 10 years. At South PhillyHigh where I did work, there were 5 principals in 6 years. My seventh grade son wouldhave lived through 5 superintendents.”

♦ Ten years ago we paid $2.4 million to Edison Schools, Inc. to give us a study to tell uswhat was wrong. Now, we bought ourselves another $1.4 million study to tell us what iswrong with our schools. But what have these solutions brought us?

Dr. Wanda Brooks provided further perspective as a teacher educator and former middle schoolteacher. She discussed the challenges facing teachers in the district as they respond to theacademic and emotional needs of the wide range of students in their classes.

7/31/2019 Town Hall Report 3-5-21-12


♦ “Sometimes we are given grand proposals, grand ideas about what we should do, and welose the centrality of what teachers do every day in classrooms”

♦ “How do these proposals address the nitty-gritty complex needs that the teachers have?”

The Pennsylvania Federation of Teachers (PFT) also provided feedback on the SRC’s plan provided in written form. The PFT expressed their disapproval of the plan and their concern thatit is “the most serious threat to public education that students, educators, parents, support staff,and the entire city have ever faced.”

• “There is no evidence that the SRC’s plan to create so-called Achievement Networks,managed by outside entities, which will cause an enormous shakeup and reorganization,will improve student achievement or give students access to the educational opportunitiesthey deserve.”

• “The chaos and disruption that will be caused with the SRC’s plan to close 40 schools in

one year and 6 schools per year until the year 2017 is cause for great concern.”

• “Although the SRC claims that it has had ongoing discussions with the PhiladelphiaFederation of Teachers, this is not the case. The Federation was informed of the plan theday before the SRC made it public.”

Robert McGrogan, President of Teamsters Local 502, Commonwealth Association of

School Administrators, could not be present at the meeting, but responded in written form.

Noting that principals are “furious with the public announcements related to how Achievement Networks are to operate,” and are asking questions that have yet to be answered, Mr. McGroganis in the process of setting up a meeting with Pedro Ramos and groups of principals to “deal withthe disconnect that exists between the declarations versus the work of the subcommittees.”

He points out that schools have already submitted budgets and school improvement plans with anexpectation of a certain level of autonomy. Those budgets, he notes, barely cover their owncurrent needs in human and material resources; to ask them to share what they have within anetwork is unrealistic. “The district has provided schools less than they need so they are tellingus we need to rely on one another. I learned at a young age that when there isn't enough meat for everyone, we are going to have soup for dinner.”

Mr. Grogan’s membership includes not only principals and assistant principals, but the police

lieutenants and sergeants responsible for safety. He contends one issue is that “the public doesn’tsee them, so their contribution to the learning environment isn’t always appreciated. This is thesame for some people in procurement, food services, and other critical positions. The district hasdecided the classroom is the essential area-where teaching and learning take place--so any other area of service is non-essential.” This includes transportation, too, and he contends the currentmethods used to get students to and from school are less efficient and more costly than others because 2/3 of the transportation is done by cab companies and/or has been outsourced tocontractors.

7/31/2019 Town Hall Report 3-5-21-12


In his written statement, Mr. McGrogan brought to light serious questions about the wayRequests for Proposals (RFPs) for transportation are handled, and the money spent for hiringexperts and consultants to assess the situation at a time when cost-cutting measures are beinginstated. “Everyone is making money telling us what we need to cut in order to save money.”

Mr. McGrogan maintains that “all of us need to remain student centered…and not lose sight of the fact that 100 percent of the children we serve come from the lower and middle economicclasses. This war that is being waged against them is also an attack on workers. There isn’t one public sector worker that is part of the 1 percent.”

~Word Cloud of Enon Tabernacle’s Town HallMeeting Breakout Session Discussions

7/31/2019 Town Hall Report 3-5-21-12


During breakout sessions participants discussed a range of issues related to the SDP and SRC’s plans and the future of the district. Participants expressed their concerns about the state of education in the SDP, posed important questions, responded to the prepared remarks of the SDPand SRC officials during the Town Hall meeting, and offered potential solutions to the

challenges facing the district. The following lists highlight the most frequently discussed issuesfrom the breakout sessions.

Table 3. Ranking of Issues Discussed (by frequency)

1. Superintendent Search Process 6. SRC/SDP Plan & Accountability

2. SDP Funding, Costs, and Revenue 7. Stability in the SDP

3. Teaching, Learning, and Student Needs 8. Achievement Networks

4. School Closings 9. Charter Schools

5. Transparency, Communication, & Input

The top two most-discussed issues—the superintendent search process and SDP cuts andfinancial issues—received the bulk of the attention during the breakout sessions. Issues of teaching and learning, school closings, and transparency were also major sources of concern for the community members participating in the breakout sessions.

Superintendent Search Process: Community members were most concerned about who would be selected as the new superintendent, how the new superintendent would be selected, and howthe superintendent would be held accountable after hired. They stressed the importance of

Questions and Issues Raised During the Town Hall Meeting

(based on the discussions in the breakout sessions)

7/31/2019 Town Hall Report 3-5-21-12


engaging the community (parents, students, principals, and teachers) in the selection process,choosing someone from Philadelphia, with experience in education and passion for children.

Main questions and comments:

♦ What are the selection criteria for the superintendent search process?−

Are you looking for a passionate educator or just a business person?− Will the person be a visionary leader or someone willing to execute the plan?− What are the expected salary and contract details for the new superintendent?

♦ Who is making the hiring decisions and what role will the public play in the process?− What role do the Mayor and Governor have in the decision?

♦ Will the list of top candidates be made public?− What percentage of candidates considered are from Philadelphia?

♦ What will the superintendent’s role be under a decentralized system, and how will the person be held accountable?

SDP Funding, Costs, and Revenue: A common concern in both the breakout sessions for community members and the designated breakout session for youth participants was how thecuts to programs (arts, music, sports, after-school activities) and staff would affect the quality of education and schools in the district. Participants raised questions about safety, physical health,and mental/emotional health in schools as relevant staff members (security staff, nurses, specialneeds teachers) are cut. Many voiced their frustration that more money is spent per inmate in prisons than invested per student in Philadelphia and wondered how to generate more revenueand provide equitable resources for students.

7/31/2019 Town Hall Report 3-5-21-12



♦ If the school district is operating at bare bones now, how will we meet the needs of thechildren or meet goals with these cuts?

♦ How can the extracurricular programs like music, arts, sports, etc. be re-instituted?♦ How is more revenue going to be raised? What can be done to bring more money from

the state of PA?♦ How much does it actually cost to get students to reach established standards?♦ How will the plan of the “network” help to equalize resources for all schools and children

attending?

Teaching, Learning, and Student Needs: Participants wanted to know how the SRC/SDP planwould ensure quality teachers and administrators for students in the district and a curriculum thatwould adequately prepare students for life success. There was much concern about how specialneeds students would be supported given all of the proposed changes to the SDP.


♦ How do we ensure that our children have motivated and effective teachers? Is there a plan to purge bad teachers?

♦ How are teachers being supported?♦ How can we retain our effective teachers and administrators?♦ Will teachers have the opportunity to be creative with curriculum instead of ”drill and

kill”?♦ What is being done to help children with special needs?

SRC/SDP Plan & Accountability and District Stability: In breakout sessions for communitymembers and youth participants, a common theme was the need for more input in decisions pertaining to the SDP. In order for this to be possible, the participants stressed the need for moretransparency and better communication. Participants felt that the SDP and SRC officials need tocommunicate in plain language about changes in the district and the budget. They want access tomore information about all of the proposed changes and want to know that their opinion isrespected in the process.


♦ What are the schools that will be closing and the timeframe in which they will close?♦ Where are the kids going to go when the schools close? Have you considered the

negative impact on our children?♦ What is the plan for the empty buildings?♦ Who holds the SRC accountable? How can commissioners be removed? How are they

selected?♦ What is the evidence and research that supports the SRC’s plan?♦ How were community members or teachers consulted in developing the plan?♦ How will the schools in the Achievement Network be assembled?♦ How is the Achievement Network supposed to work? What evidence supports this plan?♦ What in the plan addresses stability of the system, educational experience of the children?

7/31/2019 Town Hall Report 3-5-21-12


Community Organizing and Political Action:

♦ Organizing the church (and broader) community to put pressure on the state and local

governments to allocate more funds for public education.− One participant indicated that she was informed by a state elected official that

“there is money in Harrisburg; we simply need to demand that it be used for public education.”

♦ Organizing an email or letter writing campaign to let elected officials know our desirethat additional funds be dedicated to public education, and then hold politiciansaccountable at the polls.

− Continue to ask the State for money – disproportionate distribution of funds

♦ Holding administrators and elected officials accountable:−

“We’re taxpayers, we vote, we need to tell the SRC what we want. We need tobe united.”

Parent Education, Organizing, and Involvement:

♦ Utilize parent associations and the larger community to raise money to keep arts andmusic in the schools.

− A participant offered the Jenks School as an example of strong parental support.

♦ Create a PAC to advocate for school issues.

♦ Parent involvement− There is a compelling need to change the mindset of parents and guardians to

become more involved in the education process and demand more funding for our school district.

− There would be a strong decrease in bullying if we had a “parent volunteer” ineach classroom.

A call should go out to anyone who can meet the criteria, especially people needing welfare-to-work jobs.

♦ Parenting classes are truly needed because teachers cannot do it all.

Summary of Strategies

“When will we march for our children down to City Hall and Harrisburg?”

“It takes a village to raise a child, but far too much weight is placed and left on

teachers and schools. How can we approach and engage parents to be more of

a viable contributin orce in their child’s education?”

7/31/2019 Town Hall Report 3-5-21-12


Communication, Transparency, Accountability:

♦ More forms of communication with parents (texts, tweets, emails, websites, etc.)−

Notice of meetings needs to be sent early, with meetings held at times when parentscan attend.

♦ There should be a glossary of terms available for lay people, and the language on thewebsite, including the progress section of each school, should be reader-friendly.

♦ Open SRC proposal for public comment and take comments seriously.

♦ Give the public a say in how the Superintendents contract and severance package areworded.

♦ Show the public clearly how money is being spent in the SDP.

Partnerships/Collaboration:

♦ More collaboration with higher education, community artists, museums, theaters, andhospitals is needed to help empower and support our children in schools.

♦ More faith-based, non-profit, and community partnerships are needed.

“Why is there such a system of untruths?”

7/31/2019 Town Hall Report 3-5-21-12


1. Boston Consulting Group Public Presentation:

♦ Schedule a public presentation from the Boston Consulting Group (BCG) prior tothe May 31, 2012, SCR budget adoption vote to share the work done for theSchool District of Philadelphia.

♦ Release the BCG report to the general public prior to the presentation.

2. Build on the Earlier Strategic Plans and Analytical Reports Developed by the

District

♦ Explain how the lessons learned from the implementation of the reforms proposed by the last three School District leaders were accounted for in the design of the proposed reorganization plan.

♦ Explain how the Convectus Report, The Grant Thornton Report, and the FacilitiesMaster Plan informed the reorganization plan for the District.

3. Present One Complete School District Reorganization Plan:

♦ There are four plans being presented to the public: The Chief Academic Officer’s

Reorganization Plan, The Chief Recovery Officer’s Blueprint, The Career andTechnical Education Plan, and Intermediate Unit Plan.♦ Present one integrated plan that will be used to guide the work of the School

District of Philadelphia for the 2012-2013 school year, with a timeline for implementation, projected costs, revenues, and accountability measures to ensuresuccess for all students.

4. Re-Calculate and Present Per Pupil Costs That are More Reflective of the Direct

Per Pupil Costs of Instruction

♦ Provide the average per pupil costs by the major categories of students (i.e., ES,AS, MDLS, Elementary, Middle, High School).

♦ Take out debt service, operation costs, and any other expenses that are unrelatedto direct instruction from the per student calculation formula, and present this newfigure to the public through the District’s website and other relevant media.

5. Public Meetings with Superintendent Candidates

♦ Schedule a minimum of two sessions with the public to engage the top threefinalists for the Superintendent’s position prior to making an offer.

6. Inclusive and Thorough School District Reorganization Planning Process

♦ In order to facilitate an inclusive planning process to reorganize the District thatwould result in recommendations that could be efficiently implemented andeffective for students, the School District of Philadelphia and School ReformCommission should adopt a process to include significant advance planning onthe specific strategies and tasks needed to accomplish the vision of reorganizingthe school district.

♦ Ensure that such planning includes development of a clear communication planand identification of possible risk and contingency factors that might work againstthe success of the reorganization.

Recommendations for Action

7/31/2019 Town Hall Report 3-5-21-12


The primary goal of this report is to allow for the voices of community members – parents,students, and concerned citizens – to be heard by the decision makers at the levels of thePhiladelphia School District, Philadelphia City Council, and Pennsylvania legislature.Additionally, we expect that this report will draw the national attention to the issues facing thePhiladelphia school system today. Thus, we intend to use this report widely to advocate for the

children of Philadelphia, their education and future.

Specifically, we will present this report to the following entities:♦ Editorial Boards of the Philadelphia Inquirer and the Philadelphia Tribune ♦ 900AM WURD radio♦ Philadelphia Delegation of the Pennsylvania Senate and House♦ School Reform Commission and leadership of the School District of Philadelphia♦ Philadelphia City Council and Pennsylvania State Leadership♦ State Appropriation and Education Chairs, both in the House and Senate

We will also make formal comments based on the recommendations made during the Town Hall

meeting at the May meeting of the School Reform Commission and during the forthcoming SDPCity Council hearings.

Next Steps

7/31/2019 Town Hall Report 3-5-21-12


Appendices

AGENDA

Enon Tabernacle Baptist Church Town Hall Meeting

Tuesday, May 8, 2012

6:30 pm – 9:15 pm

6:15 pm Praise and Worship

6:30 pm Scripture – Rev. Jerome Glover – Pastor of Discipleship,Enon Tabernacle Baptist Church

6:35 pm Prayer – Rev. Dr. D.W. Tatem – District Superintendent, East District,Eastern Pennsylvania Conference, United Methodist Church

6:40 pm Welcome, Introduction of Guests – Dr. Ellyn Jo Waller,First Lady and Member of Education Committee,

Enon Tabernacle Baptist Church

6:45 pm Purpose and Goals – Rev. Dr. Alyn E. Waller,Senior Pastor, Enon Tabernacle Baptist Church

7:00 pm Pedro A. Ramos, EsquireChairman, School Reform Commission

7:10 pm Penny Nixon, Chief Academic Officer School District of Philadelphia

7:20 pm Tom Knudsen, Chief Recovery Officer & Acting Superintendent

School District of Philadelphia

7:30 pm Joi Grant, 10th Grade Student, Bodine High School

7:33 pm Helen Gym, Co-Founder, Parents United for Public Education

7:36 pm Dr. Wanda Brooks, Associate Professor, Literacy Education,Temple University

7:40 pm Breakout Room Directions – Danielle Seward, Brenda R. HewittEnon Tabernacle Baptist Church

7:50 pm Facilitated Discussions in Breakout Rooms

8:50 pm Reassemble in the Sanctuary

8:55 pm Next Steps – Rev. Dr. Alyn E. Waller

9:15 pm Prayer and Adjourn

7/31/2019 Town Hall Report 3-5-21-12


Questions Posed to the SRC and SDP Officials

Questions for SRC Chairman Pedro Ramos on Superintendent Search

♦ How many applications were received?♦ How many candidates were interviewed?♦

Is the SRC on track to make an offer to a candidate by May 15, 2012?♦ Is it still the intention of the SRC to have the new superintendent in place by July 1,

2012?♦ As the true leader of the SDP, how much flexibility will the new superintendent have to

revise, add and/or delete the strategies that have already been identified by the SRC andSDP?

Questions for SDP Chief Recovery Officer and Acting Superintendent Tom Khudsen on the

Proposed School Reorganization Plan

♦ In 2008, the Commonwealth released a “Costing-Out Study,” quantifying the per studentcost, by district, of educating students to PA’s academic standards. Philadelphia had a

$5,000 gap per student. Have you identified the “true cost” of educating Philadelphia’sstudents under your proposed plan?♦ What is the gap between the “true cost” and the proposed spending under your plan?♦ Sometimes the deficit appears to be a moving target. What is the actual deficit as of

Friday, May 4, 2012? How much has the SDP saved since January 1, 2012?♦ What are the SDP’s confirmed revenue sources for FY 13-14?♦ What are the dollars needed to implement your proposed plan? Based on confirmed

revenue, how much of your plan do you expect to implement in FY 12-13? FY 13-14?What is the shortfall?

♦ Is “weighted student funding” still a major strategy for the SDP?♦ What is the plan to raise the revenue needed to educate each child in a safe, clean, orderly

environment?♦ What are the non-negotiable items in your plan that must be funded?♦ What are the high priority strategies that must be funded?♦ Is there funding in the FY 12-13 or 13-14 budget to hire management companies to

implement any part of your proposed plan? Is there a plan to outsource and /or privatizeany services currently being provided by SDP union workers?

♦ What involvement have you had with unions to gain their support for your proposed plan? What involvement have you had with charter school operators to gain their supportfor your proposed plans?

♦ Philadelphia is in Intermediary Unit (IU) 26. Does your plan propose a differentrelationship with IU 26?

♦ Will the SDP pilot an Achievement Network? If yes, please identify the schools that will be in the network. How were the schools selected?

Questions for SDP Chief Academic Officer on the Proposed School Reorganization Plan

♦ What will schools look like for students Pre-K-12 in September 2012?♦ What, if anything, will be different for all or some schools in September 2012?

7/31/2019 Town Hall Report 3-5-21-12


♦ Will the SDP pilot an Achievement Network? If yes, please identify the schools that will be in the network. How were the schools selected? Explain autonomy and how it willmake a difference in a student’s life, beginning September 2012.

♦ The SDP has lost many experienced administrators over the past several years. How areyou recruiting and training a sufficient number of principals and assistant principals to

lead and manage schools under the proposed autonomy model? With the elimination of many central office positions, who mentors and monitors principals? Who will mentor and monitor new teachers? Are new positions being created? Is this mentoring function being outsourced?

♦ The SDP has a history of spending more resources on some students and schools thanothers. How will you guarantee students and parents that there will be equity in thedistribution of teacher talent, materials, and programs across the district under decentralization?

♦ How have the cuts implemented to date impacted students?

7/31/2019 Town Hall Report 3-5-21-12


Children Achieving Reform Design: Ten-Point Strategy8

Summarized from School District of Philadelphia, Children Achieving: Action Design 1995–1999, February 6, 1995

(School District of Philadelphia, 1995).

1. High Expectations

♦ Develop opportunity-to-learn standards.− Ensure schools provide an environment that is safe and conducive to learning.− Ensure schools treat students as active learners.− Redesign schedules, curricula, instructional strategies, and assessments to give all

students the time they need to meet the academic standards.− Integrate academic and career preparation rather than a two-tiered system of college-

bound and career-bound.− Have adequate, diverse, high-quality staff.− Have parental and community supports, access to needed health and social services,

and preschool availability.− Offer appropriate school and grade-level organization with challenging content.− Distribute resources at the school level equitably and adequately.− Develop a flexible culture at all levels.− Create a central Office of Equity Assurance.

2. Performance-Driven

♦ Implement a system of performance-based assessment aligned with established standards.♦ Develop valid assessments for ESOL students.♦ Design an accountability system that links student achievement to staff evaluations.♦ Establish a central Office of Standards, Assessment, and Accountability.♦ Provide incentives to students by improving access to jobs and college.

3. Local Decision Making

♦ Organize schools into small learning communities of 200 to 500 students.♦ Establish school councils with governance over schoolwide policies and resources.♦ Reorganize schools into feeder patterns, with 22 clusters.♦ Cluster funding.♦ Cluster leader.♦ Cluster council.♦ Teaching and learning network.♦ Family resource network.♦ K–12 articulation.♦ Re-allocation of services and personnel.♦ Restructure central office to be responsive to clusters, schools, and small learning

communities.♦ Allocate decisions about resources to schools.

8

Wong, Kenneth K. and Gail L. Sunderman. 2000. “Implementing Districtwide Reform in Schools WithTitle I Schoolwide Programs: The First 2 Years of Children Achieving in Philadelphia.” Journal of Education for Students Placed at Risk, 5(4): 355-381

7/31/2019 Town Hall Report 3-5-21-12


♦ Develop a system of client-centered services and supports, including the establishment of three service centers: Instructional Program Support Center, Information Managementand Technology Support Service Center, and Administrative Support Center.

4. Professional Development

♦ The goal of professional development will be to enable every teacher, administrator, andstaff member to develop the knowledge, skills, and behavior required to create learningsettings that enable all students to demonstrate high levels of achievement. (p. IV–1)

♦ Provide resources in terms of time and money.♦ Provide effective mechanisms for universal assessment of professional development

resources:− Establish a Teaching and Learning Network.− Establish a central Office of Professional Development.− Establish an initiative to encourage teachers to pursue certification from the National

Board of Professional Teaching Standards.♦ Provide specific professional development opportunities targeted to identified needs for

action:− Training in effective teaching and child development for new kindergarten teachers.− Training for new teachers.− Planning support for small learning communities; training for professional

development leaders in the Teaching and Learning Network, School Councils, andcluster leaders (training provided by the Office of Professional Development and partner organizations).

5. Readiness for School

♦ Provide full-day kindergarten.♦ Design a Children and Family Authority with the Departments of Health and Human

Services.♦ Transfer programs and services to Children and Family Authority.

6. Community Services and Support

♦ Link students and families with health and social service supports.− Each school must provide adequate nursing services.− Each school should build on their capacity to link children with services and follow-

up, and provide family support and parent education programs.− Establish a Family Resource Network at the cluster level to provide linkage, support,

outreach, and access to services.♦ Link schools with at least one community-based organization by 1999.♦ Develop and sustain a 10,000 volunteer campaign.

− Family Resource Network with support from Office of Professional Development andthe Office of Equity Assurance will train school staff in how to use and trainvolunteers.

♦ Conduct a campaign to prevent first pregnancies and insure access to health and socialservices for pregnant students.

♦ Ensure a school climate that is safe and conducive to student learning.

7/31/2019 Town Hall Report 3-5-21-12


7. Technology and Instructional Materials

♦ Provide all schools with resources and support to introduce technology into theclassroom, with a goal of one computer for every student (i.e., develop a districtwidetechnology plan).

♦ Transform school libraries into technology resource centers.♦

Consolidate the district’s technology infrastructure into the Information Management andTechnology Support Service Center.♦ Review district capital and operating expenditures to support technology and develop a 5-

year budget.

8. Public Engagement

♦ Listen to and communicate with the community.♦ Develop a report card to measure district performance (accountability measure).♦ Support the Alliance for Public School Advocates.♦ Build capacity of the whole system to be better ambassadors for high-quality education.

9.

Resources ♦ Increase efficiency and effectiveness in key non-instructional areas.♦ Investigate alternative financing opportunities.♦ Make optimal use of existing space and plan strategically for future space requirements.♦ Use all available resources.♦ Augment district’s operating budget with private resources.♦ Pursue equity and adequacy of federal, state, and city funds.♦ Redesign teaching and learning so that who, how, where, and when are viewed as the

variables and student achievement remains the constant.

10. Comprehensive and Integrated

♦ “The Children Achieving agenda is not a “pick and choose menu.” We must approach thechallenge of education reform in a comprehensive and integrated way. If one or morefeatures of the whole agenda are not implemented, its power to yield high achievement by all students will be significantly diminished.” (p. X–1)

7/31/2019 Town Hall Report 3-5-21-12

http://slidepdf.com/reader/full/town-hall-report-3-5-21-12 36/36

Five Principles of Student Weighted Funding

(from Fund the Child, Tackling Inequity & Antiquity in School FinanceThomas B. Fordham Institute, June 2006)

♦ Funding should follow the child on a per-student basis, to the public school that he/she

attends.♦ Per-student funding should vary according to a child’s need and other relevant

circumstances.♦ The funds should arrive at the school as real dollars (i.e., not teaching positions, ratios, or

staffing norms) that can be spent flexibly, with accountability gauged by results, notinputs, programs, or activities.

♦ These principles for allocating money to schools should apply to all levels (e.g., federalfunds going to states, state funds going to districts, districts to schools).

♦ All funding systems should be simplified and made transparent.

Town Hall Report 3-5-21-12

Documents

Transcript of Town Hall Report 3-5-21-12