A Few Thoughts Following Yesterday's BESE Meeting

This was our third Zoom/remote public meeting since the Governor's emergency declaration in response to the coronavirus pandemic.

Meetings are shorter and have fewer presentations. Admittedly, agendae have been abbreviated and this meeting covered considerably more content than the first one in March.  

While in and of itself this is not a remarkable accomplishment, it is remarkable to see just how quickly the Board can get through a lot of detail in two hours, instead of five or six. I'm grateful that we can get into the heart of the discussion, or to what's essential, in an efficient manner.

It's been wonderful hearing directly from so many diverse students, parents, and teachers from across the state. They bring a much-needed perspective to Public Comment, voices that aren't heard at most regular meetings in Malden. I'm grateful to Chair Craven for acknowledging that in our meetings, too. And I hope the 'new normal' will continue to have people Zoom-in for Public Comment.

The most frequent comment heard yesterday (and at last month's meeting, too) concerned educational equity (that it doesn't exist), along with advocacy for use of adaptive assessments and for the elimination of age-based classrooms.

As others have noted, CoVid has shone a spotlight on inequities that existed long before this pandemic, ability to access remote learning among them.

More than 10% of students in our public schools are English Learners (ELs) -- 10.8%, or 102,861, according to Commissioner Riley's testimony to the Joint Committee on Education. What's more, he said, "they also have one of the widest achievement and opportunity gaps in the state". 

Remote learning poses particular challenges for them, as was also noted by Takeru Naguyoshi ("TK"). TK is Massachusetts' 2020 Teacher of the Year. He teaches 11th and 12th grade AP Literature in New Bedford where 1/3 of students are ELs. He raised three key questions for the Board and DESE:

1. How to support internet access and tech literacy?
2. How to address (missing) attendance and engagement and the skills gap in remote settings?
3. How will we balance concern for equity with (lagging) motivation? He noted that students question why they should put in their best efforts for a pass/fail grade?

Commissioner Riley referred to a letter addressing Remote Learning Expectations that was sent to families on May 8, 2020. Yesterday, he announced that summer guidance is coming soon and fall guidance is coming in mid-June. He has tasked Anne Gilligan, DESE's Safe and Healthy Schools Coordinator, and Ventura Rodriquez, Senior Associate Commissioner for Strategic Initiatives, to co-chair the Return to School Working Group (RTSWG). RTSWG includes students, parents, teachers,  School Committees, School Superintendents, Facilities Administrators, School Nurses, School Counselors, School Transportation Operators, School Business Officials, Fire Chiefs, Public & Private Schools, Emergency Management.

As I noted earlier today on Facebook, they seem to have all the bases covered, considerably better than the Governor, who neglected to include essential representation from everyday workers on his advisory task force.

But, I digress.

The very thought of physically returning to school classrooms for instruction THIS FALL fills me with so much concern--for the health and safety of students, staff, and families; for the gaps in educational equity; for the need to realize realistic expectations (and how to reset them?); and coordination up, down, and sideways for everything that will be needed in schools and communities for at least the next year.

There's a place to provide comments to RTSWG, along with a list of its members, at this link on DESE's website: http://www.doe.mass.edu/covid19/return-to-school-workgroup.html)

So much I'm not covering here: like the emotional toll on everyone across the system; addressing the trauma; continued support for mental health services and access to food. These should remain among our highest priorities.

Senior Associate Commissioner/CFO Bill Bell updated the Board on the education budget matters before us. Right now, CARES Act (federal) funding is the "most concrete bit of funding" and some districts will utilize it this year and next (available through September 30, 2022). 

Pair that with, "It's tough to budget at the municipal level without state funding" (understatement of the year) and you have a real, dramatic sense of the funding challenges before us. 

Bell further noted that the Governor's budget, introduced back in January ("pre-pandemic") is in the Legislature's hands.

I'm very concerned about potential austerity budgeting. We've been here before. We know that the way to grow revenue is to invest. While the Commissioner gave testimony at the Joint Committee on Education's oversight hearing on Wednesday, May 13 (copy of his testimony may be found HERE, video of the hearing, HERE), those at our meeting said that they haven't participated in any behind the scenes conversations when I asked about it. Bell said that those conversations were happening at the legislative level and that it's likely that we will "move forward with 1/12 budgets" (meaning that if budgets aren't in place by July 1, they will operate on 1/12 of the budget at a time in the interim).

My questions remain:

1. What number is the 1/12 budget going to be based on?
2. How long will 1/12 budgets be able to go on?

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Header image: Creative Commons

Joint BESE/BHE Meeting in December

Note: this meeting was postponed due to an impending weather event.

The Joint Meeting with the Boards of Elementary and Secondary Education and Higher Education on Tuesday, December 17* is scheduled for 9:30-11:30 AM. Agenda has not yet been posted, but is expected to include discussion of early college programs, teacher diversity initiatives, and "evidence-based policy-making" (quotations mine).

BESE regular meeting is scheduled to follow from 12:00-3:00 PM. Do look for the agenda (which is not yet posted) and any backup docs once they are posted (sometimes on Tuesday, often on Wednesday, definitely by Thursday before a Tuesday meeting) and read them for context and to learn more about any agenda items of particular interest.

• The regular meeting agenda is expected to kick off with discussion of Competency Determination (CD) and includes: 
• a.) preliminary results from a Brown University Study and 
• b.) a vote to extend the interim CD passing standard for one additional year to the class of 2023.

• The second item is another regulatory matter on a topic discussed recently at a meeting of the Board's Educator Diversification Committee^. During that meeting we heard about initiatives to increase educator diversity in Massachusetts, including recruitment/pipeline development^^; hiring, retention, and culturally responsive workforce; and educator licensure policy, including waivers and teacher licensure assessments. This item is an initial discussion with the whole Board about a proposal to amend the Ed Licensure Regs (603 CMR 7.00) in order to provide a pathway to pilot some alternatives to the MTEL (Massachusetts Tests for Educator Licensure). The need for this flexibility (the proposed pilot period would run through June 30, 2023) is based on data and research the Board has been hearing about over the past year: 40% of MA public school students are students of color, while only 8% of teachers are of color and if students of color have even one teacher who looks like them in their elementary school experience, improved high school completion and life outcomes result. We'll discuss the proposal, then vote to solicit public comment for amending the regulations.

• Next, we'll get an update on the Student Opportunity Act, signed into law on November 26. Among the specifics we'll hear about are new responsibilities for the Commissioner/DESE (ushered in as a result) and anticipated next steps.

• Closing out the meeting will be: 
• a.) Discussion and Vote to accept the surrender of the charter for City on a Hill Charter Public School New Bedford and 
• b.) Update and Discussion of City on a Hill Charter Public Schools located in Dudley Square and Circuit Street in Boston.

The meeting will be held at:
Mount Wachusett Community College
Main Building, First Floor, South Cafe
444 Green Street
Gardner MA 01440
Direction and maps may be found HERE.

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* The Board will not meet Monday, December 16.
^ The Committee is Chaired by Board Member Fernandez and includes Members Doherty, Rouhanifard, Stewart, and Chair Craven (ex-officio). Chair Fernandez and Senior Associate Commissioner Ventura Rodriguez worked together to prepare the Committee's meeting agenda/presentations.
^^ You'll note some agenda overlap on this issue with the two Boards; DESE is partnering with DHE on initiatives to increase educator diversity.

On the Road Again

Katherine Craven, Chair (Center-Right), at the June BESE Meeting in Revere June 2019
(Others, L-R: James Peyser, Secretary of Education; Jeff Riley,
Commissioner of Elementary and Secondary Education; James Morton, Vice Chair)

This month, BESE kicks off the 2019-20 school year. A recent communication from Commissioner Riley's office informed the Board that the Tuesday, September 24, 2019 Regular Meeting will be held at Taconic High School in Pittsfield.

When Katherine Craven was with Massachusetts School Building Authority (MSBA Executive Director 2004-2011), she said that having monthly meetings in school districts across the state provided her with a valuable perspective. When Governor Baker appointed her Chair of the Board last March she said she would bring that practice to BESE meetings .

True to her word, our first meeting on the road was last June in Revere. It was held in Revere Public Schools' new Rumney Marsh Academy middle school.

There will not be a Special Meeting on Monday night, September 23.

The Board's September Agenda is not yet posted.

Financial Impact of Charter Schools | Part I

Back in January (2019), I asked the Chair to include a discussion item on our agenda: that the Board consider the financial impact/s of new and/or expanding charter school/s on a district/s.

In response to my request, the Chair asked the Department *to provide a framework for the discussion* (agenda is HERE; briefing is HERE, #5).

At our regular meeting next Tuesday, March 26, Deputy Commissioner Jeff Wulfson is expected to present "an overview of the structure and operation of Massachusetts law with respect to the  awarding of charters, funding of charter schools, and school finance generally".

He'll be joined by Senior Associate Commissioner Cliff Chuang, of the Office of Charter Schools and School Redesign, and General Counsel Rhoda Schneider.

At last month's BESE meeting, Vice Chair James Morton's comments resonated powerfully:

"Morton, the president and CEO of the YMCA of Greater Boston, said he was “deeply troubled by the dilemma that I think we get placed in every time there’s a charter proposal in front of us.”

“We find ourselves in a position of diverting resources from one opportunity to another without ever really addressing the underlying issue, which is finding some other source of funding for charter schools so that we can have both our public school children getting what they need ...,” he said. “It’s going to get pretty close to the moment where I vote against anything until we deal with that underlying issue, and I think that moment is today.”

(Katie Lannan reporting for State House News Service, I first saw the article in Salem News, also South Coast Today: https://www.salemnews.com/news/board-of-ed-opts-against-approving-new-charters/article_6dba535a-2f01-11e9-a490-777d672eb1f4.html)

I can't think of another thing the BESE has within its purview that doesn't take financial impact into consideration. The November 2016 Charter School Ballot Question 2 decision resulted in voters overwhelmingly opposed to charter school expansion by a vote of 2:1; much of that decision had to do with the financial impact of charters, especially in communities experiencing the reality of decreased funding for traditional public schools due to the presence of charter schools in their region or district/s.

The discussion being had now in communities and in the Legislature, concerning improving School Finance, vis-á-vis the Foundation Budget Formula, is in recognition that we've been short-changing for years those who need it most, especially in Gateway Cities—students in Special Education, English-learners, and economically disadvantaged students among them.

We're more than 25 years on from the promises made in the Massachusetts Education Reform Act of 1993. I believe that a discussion of the financial impact of charter schools on sending districts is the next honest conversation we need to have, especially now that we understand* how urban and rural school districts are negatively and deeply impacted by the charter school decisions of the Board of Elementary and Secondary Education.
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Image credit: Progressive Democrats of Massachusetts' Celebration of State Primary Endorsees, September 19, 2016 ~ mas

* There's also THIS and THIS from MassBudget.

Education-related Legislation Enacted in the 190th Session

In a Memorandum from Commissioner Riley to the Board, we received details about the education-related laws enacted in the last legislative session (190th General Court of the Commonwealth of Massachusetts). I'm posting them here; the Memo may be downloaded from the Department's website here: agenda item #8.
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The following laws relating to the Department of Elementary and Secondary Education (Department) have been enacted during the 2017-2018 190^th Legislative Session. The laws are listed in chronological order of enactment.

LEGISLATION

An Act relative to relative to the Mohawk Trail Regional School District and the Hawlemont School District

Chapter 31 of the Acts of 2017

Effective: 06/30/17

This follow-up legislation to a 1993 law was filed to confirm the Mohawk Trail Regional School District’s budget process and their right to approve future amendments in accordance with law and the terms of their agreement after the participating towns approved a change in their regional agreement.

An Act relative to language opportunity for our kids [LOOK Act]

Chapter 138 of the Acts of 2017

Effective: 02/19/17 (90 days from enactment)

Sections 47 to 54 shall take effect on 05/01/18

The new LOOK law establishes language acquisition programming flexibility for districts and oversight requirements for the Department of Elementary and Secondary Education.

Provides districts with flexibility in choosing a language acquisition program that best fits the needs of their English Learner (EL) population, while ensuring accountability through Department oversight.

Requires districts that intend to offer new programs for ELs to submit specific information for review by the Department and the district's parent advisory council. All programs must be based on research and best practices.

Directs the Department to notify a district and provide the corrective steps that a district must take before commencing a program if the Department finds that a proposed program fails to meet the applicable requirements.

Districts that intend to offer a new sheltered English immersion or alternative instructional English learner program in the next academic year must submit the required information to the Department and the district's parent advisory council by January 1 of the current academic year, which means new EL programs may open no earlier than the 2019-2020 school year.

Increased Input from Parents and Guardians

Requires districts that serve a significant population of ELs to create EL Parent Advisory Councils, made up of parents/guardians of ELs in the district.

Requires districts to provide notification to parents/guardians of ELs regarding various topics, including their right to choose a language acquisition program among those offered by the district.

Parents/guardians of ELs may select any language acquisition program offered by the district, provided that the program is appropriate for the age and grade level of the student.

Parents/guardians may request a transfer of the student to another language acquisition program available in the district, subject to approval by the superintendent.

Educator Qualifications
Requires the Department to establish licensure endorsements for various language acquisition program types (for example, Two-Way Immersion Programs).

Requires the Department to annually provide districts with reports of all educators who have current language acquisition program endorsements.

Requires districts to verify, prior to the beginning of each school year, that each educator in an English learner program is properly endorsed for that program.

Benchmarks, Guidelines and TemplatesRequires the Department to establish: (i) benchmarks for attaining English proficiency for ELs; (ii) guidelines to support districts in identifying ELs who do not meet benchmarks; and (iii) an EL success template for use by districts to assist ELs who are not meeting English proficiency benchmarks.

Requires districts to provide a copy of these materials from the Department to parents/guardians of ELs within the timeframes specified in the law.

Requires districts to adopt procedures to identify ELs who do not meet the English proficiency benchmarks and establish various processes relating to them.

Data and Reporting
Expands EL related reporting requirements for districts to the Department.

Establishes a data commission to study the collection and dissemination of data on ELs and to make recommendations on streamlining data reporting.

State Seal of Biliteracy
Directs the Board to establish the State Seal of Biliteracy. Districts may award the seal to students who meet the state criteria in attaining a high level of proficiency in English and at least one other language.

Pre-K English Learners
Expands the student census requirement for districts to include ELs who are in Pre-Kindergarten

An Act relative to standards of employee safety

Chapter 44 of the Acts of 2018

Effective: 02/01/19

Chapter 44 of the Acts of 2018 has impact on school employees in Massachusetts, particularly in the context of lab safety in science classes. In brief, Chapter 44 requires that schools comply with federal Occupational Safety and Health Act (“OSHA”) standards of workplace safety by expanding the scope of a statute, G.L. c. 149, § 6½, that currently mandates OSHA compliance only for workplaces within the state government’s executive branch. School employees are already protected by a more general workplace safety statute, G.L. c. 149, § 6; however, § 6 is phrased in broad terms, while Chapter 44 provides a more concrete list of requirements that public sector employers must satisfy. 

Chapter 44 does not directly apply to students, although any requirements dealing with the physical work environment of teachers or other school staff would naturally affect them as well. Should they desire more direct guidance, schools will be able to request an inspection by the Department of Labor Standards (DLS).

An Act relative to criminal justice reform

Chapter 69 of the Acts of 2018

Effective: 04/13/18; 07/12/18

The Criminal Justice Reform Act of 2018 included several sections that affect schools, districts, and students. The Act:

Establishes a childhood trauma task force to identify school-aged children who have experienced trauma, and to make recommendations on treatment services.Requires certain criteria in the process for school resource officer (SRO) selection.

Establishes standards for the memorandum of understanding between a district and public safety entities for SROs.

Removes potential classification of elementary and secondary students under age 18 as delinquent for disturbing the peace if the conduct occurs in a school building, on school grounds or during a school-related event.

An Act protecting the rights of custodial and other non-teaching employees of school districts

Chapter 160 of the Acts of 2018

Effective: 10/31/18

Chapter 160 amends G.L. Chapter 71, Section 59B to require promotion and discipline of non-teaching employees to be conducted in accordance with any collective bargaining agreement.

An Act relative to economic development in the commonwealth

Chapter 228 of the Acts of 2018

Effective: 08/03/18

The 2018 Economic Development bill includes:
a $75M appropriation for a competitive grant to be administered by the Executive Office of Education for the purchase and installation of equipment and facilities upgrades to expand career technical education.

The creation of the Massachusetts Cybersecurity Innovation Fund that can be accessed to promote the development and implementation of educational programs in Massachusetts public schools.

An Act relative to students with dyslexia

Chapter 272 of the Acts of 2018

Effective: 01/16/19

Chapter 272 requires that the Department of Elementary and Secondary Education, in consultation with the Department and Early Education and Care, issue guidelines to assist districts in developing screening procedures or protocols for students who demonstrate one or more potential indicators of a neurological learning disability. The requirement is subject to appropriation.

An Act relative to the financial condition of the pioneer valley regional school district

Chapter 295 of the Acts of 2018

Effective: 11/08/18

Chapter 295 allows the Pioneer Valley Regional School District (PVSD) to borrow up to $2 million with approval by the school committee and the elementary and secondary education commissioner to mitigate budget deficits. 

The bill also requires the PVSD to contract a fiscal overseer and gives the commissioner authority to approve the appointment, allows the commissioner and DOR to recommend the establishment of a finance control board for the district, and defines parameters for fiscal actions of the PVSD throughout the borrowing period.

An Act to promote and enhance civic engagement

Chapter 296 of the Acts of 2018

Effective: 02/06/19

On November 8, 2018, Governor Baker signed into lawChapter 296 of the Acts of 2018, An Act to promote and enhance civic engagement. 

The law is the culmination of extensive efforts by the Board of Elementary and Secondary Education (Board) and the Department of Elementary and Secondary Education (Department) to ensure that Massachusetts students receive meaningful instruction and opportunities for engagement in civics education.

The Board’s Working Group on Civic Learning and Engagement, led by then Vice-Chair David Roach, presented their report to the Board on June 23, 2015. One of the recommendations was to “initiate the process to revise the 2003 History and Social Science Curriculum Framework and, in doing so, consider developments in the field that, if thoughtfully integrated into our existing frameworks, could enhance the effectiveness of civics instruction.” The Board and Department have carried out this charge, resulting in the revised History and Social Science curriculum framework that the Board approved in June 2018. The 2018 framework increases emphasis on civics at all grade levels, including a new grade 8 course on civics. These fundamental aspects are reflected in Chapter 296 of the Acts of 2018.

Chapter 296 codifies many of the recommendations originally made by the Board and expands access to resources for the implementation of the new History and Social Science curriculum framework through the establishment of the Civics Project Trust Fund. The new law, effective February 6, 2019, includes the following provisions:

The Secretary of State, in consultation with the Commissioner of Elementary and Secondary Education, shall establish a non-partisan high school voter challenge.

Each school district shall include in its three-year improvement plan a description of its implementation of the new civics education requirements.

All public school students shall receive instruction in US history and social science, including civics.

The Department shall provide professional development opportunities for educators on the history and social science framework.

The Department shall develop tools aligned with the framework to support districts in implementing it, subject to sufficient resources in the Civics Project Trust Fund, for the 2020-2021 school year.

Each public school serving students in the eighth grade and each public high school shall provide not less than 1 student-led, non-partisan civics project for each student, consistent with the History and Social Science curriculum framework.

The Department shall establish a Commonwealth Civics Challenge with guidelines for districts that will be implemented in the 2022-2023 school year, subject to appropriation.

The Commissioner is to administer the Civics Project Trust Fund established in Section 1 of Chapter 296 to assist with the development, implementation, professional development, stakeholder engagement, and assessment of the History and Social Science framework. The Commissioner is also responsible for approval and oversight of the private donations made to the Fund to assure that no donation is accompanied by any condition of use.

One additional component of Chapter 296 pertains to a History and Social Science assessment. Section 7 states that any assessment the Board adopts not later than the 2021-2022 academic year that aligns with the History and Social Science framework and includes a “participatory component” will satisfy the requirement that districts provide a student-led civics project to students.

An Act relative to education collaboratives

Chapter 437 of the Acts of 2018

Effective: April 2, 2019; April 2, 2020

Chapter 437 makes technical corrections to the collaborative law, as well as requiring the Department of Elementary and Secondary Education (Department) to create no more than six regional districts for collaboratives and allowing collaboratives to have access to grants in an effort to promote the use of educational collaboratives as providers of educational programs and services for districts.

An Act relative to financial literacy in schools

Chapter 438 of the Acts of 2018

Effective: April 2, 2019

Chapter 438 establishes criteria for financial literacy standards should the Board choose to direct the Department to develop a separate curriculum framework. It also directs the Department to make resources available to districts to assist them in choosing materials and curriculum relative to personal financial literacy.

An Act relative to regional schools

Chapter 440 of the Acts of 2018

Effective: April 2, 2019

Chapter 440 allows a regional school committee to designate any single member for the purpose of signing payroll warrants and accounts payable warrants with the requirement that that member share such records with the school committee at its next meeting.

FY2018 BUDGET LAWS

FY2018 General Appropriations Act

Chapter 47 of the Acts of 2017

Approved: 07/17/17

The General Appropriations Act (GAA) includes total state spending of $39.4 billion, representing a $652 million (1.7 percent), increase over FY2017 spending. This spending recommendation is based on a projected 3.4 percent increase in tax revenue for FY2018.

The Department’s appropriations total $5.324 billion, which represents an increase of $113.5 million (2.2 percent), over FY2017 spending. The General Appropriations Act affirms a commitment to fund education aid for our districts but reduces spending to a number of ESE accounts due to the lowered revenue forecast for FY2018. In signing the budget, the Governor vetoed spending of $5.6 million in our accounts, most of which represented legislative earmarks for specific local projects. These vetoes were subsequently overridden by the Legislature.

I. Education Local Aid & Reimbursements

Chapter 70 aid (7061-0008) is increased by $118.9M (2.6 percent) over FY2017. The increase is designed to allow for a minimum aid increase of $30 per pupil over FY2017 for every school district and provides $25 million to begin addressing the increased costs of employee and retiree health care.

GAA funding for the Special Education Circuit Breaker account (7061-0012) is increased by $4 million over FY2017. Regional School Transportation (7035-0006) has a $500,000 increase. The METCO grant program (7010-0012), and Charter School Tuition Reimbursements to Districts (7061-9010) are level funded. We estimate the latter will cover 100 percent reimbursement for the capital facility component of charter tuition ($893 per student) and 69.3 percent of first-year tuition increases.

Non-Resident Vocational Student Transportation (7035-0007) and Transportation Reimbursement for Homeless Students (7035-0008) were reduced by $7,500 and $250,500, respectively, from FY2017 levels. 

Student Assessment

The General Appropriations Act funding for the Student Assessment account (7061-9400) was insufficient to meet our planned program spending for the upcoming school year. The Governor made a reserve draw to bring the account total to $31.1 million.

III. Departmental Grant & Targeted Support Programs
The majority of our grant and targeted support programs were either level funded or reduced. 

The General Appropriations Act reduces Targeted Assistance (7061-9408) by $183,955 from FY2017.

Connecting Activities (7027-0019) received an increase of $555,250 for both earmarks and additional grant funding.

Adult Basic Education (7035-0002) received an increase of $829,289 for both earmarks and additional grant funding.

The Expanded Learning Time Grant Program (7061-9412) was reduced by $197,685 from FY2017.

The After-School Grant Program (7061-9611) is funded at $3.5 million for both earmarks and additional grants.

The Consolidated Literacy Program (7010-0033) is $76,907 higher than FY2017 spending, while Bay State Reading received an increase of $206,167.

The Special Education in Institutional Settings account (7028-0031) received an increase of $4 million over FY2017 level.

The Safe and Supportive Schools Grant program (7061-9612) is funded at $500,000, a $101,400 increase over FY17.

The GAA transfers the WPI Schools of Excellence (7061-9624) account from the Department of Higher Education to ESE, funded at $1.4 million.

IV. ESE Administrative & Operational Resources

The General Appropriations Act reduces ESE’s administrative funding below our maintenance level for FY18. This reduced funding totals $756,764 in the following three accounts that fund agency staff.

7010-0005 Main Administration $256,096 

7028-0031 Special Education in Institutional Settings $233,061

7061-9200 Education Data Services $267,607

Outside sections that are of significance to the Department and to elementary and secondary schools:

Section 90. Designates the Secretary of Education as Chair of the Homeless Student Transportation Commission established by Chapter 133 of the Acts of 2017.

Section 126. Directs the Executive Office of Education to conduct a feasibility study on substituting a minimum number of instructional hours for the minimum number of days as required by the board of education. As part of the study, the Executive Office of Education shall determine cost savings associated with an instructional hours based system including, but not limited to, energy costs, administrative costs, and transportation costs.

Section 127. Directs the Department of Elementary and Secondary Education to conduct a feasibility study on rural school district aid.

FY2018 Supplemental Budget

Chapter 24 of the Acts of 2018

Approved: 02/16/18

Chapter 24 appropriated $15M for a reserve to provide extraordinary relief to school districts educating students who are residents of Puerto Rico or the United States Virgin Islands who have enrolled in their schools or in an educational entity to which they pay tuition to educate their students after October 2, 2017 due to the impact of Hurricanes Maria and Irma.

FY2018 Supplemental Budget
Chapter 90 of the Acts of 2018

Approved: May 21, 2018
Chapter 90 appropriated $12.5M to line-item 7061-0012, the circuit breaker account, and $2.5M to line-item 7061-9010, the charter school tuition reimbursement to districts account.

FY2019 BUDGET LAWS

FY2019 General Appropriations Act

Chapter 154 of the Acts of 2018

Approved: (in part) 07/26/18

The FY2019 GAA provides total state spending of $41.834 billion. The law provides $5.585 billion in spending authority for the Department, most of which goes to cities, towns, and school districts through Chapter 70 and other forms of education aid and reimbursements. This total represents 13.3 percent of the total state budget and 4.1 percent growth over FY2018 spending, an increase of $124.4 million (2.3 percent) above the Governor’s FY2019 request (House 2).

The following summarizes the GAA education spending. More detail for all Department appropriations is available in our budget tracking spreadsheet, which the Board has received.

V. Education Aid & Reimbursements

Chapter 70 aid (7061-0008) is increased by $160.6 million (3.4 percent) over FY2018, including $12.5 million to provide transitional relief to districts related to the change in the reporting metric from low-income to economically disadvantaged. The increase in Chapter 70 maintains the long-standing commitment to foundation level spending in all districts; fully phases in (100 percent) effort reduction for high-effort communities; and provides a minimum aid increase of $30 per pupil to all districts. The General Appropriations Act proposes making a structural change in the foundation budget by shifting the Limited English Proficient (LEP) rate to an LEP increment for each grade category. The law also addresses the rising cost of employee and retiree health insurance by including in foundation budgets 14.2 percent of the increase that the Foundation Budget Review Commission recommended in 2015; the House also recommended 14.2 percent and House 2 proposed 11 percent. Based on the GAA budget, districts are eligible to receive the higher of the amount determined by the GAA or the amount passed by the House; 43 districts receive the aid amount determined by the House. H.4800 also includes another $15 million in the Foundation Reserve “pothole” account (7061-0011) for districts serving Puerto Rican and USVI students displaced by Hurricanes Maria and Irma.

Funding for the Special Education Circuit Breaker account (7061-0012) is increased by $25.6 million over FY2018. Charter School Tuition District Reimbursements (7061-9010) is increased by $7 million over FY2018. Regional School Transportation (7035-0006) is increased by $7.4 million over FY2018. The METCO grant program (7010-0012) is increased by $1.5 million over FY2018. Non-Resident Vocational Student Transportation (7035-0007) is level funded. Homeless Student Transportation Reimbursement (7035-0008) receives a $1 million increase over FY2018.

The General Appropriations Act added two new accounts to provide $1.5 million in additional aid to Rural Schools (7061-9813), as well as $0.5 million for a Summer Learning Grant program (7061-9814). 

VI. Literacy Accounts and English Language Acquisition 

The General Appropriations Act partially supported the Governor’s proposal and combined Bay State Reading with Consolidated Literacy under the 7010-0033 account but added earmark language to fund Reading Recovery and Bay State Reading at FY2018 levels. 

The English Language Acquisition Account (7027-1004) sees an increase of $1.64 M over FY2018, which will fund SEI training for vocational education educators, implement the provisions of the Language Opportunity for Our Kids (LOOK) Act, and provide support for middle and high school students deemed to be at risk of dropping out of school as a result of language barriers or challenges in English language acquisition. 

VII. Expansion of Career Technical Education (7027-0019) The General Appropriations Act gives an increase of $1.45 M to School-to-Career Connecting Activities over FY2018, and the account contains $0.5 M of earmarks. 

VIII. Program Changes

The General Appropriations Act increases the Adult Basic Education line item (7035-0002) by $3.7 million to reduce the waitlist of students for English language learning slots and to fund the new professional development system to provide training and support for ABE programs.

AP Math and Science Programs (7035-0035) received a $300,000 increase over FY2018.

The General Appropriations Act supports the Governor’s request to fund Student Assessment (7061-9400) at $32.1 million, which includes $1 M of new funding to support the implementation of the new history and social science standards and the development of new assessments in history and social science.

The General Appropriations Act funds Innovation Schools (7061-9011) at $35,000 above FY2018.

Assessment Consortium (7061-9401) is level funded. The Governor vetoed $0.2 M in funding the Conference Report had provided above FY2018.

7061-9408 Targeted Assistance has received an increase of $0.358 M above FY2018. 

The General Appropriations Act funds Teacher Licensure (7061-9601) at $1,867,453, an increase of $121,104 to cover the additional volume expected in a license renewal year.

The General Appropriations Act transfers the administration of the Recovery High School Program (7061-9607) from the Department of Public Health to DESE and increases the funding to $3.1 M.

After adjusting for $1.7M of earmarks, the 7061-9611 After-School Grant Program is funded at $2,576,923, which is $0.22 M higher than FY2018 net spending excluding earmarks.

The Safe and Supportive Schools Grant Program (7061-9612) has been increased by $250,000 above FY2018 in the GAA.

The General Appropriations Act adds $650,000 to the YouthBuild Programs line item (7061-9626) over FY2018.

Mentoring Matching Grants (7061-9634) has received an increase of $275,000 above FY2018.
Child Sexual Abuse Prevention (7061-9812) is increased by $0.25 M of earmarks.

The General Appropriations Act has added a new line item for FY2019:
Educational Improvement Project Grants (7010-1192) at $1.625 M. This account represents a collection of legislative earmarks that fund specific local education needs.

In the GAA, The Department’s other accounts are either level funded or receive minor increases/decreases due to payroll changes or with the removal/addition of legislative earmarks.

An Act making appropriations for fiscal year 2018 to provide for supplementing certain existing appropriations and for certain other activities and projects

Chapter 273 of the Acts of 2018

The October 2018 supplemental budget to the FY2018 GAA appropriated:

$5M additional dollars in the Department’s targeted assistance line-item (7061-9408)
$7.5M to the Executive Office of Education for infrastructure safety grants
$7.5M to the Department for grants to districts that allow for contracts with licensed community based mental and behavioral service providers
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Another Charter School to Expand

With January's regular meeting, the Board begins closing out of this year's charter school season. Final votes remain to be taken, possibly at a special meeting on February 11 and, at the regular meeting on February 12.

Two votes taken yesterday, Tuesday, January 22, determine how a charter school may move forward in New Bedford (in accordance with Massachusetts General Laws, Chapter 71, Section 89, and 603 CMR 1.00).

Alma del Mar Charter School in New Bedford requested an amendment to expand its enrollment from 594 to 1,044 seats. Commissioner Jeff Riley, Mayor Jon Mitchell, and Founder and Principal of Alma del Mar Charter School Will Gardner agreed on a proposal that would, instead and among other things, increase enrollment to 900 seats and transfer an unused school building from New Bedford Public Schools to Alma del Mar. Alma would be responsible for seeing the building (unused since 2015) is in good repair by its opening in August 2019. (The Department's announcement of the proposal is HERE; others have reported and/or responded, including HERE, HERE, and HERE). 

The Motion was approved by the Board:

• Location: New Bedford
• Maximum enrollment: 900
• Grades served: K-8
• Effective school year: FY2020
• Yes: Craven, West, McKenna, Fernandez, Peyser, Sagan, Morton, Mathews, Moriarty
• No: Stewart
• Abstain: Doherty

The Motion states that the increase in maximum enrollment is explicitly conditioned as follows:

1. The school will participate in good-faith negotiations with New Bedford Public Schools that will result in a memorandum of understanding that supports effective implementation of the proposed collaboration and substantially aligns with the terms of the letter of intent agreed to by both parties and the Commissioner. The memorandum of understanding between Alma del Mar Charter School and New Bedford Public Schools is subject to Commissioner approval prior to execution.
2. As soon as possible, the school shall submit a draft enrollment policy that reflects the negotiated integrated enrollment process with New Bedford Public Schools and the proposed growth plan to reach 900 students, for Commissioner approval.
3. The school will promptly and effectively communicate with the Department regarding any and all significant matters relevant to the suitability and readiness of a second campus location for occupancy at the start of the 2019-2020 school year. These communications shall occur within a reasonable period of time but in any event no later than 96 hours after occurrence.

The Motion further states:

• If the Commissioner determines that these conditions have not been met or that necessary legislation has not been enacted this enrollment increase of 450 seats is null and void. 

In the event that legislation conditioned in the above approval has not been enacted, a second Motion was also moved and approved:

• Location: New Bedford
• Maximum enrollment: 1,044
• Grades served: K-8
• Effective school year: FY2020
• Yes: Craven, West, McKenna, Fernandez, Peyser, Sagan, Morton, Mathews, Moriarty
• No: Stewart, Doherty
• The Board grants this increase of 594 seats if the Commissioner determines that either good-faith negotiations on the memorandum of understanding between the school and New Bedford Public Schools have irretrievably broken down or the necessary legislation has not been enacted in sufficient time for planning and implementation of the model proposed in the letter of intent among the parties.
• The Commissioner shall report to the Board if he determines that this enrollment increase of 594 will take effect.

New Bedford Public Schools Superintendent, Thomas Anderson, and Alma Del Mar's Charter Operator, Executive Director, and Founder, Will Gardner were seated together at yesterday's Board meeting. They commented enthusiastically on the proposed arrangement and also took some questions.

Negotiations are not typical in the charter school process. School Committee and teachers were not part of the new proposal, either. Parents have not had a chance to respond to details of the new proposal in the week since it was announced. The community as a whole has not had an opportunity to contribute to the process as newly proposed and -- based on my questions to the couple seated at the table -- were not likely to. There could be school-based conversations, though.

Had this new proposal had the benefit of a substantive process in New Bedford, and with key stakeholders weighing-in (School Committee members, parents in the neighborhood and across the city, etc.), it might have had my support.

We all have a stake in the solid education of all our people, least of which are countless situations where our personal interests depend on others' competence, empathy, and compassion. I continue to hold that no new charter schools should be approved or expanded until all of our schools are fully funded as recommended by the Foundation Budget Review Commission.

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Photo credit: New heating system, pipes/instruments, part of the renovation completed at Bowman Elementary School, Lexington in 2013.

Board's Budget Committee

We'll be following development of the State's FY20 Budget until it is finally approved later this year. Funding for public ed in the Commonwealth is the purview of the State Legislature; policy and regulation belong within the Board.

Each September the Board's Chair appoints members to a Budget Committee. A preliminary discussion of the next year's budget ensues, including budget framework and timelines. The Committee works with the Commissioner and senior staff to develop budgetary areas of focus for the October Board meeting.

Secretary of Education reviews and approves DESE's current fiscal year spending plans and Administration and Finance (ANF) gives final approval in early October. ANF also determines funding estimate based on the analysis of spending plan submissions.

The Budget Committee brings forward recommendations to the full Board, then members discuss before a vote is taken on the areas of priority. A letter, or statement of values, is drafted (the Board's FY20 Budget Priority letter is here) and accompanies DESE's budget request that is sent to the Secretary of Education for consideration in the development of the Governor's House 1 (or 2) budget proposal. In 2019, it's House 1.

Budget Committee met in September following the regular Board Meeting. The focus of that discussion was on the Holyoke Public Schools budget, specifically, their budget challenges. You'll recall that Holyoke is one of three districts held in receivership by the DESE. Steve Zrike, Receiver, Holyoke Public Schools, and Anthony Soto, Business Manager, Holyoke Public Schools, joined the meeting by phone. They provided a high-level overview of the HPS budget and the challenges -- specific budget challenges that are common to at least 32 similar districts across the Commonwealth. Districts are forced to make reductions every year as revenue and enrollment remains relatively flat while other drivers in the budget continue to grow at a much greater pace than revenue, including:

• Employee Salaries
• Health Insurance
• Charter School Tuition
• SPED Out of District Tuition
• Change in funding for economically disadvantaged students

The Committee also reviewed a summary of HPS 5-year financial forecast (on page 76 of their report), which  included anticipated revenues and expenses from FY2018-FY2023.

This brings us to Chapter 70* aid and Net School Spending (NSS). HPS is but one District needing 100% of NSS, in addition to $3M in one-time revenue streams to balance the initial projected budget deficit and avoid deeper cuts. Holyoke is one of ten cities with the lowest local contribution in Massachusetts. In fact, Holyoke is one of 32 communities across the Commonwealth who are within 5% of NSS.

The Budget Committee met again Monday, October 22 and DESE updated on several items, including:

• DESE FY19 Spending Update: State supplemental funds were applied to close government business for the year, including $5M in Targeted Assistance; $7.5M for Behavioral Health and Mental Health; and $7.5M for School Safety
• DESE FY20 Development Update: Maintenance Budget (funding the FY19 Budget items in FY20, aka, no new initiatives) was filed with ANF on October 19

Open Discussion with Committee members (Katherine Craven, Chair, Margaret McKenna, and Mary Ann Stewart; Michael Moriarty, by phone; and Ed Doherty, not present). Initial Committee discussion on areas of priority (in non priority order) for FY20 Budget:

• Foundation Budget: DESE working with Governor and Legislative Leaders to implement FBRC recommendations
• Targeted Assistance: all acknowledge the STRUCTURAL PROBLEM with Foundation Budget Formula, Budget members seek to annualize the targeted amount
• DESE looking to fund STEM Learning Initiative ~$1.4M
• DESE looking for ability to accept revenue for Educational Licensure Fee Increase (otherwise it goes to the General Fund), from $100 to $150 for the 5-year license; from $25 to $50 for each additional edu license (for an additional estimated $1.5M) to better fund and improve better response time from the Office of Professional Practice Investigations (for educator ethics and misconduct issues)
• MCAS Academic Support

• Compilation of successes, including: 
• Breakfast in the Classroom, Civics Education, LOOK Act, Early Literacy, Summer learning, Dyslexia Bill recently signed

Subsequent to the meeting, I forwarded MassBudget's updated "Cutting Class" report (of 2011) with updated numbers. Interesting to read their projected scenarios of Chapter 70 aid distribution. What the MB report does not discuss is the need for new revenue, which is where true meaningful reform lives. But, I digress.

This brings us to today. All agencies have submitted their requests to the governor who will submit his House 1 budget request no later than February 27th. Governor Baker hinted there was more to come, but we'd have to wait for his budget to be submitted. During January, House and Senate Ways and Means Committees request subsequent fiscal year maintenance budget data from all state agencies. As of this writing, Committee membership has yet to be assigned.

Going forward, Mid-Year Review of Department spending by ANF in February, to identify any projected deficiencies or any projected surpluses. Joint House and Senate Ways and Means Committee conducts budget hearings, generally held across the Commonwealth in late February.

Big challenges lie ahead, particularly for House Legislators, who must work together to challenge leadership, and for activists, who must hold House members' feet to the fire. Activists must articulate what we stand for at a gut level and Legislators have a responsibility to respond. Politics in 2019 demands proactive engagement from all of us, elected and non. It insists that we not play small, that we drive urgency on the critical issues before us:

• Short- and long-term revenue

• Adequate funding for K-12 education, including improving vocational education, expanding early childhood education, and providing debt-free college options

• Safe communities for immigrant and undocumented people

• Stronger environmental protections

• Healthcare for all

• Affordable housing

• Ballot access, i.e., same day registration and ranked choice voting

• Campaign finance reform

While ambitious, this list is far from exhaustive. For legislative action to be truly effective, issues would be prioritized and informed by the needs of the citizenry.

A progressive government will operate with transparency and the highest ethical standards. It will ensure fair debate of issues and accountability to constituents, provide a decent standard of living, affordable housing as a human right, and fair work schedules for all, as institutional racism is also addressed, working, ultimately, for freedom, equality, and justice for all.

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* (Overview and details of Chapter 70 funding may be found online at MassBudget or DESE's website). In a nutshell, Chapter 70, Foundation Budget, and Net School Spending goes like this:

• Chapter 70 is the Massachusetts General Law that establishes funding requirements for public school districts within the State. 
• The law establishes a minimum funding requirement (or “foundation budget") for each district that seeks to ensure an adequate education consistent with the Education Reform Act of 1993.
• The law also defines the payments that make up the foundation budget.
• The State uses a complex formula to calculate an adequate funding level, which is based on many factors including each district’s student demographics. 
• Then, taking into account the community’s wealth, the formula calculates the required “local contribution” (the amount the municipality can afford). 
• The State then funds the remaining amount with Chapter 70 Aid.
• In 2015 the Foundation Budget Review Commission recommended updating the formula substantially to more accurately reflect changes since enacted more than 25 years ago. The Legislature has come close but has not made any changes to date.

Image credit: Sheila Pepe's "Women Are Bricks", 1983, remade 2017. Handmade bricks, rug, cement. Currently on exhibit at deCordova Sculpture Park and Museum through March 10, 2019. Photo by yours truly.

Members of the 191st General Court of the Commonwealth of Massachusetts may be found HERE.

Resolution Opposes Arming Educators

Unanimously APPROVED at the regular meeting of the Board of Elementary and Secondary Education, March 27, 2018

WHEREAS the Massachusetts Board of Elementary and Secondary Education was deeply troubled by the February 14, 2018 shooting at the Marjory Stoneman Douglas High School in Parkland, Florida, that killed 14 students and three adults, and equally troubled by previous school shootings, including the 1999 shooting at Columbine High School in Colorado that killed 12 students and one adult, and the 2012 shooting at Sandy Hook Elementary School in Connecticut that killed 20 students and six adults; and

WHEREAS there is no evidence-based research showing that arming teachers would reduce casualties in mass shootings; and

WHEREAS allowing guns in schools by other than law enforcement personnel would increase the risk of accidental shootings of students and other bystanders; and

WHEREAS teachers are first and foremost educators and therefore should be employed solely on the basis of their educational skills and credentials, not their skills as a security officer;

THEREFORE BE IT RESOLVED that the Massachusetts Board of Elementary and Secondary Education believes arming educators will make schools less safe, and the Board opposes any move to do so.

Charter School Redux

We're nearing the end of "charter school season" and await the recommendations of the Acting Commissioner to see if any are advanced to the Board for approval later this month.

Some criticize charter schools for not educating all children, those with special needs or who are English language learners, in particular. Others say that charters and core public schools shouldn't be compared because the rules are different. Still others say the problem is with how charters are funded.

But if you go back to the original law (and it's been amended several times since enacted) one thing is clear: Where core public schools have always been about taking in and educating all children, charter schools never were -- and that was supposed to provide their edge.

"Labs of innovation" meant that they were not going to take everyone on purpose. Instead, they would take a small number of students so that they could try something new and different from what was offered in the home public school -- and then -- share back with them the findings of their innovations for student success. But few charter schools have lived up to this notion.

It’s reasonable that families want a personalized education for their child, but the answer isn’t charter schools, because that’s not what they’re about. Ultimately, it’s competition for funding that charters offer, and this turns the whole thing into a resource problem because charters drain money and resources from schools and districts, thus increasing class sizes, resulting in fewer educators necessary to address student needs in the home core district. Considered another way, such a condition contributes to the very problem everyone says they are trying to solve - that of closing gaps. It's an unhealthy cycle.

We should be so judicious, so scrupulous in our authorization, that we opt only for proposals with truly innovative and proven models not offered in the home districts. Why are we taking proposals for expansion or for new charter school authorization, when the state is falling down on its commitment to reimburse districts? Or when numbers of districts report time and again the impact that expansion has had, or authorization will have, on strapped budgets and an out of date state funding formula?

We all have a stake in the solid education of all our people, least of which are countless situations where our personal interests depend on others' competence, empathy, and compassion. Charter schools have become a powerful wedge for privatizing a public good and Massachusetts voters said that was the wrong way to go when they voted 2:1 to oppose charter expansion (Ballot Question 2). Nevertheless, unimpeded expansion of charter schools continues to represent a threat to adequate funding of core public schools.

Public Hearing: Phoenix Academy Public Charter High School, Lawrence

At least one member of the Board of Elementary and Secondary Education (BESE) attends one public hearing on a pending application for a charter school and reports back to the full BESE. The idea behind the hearings is to provide members of the public an opportunity to voice their opinions on proposed charter schools and to present information for the Department and BESE to consider in deliberations. This year, there were two public hearings -- in Lynn and in Lawrence. (Read this Press Release for more on the process.)

The Phoenix Academy Lawrence (PAL) is an in-district school that the Phoenix Charter Academy Network (PCAN) is contracted to operate. PCAN is proposing to close PAL and open a new, regional  Commonwealth Charter School to be called "Phoenix Academy Public Charter High School, Lawrence" (PAPCHSL). If approved, it would also draw from Haverhill and Methuen Public School systems.

The hearing I attended and presided over was held in the Main Branch of the Lawrence Public Library. It was a lousy weather drive and getting there took much longer than I had accounted for and, so it happened, I arrived with literally one minute to spare. We were in the library's auditorium and there was a full, friendly crowd. And lots of students. At least as many students came out to support this proposal as came out last year to support the MAP Academy Charter School in Plymouth. All of the oral testimony was in support, by the way. No one speaking indicated they were  from Haverhill or Methuen:

• 14 Students, Alums
• 9 Teachers, Staff, or Administrators
• 5 Parents/Guardians
• 3 Community Members
• 2 Phoenix Board Members
• CEO, PCAN
• Receiver, Lawrence Public Schools
• ED, CPSA

Beth Anderson, Chief Executive Officer, Phoenix Charter Academy Network: good work happening in Lawrence and we want to do more, especially with our youth
Student: transferred from a school in NH; Phoenix is a caring community
Jeff Riley, Reciever, Lawrence Public Schools: graduation rate has increased more than 20 points in 6 yrs, but still well below state's average; need options for children; Phoenix has proven to be a great model; need to expand
Lane Glenn, President, Northern Essex Community College: wears many hats in the community; $275K lost with each student dropout; in six years has seen "triple the number of students transitioning from Lawrence High School (LHS) to their local community college"
Student: LHS felt way too big; with Phoenix has a better, more flexible schedule; can complete her work
John Connors, Phoenix Board Chair: students are awesome; students tell their stories; wants to help more students; Phoenix is there to help them; nationally recognized model; wants 11 BESE voting members to support the move to become a Commonwealth Charter School
Student: a 17yo senior; moved from NY; Phoenix has earned her trust; people at the school help a lot; school starts at 9AM is a big help
Teacher: been teaching there since 2013; supporting young moms; expanding means opening up to older moms
Admin: using project-based learning; lots of support and flexibility; majority of students are young men right now; expanding to a regional shool will bring changes; need to get to know Haverhill & Methuen; need to expand ELT program
Alum: now in second year at Brandeis University; had behavior problems at LHS; Phoenix gave her a second chance; gave her support, taught self-advocacy
Alum: "lots of support at Phoenix...looking back, they were the only family I had"
Alum: left LHS because it was too big, no support; dropped out -- has 6 sisters -- "went back to school to graduate to be a role model for them"
Student: "Phoenix has had a positive influence on me"
Parent/Guardian: "don't know if they do magic there or not, but they got it"
Parent/Guardian: "care about my kid's education...no one wants to see their kid fail"; dropped out -- got a GED 25 yrs later; "students need 1:1 attention; they're not perfect, they're kids and each one learns differently"
Staff: is a sister, aunt, cousin, friend; "building relationships is our heart and soul for students"; Phoenix really is a family; home visits and phone calls
Student: went to LHS and did well freshman year; slacked off sophomore year and made "bad 'friends' "; had to go to Phoenix; great relationships with teachers; "Phoenix makes me want to go to school...I've been applying to colleges I've never heard of"
Marianne Paley-Nadel, Owner of Everett Mills: Phoenix is the tenant of her building; building a Lawrence partnership; impact not only on the student, but on family and community, too
Parents/Guardians: 2 children - 1 in college, 1 at Phoenix; were reluctant to send him to Phoenix at first; "he's a smart kid who sometimes steps out of the box...at Phoenix there is love and support"
Student: moved a lot; "schools feel like a business...have always been on the edge, with respect to grades...at Phoenix, there's a human connection, as opposed to one that feels more robotic"
Teacher: Phoenix believes students will succeed; "we build trust with our students"; teachers collaborate with each other; "we give them feedback and let them revise their work"
Student: able to be responsive to needs of students; got Ds and Fs at LHS; at Phoenix,  must maintain at least a C average -- lower is not acceptable; "skipped a lot of classes at LHS"; now feels ready for college
Admin: growing up "felt like a statistic because I was failing, a teen mom, and -- on top of all that -- a Latina"; can relate to students at Phoenix
Staff: works in college services at Phoenix; is a Haverhill High School grad; feels that will give him an edge with students when Phoenix expands
Alum: skipped a lot at LHS; had to go to Phoenix; "Phoenix built a foundation for me"; is currently in a bachelor of science nursing program
Student: Phoenix is one big support; "they really care for you...becoming a charter school would be a big step in the right direction"
Student: supports becoming a charter school; "personally, didn't have a lot of problems with school or problems with attendance...Phoenix challenged me and I wanted to do better"
Tim Nicolette, Executive Director, Massachusetts Charter Public School Association: "proud and moved by students and parents"; charter schools are to provide new models; Phoenix is a unique model; "the power of second chances...deep connections in the community build a web of support"
Trisha Perez Kennealy, Phoenix Board Member: shares personal story; parents from Puerto Rico; parents worked hard to give her a good education; knows the value of it and wants all children to have one; believes in the Phoenix model
Teacher: a first year teacher at Phoenix; students here "are the most misunderstood young men and women in the state"
Student: younger, supportive teachers who care; came from CA then KS then MA; in KS he failed courses, had to pay $91 for each class failed; "can you imagine that"; been at Phoenix since September and has a good feeling being there
Parent/Guardian: parent of a student at Phoenix; student was very attracted to LHS; "people said Phoenix was a school for bad kids"; soon came to realize that students had very different needs; Phoenix has heart; students have friends
Gregg Croteau, MSW, Executive Director, UTEC: Phoenix is building a community

Reflection: the Year(s) in Review

February 2017: this is the midway point in my five-year term as Parent Representative on the Board of Elementary and Secondary Education. Governor Deval Patrick appointed me in August 2014, and as a sitting, twice-elected School Committee member at the time, Massachusetts General Laws required that I step down from that role in order to accept my new role on the State Board.

Coming in, I knew there'd be differences, although, arranged around the table as we are with the Commissioner, the State Board looks very much like a School Committee sitting with their Superintendent and, insofar as both bodies create policy and hire and evaluate their department leader, that's understandable thinking. However, the work is not the same (and I have a whole, new appreciation for elected School Committees and their work). It's not that decisions are "easier" or "harder"; a locally elected policymaker and advocate sees and hears steadily from residents about how their decisions impact locally. That local impact from community members is what's missing from my appointed role and that, apparently, is by design. To the degree that parliamentary procedure is acknowledged and recognized, we have some discretion.

Still, no other State Board of Education reserves a seat for a parent's perspective and it's a privilege to be that parent with a voice in the decisions being made here.

A decision I made when coming on Board was to communicate via this blog to parents, educators, and others about what it's like to sit at that table and to share some of my thoughts about it. Many of my twitter and Facebook followers have made a point of telling me how much they appreciate hearing from that perspective, since they know of no one else doing it. I've been reflecting on that decision, and on my public life; here's what's worth sharing, halfway through my term:

• Public Service and Volunteerism are alive and well in local, state, & national roles. In addition to serving on the State Board of Elementary and Secondary Education, I continue serving as an elected rep from my neighborhood to Town Meeting. My State Board colleagues nominated me, then, at the annual conference in October 2015, representatives from 10 NASBE states elected me as Northeast Area Director to the NASBE Board of Directors. That was a bonus bit of involvement I could not have anticipated at the time of my appointment. It's rewarding to see so many interested in my NASBE posts, especially when they juxtapose with issues locally and statewide. Since we are in the period of transition to a new White House administration (DeVos) and to a new education law (ESSA), it is, as they say, "interesting times". Decisions made at national and state levels have the most impact when they resonate locally.

• Online & Offline Life: balance lies in dropping on and off. Facebook friends are the longest suffering, so I encourage people to follow my Facebook page instead. Twitter followers will give me a poke (if I've been away so long that they've actually noticed) and have reached out to be sure I wasn't too ill to tweet. Instagram is a nice place to spend some time, too.

• Upshot: I'm not nearly as courageous as I'd like to be. Reflecting back on that statement reveals that I've sought clarity about what matters and have been willing to step out of my comfort zone. Also, that I'm resilient to keep going in spite of it all. When I'm feeling pressure "to be more courageous", I've discovered that if I focus less on the action itself ("What's the bold action I can take here?") and more on the relationship ("Who matters most to me here?"), then bold action is much more clear. From there, it's much easier to understand the thing that I seek to do.

FBRC. Again*.

A quick post as we head into the weekend, in light of statements reported in the Herald, the $98M in 9Cs, and Legislators sworn in to a new legislative session this week.

The genius of the original foundation budget was the commitment by so many to address the education challenges facing Massachusetts (yes, they were motivated, due to the decision of the SJC╹). Not surprisingly, new challenges have arisen in the 20+ years since: Too much funding today is being siphoned away from the people and things our students need ─ teachers and classroom materials.

A generation of students had gone through our public schools before a systemic analysis had been done of what it costs to educate a child from pre-school through high school. We've had high academic expectations, but an outdated financial plan. The state legislature sought to amend that by establishing the Foundation Budget Review Commission (FBRC) and charging it to "...review the way foundation budgets are calculated and to make recommendations for potential changes in those calculations..."

What's at stake is that the present system is about $2B short because of some basic flaws built into the foundation budget assumptions (i.e., health insurance costs, special education costs, and the programs serving multi-lingual and economically disadvantaged students). FBRC findings came with the expectation that they'd be addressed by the governor in his FY17 Budget. They weren't. (As has been noted elsewhere, the governor's 9Cs were part of his FY17 budget that the Legislature ultimately restored when they approved the FY17 Final Budget).

And, while the FBRC was commissioned by the Legislature for the Legislature, the Senate was the only chamber to champion FBRC's recommendations, enfolding them in the RISE Act.

The last legislative session may serve as a preamble for what's to come. It remains to be seen what Legislators will do to advocate for some progress with respect to FBRC recommendations this session. And many of us are eager to find out.
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* Previous posts pertaining to FBRC, in whole or in part, may be found on this blog HERE, HERE, HERE, HERE, and HERE. FBRC recommendations are central to everything the Board does.

╹More from DESE on the Chapter 70 Program HERE and HERE plus THIS go to from MassBudget.