presentation to the hastings board of education april 27, 2020

Presentation to the HastingsBoard of Education April 27, 2020

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Presentation topics:● Review of school schedules to

determine use of staff and class sizes

● Reinstatement of 5th grade World Language

● Reinstatement of the 5th grade musical

● Role of the Diversity of Coordinator● COVID-19 expenses in 2020-21● Transportation services

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School and Department Schedules

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Hillside Elementary School Schedule1

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Hillside Master Schedule

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Summary of FTEs at Hillside

Classroom Teachers (1,692 minutes/cycle):

5 Kindergarten

6 First Grade

6 Second Grade

6 Third Grade

7 Fourth Grade

1 STEAM

1 FLES

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Special Education Teachers (1,692 minutes/cycle):

2 Kindergarten ICT

2 First Grade ICT

2 Second Grade ICT

2 Third Grade ICT

2 Fourth Grade ICT

1 Learning Lab

2 Communications

Special Area Teachers (1,320 minutes/cycle):

1 Library

1 Art

2.47 Music

3 Physical Education

Summary of FTEs at Hillside

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Hillside Enrollment 2019-2020

Farragut Middle School Schedules2

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Understanding the Process

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1. Mandated services (CSE, 504, ENL)2. Enrollment

a. Number of sectionsb. Class sizes

3. Middle Level Education Requirements (NYS Regulations and requirements)4. Staffing

a. Shared staff, part-timeb. Certifications

5. Contractual obligations (collective bargaining agreements)6. Logistics

a. Roomsb. Timing

7. Best Practicesa. Class arrangementsb. Teaching teams

8. Ensure staff is fully scheduled9.

This Year’s Work

◎ Prioritize daily contact time◎ ELA and Math◎ Continuum of services

◎ Redesign of schedule◎ Shift to a nine-period day◎ Result of data analysis and ESSA

◎ Merenbloom’s team structure◎ Work on these proposals has required

straddling 2019-20 and 2020-21 schedules◎ Will present new model at future meeting

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Overview ◎ All teachers are fully scheduled to their appointed Full Time Equivalents (FTE)◎ Core Teachers: 1.0 FTE (5 full year courses; quarterly AOK courses;

quarterly AIS courses)◎ Specials Teachers: 1.1 FTE (5 ½ full year courses, 5 full year courses

and 1 half-year course, but often involves other rotations)◎ Shared Staffing with HHS and Hillside◎ 6 day Rotation (A-F), As per HTA contract, teachers teach 3 blocks on one

day and 2 blocks on subsequent day◎ All teachers must be scheduled a duty-free lunch and a prep period daily◎ Teachers may be assigned duties/coverages on professional periods◎ Academic Intervention Services (Skill Centers) are a part of a teacher’s FTE

and assigned throughout the day.

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Current Schedule

◎ Color-coded◎ What’s in the rows◎ What’s in the columns

◎ Synced with numbers of sections and special education continuum

◎ Skill center courses will have lower enrollment, in keeping with MTSS models developed in accordance with Jim Wright

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FMS World Languages Staffing: French

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FMS World Languages Staffing: Spanish

Hastings High School Schedules3

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● Majority of HHS Seniors Graduate with more than 22 credits

● Phys Ed is taken all 4 years (½ cr per year)● Health is required

● Senior English ○ AP English○ SUPA English○ English 12 plus and English Elective

● Senior Social Studies○ Econ plus and SS Elective

● A majority of students take a minimum of 3 units of World Language

● 1 unit of Music/Art is required but many do much more!!

● Many students use Science Electives for their 3rd year

Graduation Credit Requirements and Information

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HHS Schedule: What do you notice?

● Elements of an Effective Schedule ○ Schedule is built around state graduation requirements, student needs and student interests○ Schedule is designed to minimize student schedule conflicts○ Schedule is built to maximize teacher effectiveness and instructional minutes

● HHS Schedule○ All teachers are fully scheduled to their appointed Full Time Equivalents (FTE)○ Core Teachers: 1.0 FTE ( 5 full year courses. 2 semester courses is equal 1 full year)○ Specials Teachers: 1.1 FTE (5 ½ full year courses, 5 full and 1 sem, or any combination)○ Department Chairs: .2 FTE Release Time○ Shared Staffing with FMS and Hillside○ 6 day Rotation (A-F), As per HTA contract, teachers teach 3 blocks on one day and 2 blocks

on subsequent day○ All teachers must get a duty free lunch and a prep period daily○ Professional periods are assigned on 2-block days (Study Halls)○ Study Halls are not a part of a teacher’s FTE○ Academic Intervention Services are a part of a teacher’s FTE and assigned throughout the

day.

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HHS Schedule: What do you notice?

● HHS Schedule Continued:

○ Any course that is and Independent Study (I/S) is not part of a teacher’s FTE and that particular teacher is instructing this class on a volunteer basis.

○ Latin is introduced as an additional language option in Grade 9○ All digital/media Art Courses are taught in the Media lab with a max occupancy of 16

students. This keeps enrollment limited.○ Some Advanced Placement Courses have lower enrollments

■ AP Statistics■ AP Photo/Art■ AP Computer Science/Computer Programming■ AP Music Theory■ AP Physics C-E/M

● HASP Classes tend to average 5-8 students per grade

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English Continued:

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Mathematics Continued:

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Science Continued:

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Science Continued:

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Social Studies Continued:

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Special Education Continued:

5th Grade World Language

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Revised Proposal:

Re-assign Teachers to Restore 5th Grade World Language

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FMS World Languages Staffing: French

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FMS World Languages Staffing: Spanish

Proposal One If we fully restore 5th grade World Language and do not cover the retirement, HHS will need:

.6 FTE in French

What FMS can do to partially preserve 5th Grade World Language without replacing the retirement:

◎ Re-assign .2 Courageous Conversations FTE [.2]

◎ Shift from a half year to one-third year fifth grade WL program, still allowing for exposure to both French and Spanish [.2]

◎ Re-assign .2 AIS class, allowing Spanish teacher to pick up French class in the fifth grade [.2]

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Impacts - Proposal 1

The impact of implementing Proposal 1 on HHS:

◎ Would gain .6 FTE in French◎ Reduction in time with Library

Media Specialist in order to create a specials rotation at FMS

The impact of implementing Proposal 1 on FMS:

◎ Reduction in World Language seat time for students

◎ Creation of new specials rotation including computer skills, organizational skills, and increased library time

◎ Flexible scheduling for start of the day: For example, 5th graders would start with LA on some days of the cycle and start with specials on other days of the cycle

◎ New teacher for Courageous Conversations

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Proposal Two If we fully restore 5th grade World Language and do not cover the retirement, HHS will need:

◎ .6 FTE in French◎ Will need to pay an

additional .2 FTE to French teacher, as sixth class

What FMS can do to fully preserve 5th Grade World Language without replacing the retirement:

◎ Offers a .4 FTE to HHS◎ Re-assign .2

Courageous Conversations FTE [.2]

◎ Re-assign .2 AIS class, allowing Spanish teacher to pick up French class in the fifth grade [.2]

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Impacts - Proposal 2

The impact of implementing Proposal 2 on HHS:

◎ HHS would gain .6 FTE in French

The impact of implementing Proposal 2 on FMS:

◎ Maintains full seat time in WL in grade 5

◎ Train new .2 teacher for Courageous Conversations

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5th Grade Musical

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Initial Proposal from FMS:

Combine the 5th & 6th Grade Productions

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Implications of Combining:

1. Concert where students sing in groups and perform solos

2. Auditions that limit participation

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Revised Proposal:

Reduce the Theatre Budget to Restore the 5th Grade Musical

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THEATRE BUDGET

AFTER THE PROPOSAL TO COMBINE 5TH

AND 6TH GRADE

RIGHTS, COSTUMES, ACCOMPANISTS & SETS

Hillside: $2,000

Farragut Middle School: $4,800

Hastings High School: $15,000

SCHEDULE B STIPENDS

Hillside: $9,952

Farragut Middle School: $27,591

Hastings High School: $19, 654

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Objective:

Identify reductions to

apply to the restoration of the 5th grade

production

Rentals:

◎ Eliminate costume rentals

◎ Use the costume closet

Productions:

◎ Reduce production costs

Stipends:

◎ Reduce Schedule B positions

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Action Steps

Proposed Reductions

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Diversity Coordinator: Role and Responsibilities

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Introduction

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Why do we need a Diversity Coordinator?

◎ What is the New York State Culturally Responsive-Sustaining Education Framework?

◎ How have we worked toward CR-SE?◎ Why is diversity and inclusion important?

How has race mattered in your

life?

Hastings High School

Race and Gender Class

“I was never aware of race until I started playing sports in middle school. There were two black kids on the football team and a lot of my friends would make jokes that the reason why they were fast and quick was because of the color of their skin. At that time, I started to notice that there were a lot of black athletes in the NBA and NFL. One of my brothers would tell me that it was because of slavery that helped toughen up African Americans and so that was one reason they were amazing at sports. Even though I was young I still thought of that idea to be bull****, since I was way better than the two black kids on the football team; nonetheless, every time I saw a black kid on the opposing team I would do my best to make a fool out of him.”

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How has race mattered in your

life?


Race and Gender Class

“Growing up in a town surrounded by people who look just like me, honestly I don’t think there ever was a time I realized my race different from others, but rather I realized the difference in someone else's race. I was in kindergarten and half way through the school year we got a new kid. He was the only black kid in the class, and I think he was the first black kid who has ever been in one of my classes. When I first met him in my mind I most definitely deemed him different from me and my classmates, though not really 100% sure what it was that made us different. Although I’m sure we talked occasionally we never really became friends. To this day I wonder if he were white, or my parents submerged me with different races, we would have been friends. This being so I believe it would have been beneficial to me if my parents discussed differences of race and submerged me with differences as a young child.”

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“ 72

“I feel like I’m always adapting to accomodate my white peers. Whether it be pretending I’m cool with my friends using that word or compromising my own identity…”

-From the Buzzer article

2016-2017

September 2016: Inception of Race Matters Committee in response to

High School seniors singing lyrics to a Kanye West song using the N-word

on the front steps of the building.

Multicultural Book Fair

2018-2019 2019-2020

Prepared the groundwork for implementation of the New York State

Culturally Responsive-Sustaining Education Framework

Board of Education adopts Diversity and Inclusion Goals

Met with Doug Sundheim and Lisa Litvin to discuss expectations

Led the Diversity Committee (Formerly DSEL)

2017-2018 2019-2020

Racial Literacy Curriculum developed by HOH educators for middle school students students (6-8) Courageous Conversations.

Featured in Lohud

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https://www.lohud.com/story/news/education/2018/09/13/talking-race-mostly-white-districts-hastings/793639002/

Board of Education

Diversity and Inclusion Goals

2018-201974

Ensure the District develops and articulates a clear vision for diversity and inclusion which comprises ethnic, racial, religious, gender, ability and/or health status, sexual orientation, and socioeconomic diversity. Several important outcomes for the District this year include:● Ensure hiring practices align with District vision● Complete and make public Incidents of Bias protocol● Continue to develop and implement plans to improve

Multicultural Literacy across District● Provide appropriate learning opportunities for staff,

parents, and students

Support for Diverse

Stakeholders

2019-202075

Students Administration Teachers & Staff

In the evolving role of Director of Diversity and Inclusion there has been a common goal of building capacity and understanding around issues of diversity and inclusion using the Culturally Responsive Sustaining Education (CR-SE) Framework as a guide.

Culturally Responsive - Sustaining Education The New York State Culturally Responsive-Sustaining Education (CR-SE) framework helps educators create student-centered learning environments that: affirm racial, linguistic and cultural identities; prepare students for rigor and independent learning, develop student' abilities to connect across lines of difference; elevate historically marginalized voices; and empower students as agents of social change. The New York State guidelines for culturally responsive-sustaining education are grounded in a vision of an education system that creates:

● Students who experience academic success● Students who are sociopolitically conscious and socioculturally responsive● Students who have a critical lens through which they challenge inequitable

systems of access, power, and privilege.

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Implementation of the CR-SE

Framework

Administration

Hillside

◎ Designed initial framework for implementing CR-SE into the curriculum.

Farragut Middle School

◎ Provided support to incorporate the CR-SE framework during the development of the FMS improvement plan


◎ Began initial talks about creating a CC class


Framework

Administration

Central Office

◎ Diversity Committee◎ Led professional learning workshops to

build capacity around challenging biases and inequity

◎ Led Book Talk - White Fragility◎ Initial steps toward designing an “Adult

Toolkit” ◎ Participated in Diversity Job Fair

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Framework

Teachers

Hillside

◎ Designed workshops to establish Hillside’s Diversity Leaders Team

◎ Consulted with Dr. Price-Dennis to host workshops on Implicit Bias for aides and teaching assistants

◎ Provided resources and problem-solved with teachers to design social studies curriculum that elevates historically marginalized voices.

◎ Participated in the Diverse Books Committee


Framework

Teachers


◎ Examined current resources to update the Courageous Conversations curriculum

◎ Shared teaching strategies that continue to elicit open conversations

◎ Provided assistance to include issues of diversity into mainstream curriculum.

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Framework

Speaker Series for

Students

Hillside

◎ Collaborated with diverse stakeholders to discuss possible speakers


◎ Contracted with Richard Blanco, presidential inaugural poet


◎ Contracted with Kevin Richardson, Exonerated 5 (Formerly known as Central Park 5)

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Framework

Students


◎ Multicultural Book Clubs


◎ Affinity Group

District Wide

◎ Race Matters Art Contest ◎ Race Matters Scholarships

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Framework

District - Wide

Available as a consultant and point person for administrators, parents, teachers and students when issues, concerns, and/or questions about about diversity, inclusion, equity, race, and racism arise.

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COVID-19 Expenses

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● COVID-19 Cleaning overtime and supplies for 20/21 $20,000

● Leave replacement/Sub. cost related to COVID $15,000

● Loss of any additional State and Federal Revenue, that would need to be covered in the General Fund Revenue.

● Additional bus runs? Extended day costs?

● Summer Compensatory Program: The purpose of a compensatory program is to provide supplementary learning for children to make up for missed skills and knowledge in this case, due to COVID-19. This program would be a new 6 week summer program for up to 5 hours a day to provide services for students with IEPs, English Language Learners and Section 504 students including related services. The program would include food and possibile transportation if needed. The estimated cost to enroll 75 students is approximately $225,000-$275,000. If needed, we will offer credit recovery and content recovery for high school students using an online resource.

TransportationOut-of-district options

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Out of District-Private● 23 students attending OOD private this year 2019/20● 9 students in grammar schools● 14 students in High School● 3 out of 14 going to same school on runs with Lower School● 11 students going to 6 schools● Currently spending $158,000 receiving about $35k back in aid● Potential savings by offering parental contracts or using Public

Transportation to 11 students● If we buy buses as we are discussing we can bring this cost down internally● Potential savings of $50,000-$60,000

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Out of District-Private

Private School NameNumber of Students

TransportedTransportation Cost per

Student Total Transportation Cost

Hackley 9 $3,894.00 $35,046.00

Fordham Prep 3 $7,000.00 $21,000.00

Fieldston 1 $10,200.00 $10,200.00

Holy Child 3 $11,143.33 $33,430.00

Masters 4 $8,516.25 $34,065.00

Maria Regina 1 $6,740.00 $6,740.00

Ursuline 2 $7,580.00 $15,160.00

Iona Prep 1 $3,580.00 $3,580.00

Totals 24 $159,221.00

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Up

Budget Adoption and Vote Timeline● Districts should wait until May 15th for updated

State Aid Figures

● States waiting on Federal Government to provide relief

● No update on date of Budget Vote-after June 2

● Budget adoption TBD

● Tax Warrants May be Delayed

presentation to the hastings board of education april 27, 2020

Documents