REGIONAL EDUCATIONAL COLLABORATION

Designing a roadmap for hybrid regionalization for Orange, Mahar and Petersham

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CHARGE OF THE K-12 MAHAR REGIONALIZATION PLANNING COMMITTEE

representing all towns charged to explore hybrid regionalization

model

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(SUGGESTED)GOALS of REGIONALIZATION

Educational Build educational collaboration to benefit students Develop shared central office team

Fiscal Make the best possible use of educational dollars

available Maximize state revenue for education Avoid duplication of services

Governance Take initial steps towards possible full regionalization Maintain local control of elementary schools

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POSSIBLE OUTCOMES OF THIS PROCESS

Hybrid K-12 Mahar Regional District Orange and Petersham: K-12

Wendell and New Salem: 7-12

New Regional District Orange / Petersham Elementary Regional District

Shared Central Office Supervisory Union (Orange, Petersham, Mahar)

Supervisory Union (Orange and Petersham)

No change in organizational structures

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HOW WOULD A NEW OR REVISED REGIONAL DISTRICT BE FORMED?

Hybrid K-12 Mahar Regional School District Required: revised Regional Agreement Required: majority town meeting votes in

Orange, Petersham, Wendell and New Salem Required: DESE approval

Orange / Petersham K-6 Regional School District Required: new Regional Agreement Required: majority town meeting votes in Orange

and Petersham Required: DESE approval

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HOW WOULD A PETERSHAM / ORANGE OR PETERHAM / ORANGE / MAHAR SUPERVISORY UNION BE FORMED?

Required: positive votes of appropriate district school committees (Orange and Petersham, or Orange, Petersham and Mahar)

Would not require town votes Would not require vote of Union 28 School

Committee Would not require vote of Swift River School

Committee Would not require a revised Regional

Agreement

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INCREMENTAL COLLABORATION:designing a process that has multiple options

administrative decisions sharing of back-office functions

school committee decisions forming a superintendeny union with another

district hiring a joint SPED Director (or comparable

position) town meeting decisions

joining or withdrawing from a regional school district

regional district decisions

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PARTNERS IN THIS PLANNING PROCESS

Mahar, Orange and Petersham superintendents

Mahar, Orange and Petersham school committees

Mahar K-12 Regionalization Planning Team W. Mass. Legislative Team Orange and Petersham town administrators Massachusetts Association of Regional

Schools Department of Elementary and Secondary

Education Teachers and educational personnel

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ROLE OF MARS

Roadmaps to Regionalization Changing view of DESE (response to our

work!)

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REVIEWING ADVANTAGES

Educational making better use of educational resources available able to oversee education of children from K-12

Fiscal eliminating duplication of administrative services

(multiple state reports etc.) a larger organization may have increased resilience

during on-going budget crisis possible increased state revenues, grant monies,

transition grants, savings on health insurance Governance

One school committee instead of three fewer meetings devoted to management, more

devoted to educational improvement

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REVIEWING CHALLENGES

Educational Designing an improved administrative structure maintaining current significant emphasis on elementary

schools Fiscal

allocating elementary school costs in a fair and consistent way

allocating shared elementary/secondary costs in a fair and consistent way

assessment allocation: ensuring that no town suffers harm

possible increased costs (e.g. salary differential) Governance

local control / centralization elementary school governance school committee composition

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POSITIVE EDUCATIONAL VISION

shared educational leadership for Orange and Petersham (and Mahar)

6th grade students attend Mahar Orange moves forward with plans for

renovation of existing buildings back-office functions centralized at Mahar (or

other municipality) maintenance of local educational governance

of elementary schools

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NEXT STEPS / KEY QUESTIONS Educational

What would a shared administrative team look like? What would happen to School Choice in a K-12

Region? Should Orange 6th grade classes move to Mahar?

Fiscal Allocation plan between elementary schools. Allocation plan between elementary and secondary. What will we do about health insurance? What about the Chapter 70 Formula?

Governance School committee governance. Elementary school governance.

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TIME AND NEGOTIATION

Not likely to be a quick process many partners many obstacles negotiation takes time

No guarantee of success, but… the current arrangement is not viable

Solutions can be designed that bridge organizational structures (e.g. new admin structure could be implemented in a variety of ways)

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KEY QUESTION #1:Envisioning a shared administrative team

What is the ideal configuration for a shared central office team to oversee education at Mahar, Orange Elementary, and Petersham Central?

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EXISTING ADMINISTRATIVE TEAMS14.2 FTES

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PROBLEMS WITH THE EXISTING ADMINISTRATIVE STRUCTURE

Neither central office nor building level teams are sustainable over time

No office or person is responsible for the K-12 system (and students) as a whole

It’s not the way someone would design a system

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A NEED FOR VERTICAL AND HORIZONTAL ALIGNMENT

curriculum professional development programs increased central office capacity to:

apply for and oversee grants

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THREE NEW SCENARIOS

all three reduce total administrative team size by 1.2 FTEs

all three maintain significant oversight of elementary schools

all three combine two special education director positions into one

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RESULT: INCREASED EDUCATIONAL FOCUS

All three scenarios make better use of existing educational resources

All three create one system-wide administrative team

All three ensure increased consistency, alignment and collaboration

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KEY QUESTION #2:Searching for savings…

Can an expanded K-12 Mahar Regional School District find significant savings, increased revenues, and/or avoided new costs?

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SAVINGS, AVOIDED COSTS, INCREASED REVENUES

Would an expanded regional school district be able to obtain health insurance at a reduced cost?

What are the estimated gains from new transportation reimbursement?

Would grant revenues increase because of new central office capacity to seek and win grants?

Would ‘leveling-up’ of salaries outweigh gains from other savings and increased revenues?

DRAFT

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PROCESS FOR EXPLORING HEALTH INSURANCE OPTIONS

Obtain preliminary cost analysis and plan rate comparison (Orange municipal, Petersham municipal, Mahar Regional, GIC)

Estimate net gains (if any) to be had If sufficient, begin process of negotiations

with all associations and with towns form negotiating team contract with legal counsel to help lead process

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KEY QUESTION #2:Sharing costs…

What costs should be shared between the elementary and secondary systems? How should those costs be allocated?

DRAFT

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PROCESS FOR DESIGNING ALLOCATION PLAN FOR SHARING COSTS BETWEEN ELEMENTARY AND SECONDARY SYSTEMS

Determine which services will be shared Dependent upon administrative team model Dependent upon governance structure (e.g. joint

contracting, supervisory union, hybrid region, full region)

Determine appropriate percentages of use (and cost) for each system (elementary and secondary)

Build a spreadsheet to calculate shared costs Structure a process for periodic review and

revision of shared services and costs

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NEXT STEPS: LOOKING FOR GREEN LIGHT FROM PLANNING COMMITTEE, SCHOOL COMMITTEES

Continue to refine new admin team structure Explore insurance options (would be costs for

legal counsel and rate comparison) Develop allocation plan for new admin team

model superintendents discuss and allocate

percentages K-12 Regional Planning Team reviews

As shared governance structure is defined, similar model is used to share other costs

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YEAR ONE (SY 10-11) - Planning Planning

Research ideal administrative team configuration for combined Mahar / Orange / Petersham

Research best models and practices for incorporating 6th grade into middle school

Research best use of Orange elementary buildings for preK – 5th grade classes

Research Mahar Central Office assuming school budget and HR functions for Orange and Petersham

Mahar, Orange and Petersham explore sharing SPED Director K-12

Legislative pursue DESE approval for differential elementary school

funding within a regional school district Pursue Transition Funding for Regionalization

Implementation Petersham and Orange share SPED and ELL Director

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YEAR TWO (SY 11-12) - Implementation

Legislative Planning Implementation

Shared Central Office administrative team for Mahar, Orange and Petersham

Re-configuration of Orange elementary classes and buildings (6th grade to Mahar)

Formal regionalization of Orange Elementary and Petersham Central in to Mahar K-12

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YEAR THREE (SY11-12) - ?

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KEY QUESTION #1:Envisioning a shared administrative team

What is the ideal configuration for a shared central office team to oversee education at Mahar, Orange Elementary, and Petersham Central?

DRAFT

04/19/23

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A NEED FOR VERTICAL AND HORIZONTAL ALIGNMENT

curriculum professional development programs increased central office capacity to:

apply for and oversee grants

DRAFT

04/19/23

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EXISTING ADMINISTRATIVE TEAMS14.2 FTES

DRAFT

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THREE NEW SCENARIOS

all three reduce total administrative team size by 1.2 FTEs

all three maintain significant oversight of elementary schools

all three combine two special education director positions into one

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SCENARIO 113 FTEs

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SCENARIO 1Key changes from existing

Two SPED director positions combined into one Secondary building level team remains at

three Elementary superintendent position becomes

assistant superintendent for elementary schools

Mahar curriculum director position becomes Mahar director of student services

Curriculum coordination is carried out by two positions: director of secondary education, and assistant superintendent for elementary schools

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SCENARIO 213 FTEs

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SCENARIO 2Key changes from existing

Two SPED director positions combined into one

Secondary building level team remains at three

Elementary superintendent position becomes assistant superintendent for elementary schools

Mahar curriculum director position becomes K-12 assistant superintendent for curriculum and accountability

Director of special education also oversees student services

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SCENARIO 313 FTEs

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SCENARIO 3Key changes from existing

Two SPED director positions combined into one

All building principals report directly to the superintendent

One position oversees curriculum and program development for entire system

Separate directors for SPED and student services

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RESULT: INCREASED EDUCATIONAL FOCUS

All three scenarios make better use of existing educational resources

All three create one system-wide administrative team

All three ensure increased consistency, alignment and collaboration

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ADVANTAGES TO ORANGE ELEMENTARY SCHOOLS

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ORANGE…

 The newly designed organizational structure of centralized administrative responsibility for district accountability, curriculum, technology, student services, special education, business operations, and professional development would allow for the following opportunities:

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BUILDING SUPERVISION:

 The building principals would be relieved of the district responsibilities to allow for more increased interaction and supervision of teaching and instruction, classroom practices, and district initiatives.

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TEACHING AND LEARNING:

 Principals would have increased time to supervise and support student learning. More time could be focused on student progress monitoring, providing direct feedback to teachers concerning student achievement, at-risk students, instructional strategies, and time on task. There would be improved follow through and support for classroom projects, programs, and targeted instruction.

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CURRICULUM:

 More centralized administrative support would allow principals time to assist grade level teams to improve instructional delivery, assessment strategies, differentiated instruction, and support programs for all students. There would be an administrator with dedicated time to facilitate curriculum and instructional review based on student data and achievement.

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TECHNOLOGY:

 The integration of technology, teaching, and learning would be greatly enhanced through centralized technology administration. Principals would have increased time to support and assess effective instructional practices that incorporate technology, curriculum and student learning.

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BUSINESS FUNCTIONS:.

 Having all business, financial, grants management functions centralized allows principals time for program monitoring, evaluation, and improvement

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PROFESSIONAL DEVELOPMENT:

Teachers would have increased opportunity to collaborate with Petersham teachers to more effectively implement Best Practices in our schools.

Collaboration with Mahar staff would allow for PreK-12activities to better meet the social and emotional needs of children and their families.

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ADVANTAGES TO MAHAR STUDENTS

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ADVANTAGES TO PETERSHAM:

Principal as educational leader

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PETERSHAM CENTER SCHOOL

The newly designed organizational structure of centralized administrative responsibility for curriculum, professional development and special education services would allow the building principal the opportunity for the following:

 

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PERSONNEL:

the Principal would have increased personal interaction with all staff giving direct and immediate feedback and consultation along with more frequent supervision and evaluation.

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PROGRAM REVIEW:

the Principal would have time to assess student learning and progress/meet with teachers about at risk students/evaluate effectiveness of current and proposed programs. Improved follow through and support for classroom projects, programs and new ideas.

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PROFESSIONAL DEVELOPMENT:

centralized design would afford Petersham teachers an opportunity to collaborate with other grade level professionals in the development of educational improvement initiatives.

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CURRICULUM :

Allows the principal time to assist teachers to improve the curriculum delivery/assessment strategies/differentiated instructional for all students. Curriculum review, instruction, implementation and support from central office to facilitate articulation with Mahar.

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COMMUNITY:

Principal would have the time to increase outreach to parents and community

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ADVANTAGES TO PETERSHAM:Principal as educational leader

Improved oversight of educational personnel Increased time for program review Opportunities for collaborative professional

development Curriculum Community

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PETERSHAM: IMPROVED OVERSIGHT OF PERSONNEL

The Principal would have increased personal interaction with all staff

Direct and immediate feedback and consultation to staff

More frequent supervision and evaluation

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PETERSHAM:MORE TIME FOR PROGRAM REVIEW

Assessment of student learning Meeting with teachers to discuss at-risk

students Evaluation of effectiveness of current and

proposed educational programs Additional support for classroom projects,

programs and new ideas

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PETERSHAM:IMPROVED PROFESSIONAL DEVELOPMENT

Petersham teachers will be able to collaborate with grade-level peers in other schools on a regular basis

Centralized oversight will ensure alignment and effective coordination between schools

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PETERSHAM:WORKING WITH THE COMMUNITY

The principal will have more time to increase outreach to parents and community members

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KEY QUESTION #2:Searching for savings…

Can an expanded K-12 Mahar Regional School District find significant savings, increased revenues, and/or avoided new costs?

DRAFT

04/19/23

62

SAVINGS, AVOIDED COSTS, INCREASED REVENUES

Would an expanded regional school district be able to obtain health insurance at a reduced cost?

What are the estimated gains from new transportation reimbursement?

Would grant revenues increase because of new central office capacity to seek and win grants?

Would ‘leveling-up’ of salaries outweigh gains from other savings and increased revenues?

DRAFT

04/19/23

63

PROCESS FOR EXPLORING HEALTH INSURANCE OPTIONS

Obtain preliminary cost analysis and plan rate comparison (Orange municipal, Petersham municipal, Mahar Regional, GIC)

Estimate net gains (if any) to be had If sufficient, begin process of negotiations

with all associations and with towns form negotiating team contract with legal counsel to help lead process

DRAFT

04/19/23

64

KEY QUESTION #2:Sharing costs…

What costs should be shared between the elementary and secondary systems? How should those costs be allocated?

DRAFT

04/19/23

65

PROCESS FOR DESIGNING ALLOCATION PLAN FOR SHARING COSTS BETWEEN ELEMENTARY AND SECONDARY SYSTEMS

Determine which services will be shared Dependent upon administrative team model Dependent upon governance structure (e.g. joint

contracting, supervisory union, hybrid region, full region)

Determine appropriate percentages of use (and cost) for each system (elementary and secondary)

Build a spreadsheet to calculate shared costs Structure a process for periodic review and

revision of shared services and costs

DRAFT

04/19/23

66

NEXT STEPS: LOOKING FOR GREEN LIGHT FROM PLANNING COMMITTEE, SCHOOL COMMITTEES

Continue to refine new admin team structure Explore insurance options (would be costs for

legal counsel and rate comparison) Develop allocation plan for new admin team

model superintendents discuss and allocate

percentages K-12 Regional Planning Team reviews

As shared governance structure is defined, similar model is used to share other costs

DRAFT

04/19/23

67