FY 2021

CPS Adopted Budget

​

Presentation to �City Council

June 3, 2020

1

Agenda

• Introduction & Overview
• Measuring Progress on District Plan Outcomes
• FY 21 Budget
• COVID-19 Recovery Planning
• District Focus: Equity, Inclusion and Belonging
• Summer 2020

2

www.cpsd.us

3

Our Vision

Every CPS �student experiences:

Rigorous, Joyful & Culturally Responsive Learning

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Personalized Support �

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Builds Postsecondary Success & �Engaged Community Members

CPS District Plan

2017-2020

Measuring our Progress: District Plan Outcomes

4

Grade 3 Literacy

Teachers of Color

Chronic Absenteeism

School Climate

Students’ Meaningful Relationships with Adults

Advanced Placement & Honors

Grade 8 Math

Grade 3

Literacy

​

5

14 pts.

68%

MET/EXCEEDED

EXPECTATIONS

Overall Target:

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By fall 2020, increase the percentage of students meeting or exceeding expectations on Grade 3 English Language Arts (ELA) MCAS to 62% overall.

2019 Update:

Grade 3 ELA MCAS 2017-2019

Percent of students meeting or exceeding

The percent meeting/exceeding expectations has increased 14 percentage points between 2017 & 2019.

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In 2019, CPS exceeded state results in aggregate by 12% and in every demographic group.

Grade 8

Math

6

12 pts.

55%

�MET/EXCEEDED

EXPECTATIONS

Overall Target:

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By fall 2020, increase the percentage of students meeting �or exceeding expectations on Grade 8 Math MCAS

to 52% overall and have high growth for certain student subgroups.

2019 Update:

Grade 8 Math MCAS 2017-2019

Percent of students meeting or exceeding expectations

The percent meeting/exceeding expectations has increased 12 percentage points between 2017 & 2019.

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In 2019, CPS exceeded state average in aggregate by 11% and all demographic groups were at or above state averages.

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Target: By fall 2020:

• Increase % of Gr 10-12 students enrolled in at least AP and/or honors course to 66%
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• Increase the # of students taking AP exams to 513 students

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• Increase the percentage of students receiving a score of 3 �or higher on AP exams to 87%

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7

40 students

2019 Update:

AP & Honors

AP test-taking increased from 362 students to 433 students in one year

433

students

4%

2019 Update:

80%

enrolled

1%

2019 Update:

81%

students

Enrollment in advanced coursework is steadily growing.

The percentage of students earning a 3-5 remained stable even with increased number of students taking test.

8

%

Teachers of Color

5 pts.

25%

Overall Target:

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By fall 2020, increase the percentage of teachers of color by 7 percentage points to 30%.

25%

TEACHERS OF COLOR

2020 Update:

Percent of Teachers of Color

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%

25%

%

24%

%

22%

%

20%

Overall Target:

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By fall 2020, improve students, �staff, and family perceptions on engagement, instruction, and community support.

Family/Caregivers:

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Students:

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Staff

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School Climate

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• Families/Caregivers: 80%
• Students (Gr. 6-8): 52%
• Staff: 55%

1%

2019 Update:

75%

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2019 Update:

48%

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2%

53%

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2019 Update:

Overall favorable rating of school climate

Family Survey Participation Rate

10

Students’ Meaningful Connections with Adults

Target: By fall 2020, increase students’ meaningful connections with adults by six percentage points as measured by the Teen and Middle School Health Surveys.

2.2%

2019 Update:

64.6%

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High School Students

Stable

2019 Update:

58.9%

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Upper School Students

11

Chronic

Absenteeism

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Overall Target:

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By fall 2020, decrease chronic absenteeism by 3.2 percentage points to 14.0%. To reduce chronic absenteeism overall, �the change within each student subgroup will vary.

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0.4%

17.6%

STUDENTS ARE

CHRONICALLY ABSENT

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2019 Update:

Percentage of Students Chronically Absent (10% or more of days missed)

Measuring our Progress: District Plan Outcomes

12

Grade 3 Literacy

Teachers of Color

Chronic Absenteeism

School Climate

Students’ Meaningful Relationships with Adults

Advanced Placement & Honors

Grade 8 Math

FY21 Budget

13

Enrollment Growth�FY 2016 -�FY 2021

Five Year Increase

592 Students

8.7%

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15

• Improve Instruction for Students with Greatest Need
• Prioritize Equity, Inclusion, and Belonging
• Expand Access to Engaging High School Coursework & Post-secondary Pathways
• Expand Out-of-School Time Opportunities that Support Students’ Academic Success
• Increase Educator Diversity
• Evaluate and Improve Use of Resources
• Added: Implement a COVID-19 Recovery Plan that protects health & safety of students & staff and focuses on academic and social, emotional and mental health needs.

District Plan

Align

Resources

FY 2021 Budget Priorities:

Aligning Resources to Improve Outcomes

District Outcome

Measures

$

Staff

Use of Time

FY 2021 Proposed Budget�

$213,714,730

Resources to make �new and expanded investments in budget priorities supporting �the District Plan

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Increase of $11.9 million

(5.9%)

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Resources to meet enrollment and student needs & increased �cost of student transportation & operational needs

�

FY 2021

Budget

Increases

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+$11.9 Million

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+57.5 FTEs

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Maintenance, safety and administrative staff, and technology & supply increases

17

Salary increases for existing �staff & benefit increases

Staff & funding related �to enrollment & programmatic needs

Staff & funding related �to District Plan �budget priorities

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Increases to transportation contracts

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$6.0M

$1.6M

(23.6 FTEs)

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$2.6M

(26.7 FTEs)

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$979K

$748K

(7.2 FTEs)

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Themes from FY 2021 Budget Development

18

School Committee Roundtables, Budget Retreats

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Community Meetings

Principals, Administrators, Teachers

• Connect work to outcomes
• Early identification and support for �struggling learners
• Prioritize equity initiatives, including
• Anti-bias, anti-racism & cultural proficiency training for staff & families
• Recruitment, retention & professional �pathways for educators of color
• Strengthen family engagement and partnerships with out of school time programs
• Support Level Up and detracking
• Improve students’ social emotional skills and build capacity to address mental & behavioral health needs

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Investments in Budget Priorities: $2.6M 26.7 FTEs

Improve Instruction for Students �with Greatest Need

• Literacy Intervention

& Instructional Coaching

+3.67 FTEs, $274K

• Partnership with Landmark School +$60K

Equity, Inclusion & Belonging

• Office of Equity, Inclusion & Belonging

+3.0 FTES, $335K

• Family Engagement & Partnership

+1.5 FTE, $262K

• Social Emotional Learning, Behavioral �& Mental Health -K-12

+11.0 FTEs, $669K

Educator Diversity +$100K

• Project Elevate: Lesley Partnership

High School Coursework & Post-secondary Pathways

• Level-Up Expansion

+2.0 FTEs, $147K

• Early College +$40K
• CRLS & RSTA Staff & Funds

+4.0 FTEs, $344K

CTE Review $50K

Out of School Time Opportunities

• Elementary OST Network

+1.0 FTE, $72K

• Summer & School Year Programs

+$178K

�Improve Resource Use +75K/.5 FTE

• Strategic Scheduling/Eval/Research

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19

Looking Ahead:

COVID-19 Recovery Planning

20

COVID-19 Recovery Planning

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21

Teaching, Learning & Student Support

Educator & Staff Support

Family Support

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System Support

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• Much continues to �be unknown about �SY 20-21.
• CPS must plan for multiple scenarios, including in-person, remote learning, and hybrid.
• DESE will provide guidance to districts in June.
• The 18 to 24 month plan will encompass short-, mid-, and long-term needs

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Plan will focus on protecting the health & safety of students & staff and supporting students’ academic and social, emotional and mental health needs.

Key areas of planning include:

22

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Planning Structure

• t

COVID-19 Recovery Taskforce

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CPS Steering Committee

• Advisory group to provide overarching guidance, provide feedback, and monitor progress.

• Manages overall project & timelines, including coordination of working group input, documentation & communication.
• Monitors compliance with all State & Federal requirements

School Committee Subcommittees

• Forum for updates and feedback on working group efforts.
• Make related policy recommendations to School Committee.

School-Based Planning Teams

• Each school will establish planning team to develop operational plan that reflects state, local and CPS guidance

Technical Support

• CPS will engage with a range of experts to support overall planning and/or specific expertise on sub-topics.

Working Groups

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• Explore options, develop recommendations around sub-topics in each of the planning areas:
• Facilities & Safety
• Teaching, Learning & Student Support
• Family Support
• Staff Support
• Systems Support

Preliminary Projections

FY 21 Cost of COVID-19 Recovery Plan

Health & Safety Low High

Materials & Supplies $1.1 M $1.3 M

Transportation $0.6 M $1.3 M

�Teaching & Learning

Summer (add’l costs) $0.4 M $0.6M

Additional Academic Supports $0.8 M $1.0 M

Loss of ELT Grant (King/FMA) $ - $0.4 M

Technology $0.5 M $0.9 M

Staff Development $0.4 M $0.5 M

Total $3.8 M $6.0 M

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23

Projections will be refined over time as more information becomes available through planning process.

Preliminary

Funding of FY 21 COVID-19 Recovery Costs�

Federal Funds Low High

CARES Act $0.7 M $1.0 M

Potential Additional Funding TBD TBD

�CPS FY 21 Budget of $213.7 M

Reallocations & Savings $1.4 M $1.4 M

�City of Cambridge

CPS FY 20 End of Year Balance $ 1.5 M $2.0 M

Request to City for Add’l one-time funds TBD TBD

� Total $3.6 M $4.4 M

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24

Projections will be refined over time as more information becomes available

District Focus:

Equity, Inclusion & Belonging

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CPS Definitions of Equity �and Racial Equity

Equity means that each student, regardless of race, ethnicity, nationality, gender, gender identity, disability, sexual orientation, religion, or socioeconomic status will have access to the opportunities, resources, �and support they need to attain their �full potential.

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Racial equity means the absence of institutional and structural barriers experienced by people based on race or color, that impede access, opportunities, �and results.

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Achieving racial equity requires proactive and continuous investment in communities of color, who have endured centuries of systemic oppression. CPS is committed to dismantling structures rooted in white privilege, to hearing and elevating underrepresented voices, and recognizing and eliminating bias.

2017-20: District Plan

Key equity initiatives

• District Plan focused on closing opportunity & outcome gaps
• Adopted racial equity definition and commitment as part of racial equity training for district leaders & School Committee
• Launched joint project with CEA to investigate root causes of inequity (Building Equity Bridges)

• Hired & retained more educators of color through effective and sustained strategies that have increased number of educators of color
• Launched Project Elevate (Paraprofessional-to-Teacher Pipeline)
• Built staff’s racial equity knowledge and skills through districtwide and school-based trainings and events, including through our Educator Leaders for Equity
• Schools are also now mandated to include cultural proficiency and equity activities in their school improvement plans.

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• Established expectations for rigorous, joyful and culturally-responsive teaching in every subject, grade, and classroom.
• Detracked classes through Level-Up Initiative at CRLS and Enhanced Math at upper schools.
• Elevated community voices as valued source �of information through launch of new staff, student, and family surveys.

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Racial Equity & Anti-Racism

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Family Engagement

Climate & Relationships

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FY 21: New Office of Equity, Inclusion, and Belonging

Led by Chief Equity Officer

Social-Emotional Learning & Mental/

Behavioral Health

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Total Office staff: 7.0 FTEs

Discretionary Budget: $240K in General Funds

Summer 2020

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Summer 2020: Objectives

Learning. Exploring. Engaging.

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Objectives�

• Explore innovation approaches to provide individualized student support, including small group and one-on-one support

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• Provide a range of options and choices for families

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• Prioritizing the needs of students who most need personalized support

Principles

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• Relevant, developmentally appropriate & student-centered opportunities
• Sensitive to range of impacts of current realities �of the world around us
• Programming that lets go of “what summer has always looked like” and instead embraces new �ways of designing and delivering summer �virtual experiences
• Sessions that foster community and relationships
• Student: Adult Ratios
• Maximum of 10:1
• Also opportunities for small group & 1:1 engagement
• CPS-sponsored programming & OST programming �& Community-partner programming

CPS Summer Academic Programs By the Numbers

District-wide Summer Academic Opportunities

Hours of Learning, Exploring, & Engaging each weekday between July 6 - August 21

Students

Capacity for

School-based Summer Academic Opportunities

Up to

As of

CPS Families Have a Range of Program Choices -AND- Community Partners Continue to Confirm Additional Summer Program Offerings Daily

CPS Run

Morning Programs

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City Run Morning Programs

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Community, Specialized, University Run Morning Programs

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Private Affiliated Morning Programs

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CPS Run Afternoon

Programs

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City Run Afternoon

Programs

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Community,

Specialized, University Run Afternoon

Programs�

Private Affiliated Afternoon

Programs

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When are CPS Summer 2020 programs happening?

Summer 2020 programs will take place during the months of July �and August.

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�Where are CPS Summer 2020 programs being held?

All CPS Summer 2020 programs will be held virtually.

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�How do I find out what CPS summer programs are available �for my child(ren)?

• JK-5 families will receive a communication re: CPS programs
• Individual schools will also share information with families
• 6-12 families will receive a CPS Summary Programs Summary Sheet

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How do I enroll my child(ren) to participate in a CPS Summer 2020 program?

• Families of JK-12 students who are recommended for targeted support will be contacted directly to enroll.
• Families of JK-12 students can register for “open enrollment” programs using the CPS Summer Program registration link at www.cpsd.us/summer (will go live by June 12)�

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Who do I contact if I am interested in exploring a summer program offered by non-CPS program in Cambridge?

Please contact Mr. Khari Milner, Co-Director for The Agenda for �Children at kmilner@cpsd.us - 617.349.6553. He will be able to direct �you to the right person.

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Additional Resources�

• Agenda for Children
• CPS Website
• DESE Camp Kinda
• Find It Cambridge
• STEAM Initiative
• 6-12 CPS Summer Programs Summary Sheet

FAQ Summer 2020: Learning. Exploring. Engaging.

Discussion

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Parking Lot Slides

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Racial Equity

• Training & coaching for staff, families & youth
• Review & support changes to policies, systems, or practices that are obstacles to equity.
• Sharing of best practices across depts/schools
• Identify accountability & progress measures for anti‐racism & equity
• Build and support mechanisms to elevate student and family voices �for input, leadership and decision-making

Family Engagement

• Oversee family engagement & partnerships
• Direct support, training & coaching to schools
• Support family affinity groups, community conversations, meetings & advisory groups
• Liaison to city & community partnerships that support family engagement

Climate & Relationships

• Support for consistent discipline practices �with restorative approach
• Bullying prevention
• Incident reporting and response
• School climate support

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SEL & Mental Health

• Support educators & administrators to implement SEL framework, including prevention & intervention
• Support for PBIS
• Support for social workers

Key Functions are Interdependent

Summer Learning Opportunities�Office of Student Services (OSS)

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Students are also encouraged to explore non-OSS sponsored programs

Four main ways to participate:

1

2

3

4

Extended School Year Program (ESY)�

• Directly related to a student’s IEP goals
• Student eligibility is determined �by the school-based team

CPS 11-Month Program�

• Specially designed for students who have been enrolled in Special Start or ASD classrooms during the previous school year

Tutoring�

• Student support through learning opportunities �such as Orton-Gillingham, Speech, Physical Therapy

Summer Learning Opportunities

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Elementary:

• July 6 - 31, morning sessions
• For rising 1st - 5th graders, identified by schools based on ELA, Math, SEL needs
• School-based cohorts with site coordinator at each school
• Personalized support through small group instruction

Upper School:

• Morning programs with afternoon connections with DHSP
• Synchronous & asynchronous learning opportunities
• Math/ELA targeted support for identified students
• Exploring one week sessions offering student choice courses (e.g.creative writing), and tutoring sessions
• Exploring school-sponsored August “ramp up” programs for each grade level (open to and encouraged for all students)

High School:

• Synchronous & Asynchronous learning
• Opportunities to review, get back on track, or explore something new
• Academic component of MSYEP

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Summer Learning Opportunities�High School

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• Synchronous & Asynchronous learning
• Opportunities to review, get back on track, or explore something new
• Academic component �of MSYEP

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Program Design

Upper Schools

Structure:�

• Synchronous & Asynchronous learning opportunities
• Morning programs
• Afternoon connections with DHSP

Math/ELA targeted support for identified students (districtwide cohort & curriculum)�

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Also possible in July:�

• One week sessions offering student choices such as creative writing, a weekly invention challenge, artwork
• Tutoring sessions
• OST/City partnership opportunities

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Exploring school-sponsored August “ramp up” programs for each grade level (open to and encouraged for all students)

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• Weeks of:�
• August 3
• August 10
• August 17

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• Also possible �in August:�
• Tutoring sessions
• OST/City partnership opportunities

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JULY

AUGUST

Summer Learning Opportunities�Office of English Learner Programs

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ELL Summer Program for �Rising Grades 1 - 11

• 4 weeks July 6th - July 31st
• Distance Learning (online)
• ESL, Math, and VPA class �and/or Phys Ed (rising grades 1 - 8)
• 12:1 student/teacher ratio
• ESL, Math and College �and Career Course �(rising grades 9 - 12)
• Approximately 100 students

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SY 2019-20

Enrollment

�7,236

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State

Economic Disadvantage

�27.9%

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32.8%

English

Learner

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7.5%

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10.8%

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Students with

Disabilities

22.1%

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18.4%

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High

Needs*

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46.7%

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48.7%

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*Single count of students who are Economically Disadvantaged, English Learner, and/or Student with Disability.

SOURCE: DESE website

Free/Reduced

Lunch

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42%

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CPS Students: Select Student Demographics

Budget priority: Improve Instruction for Students with Greatest Need

Budget Impact�+$334K +3.67 FTEs

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Partnership with Landmark School

Improve CPS language-based learning disabilities program

Literacy Interventionists

SEI Reading Interventionist �(Grades 6-12)

Literacy Interventionist �(Grades 6-8)

Instructional Coaches

English Language Learner Program

Mandarin Language Program

Grade 3 Literacy

Grade 8 Math

Budget priority: Prioritize Equity, Inclusion, and Belonging

Budget Impact�+$335K +3.0 FTEs

• Led by Chief Equity Officer
• In-house expertise for anti-racism, belonging, and inclusion
• Oversight of culture, climate, discipline, bullying prevention & restorative justice.
• New department includes district level family engagement and social emotional learning teams
• New Incident Reporting and Support Specialist

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Office of Equity, Inclusion & Belonging�

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School Climate

Student Relationships

Chronic Absenteeism

Budget priority: Prioritize Equity, Inclusion, and Belonging

Budget Impact�+$262K +1.5 FTEs

Family Engagement

• District level oversight of family �engagement & partnerships
• Director/Principal on Assignment & Family Engagement Specialist
• Increase hours for Upper School liaisons
• Direct support, training & coaching �to schools
• Support family affinity groups, community conversations, meetings & advisory groups
• Liaison to city & community partnerships that support family engagement

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School Climate

Student Relationships

Chronic Absenteeism

Budget priority: Prioritize Equity, Inclusion, and Belonging

Budget Impact�+$522K +9.0 FTEs

Social Emotional Learning, Behavioral & Mental Health�

• Expand school based social workers
• Strengthen elementary health
• Focus on prevention
• Maintains Kennedy-Longfellow structure, including SEL paraprofessionals (funded by �Targeted School Support)

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School Climate

Student Relationships

Chronic Absenteeism

Grade 3 Literacy

Budget priority: Expand Access to Engaging High School Coursework & Post-secondary Pathways

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Budget Impact�+$531K +6.0 FTEs

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Level Up

Expand Level Up �to de-track 11th �grade history

Early College

Increase CRLS & HSEP students’ access to early college and dual enrollment

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CRLS & RSTA Staff

Math teachers to address class demand, support incoming 9th graders �and offer financial �literacy course

�Media technology teacher to teach sound engineering & music production

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AP & Honors

Student Relationships

Budget priority: Expand Out of School Time Opportunities that Support Students’ Academic Success

Budget Impact

+$250K +1.0 FTEs�+$335K +3.0 FTE

Summer Programs

• Provide high needs students with access to full day academic & enrichment opportunities through partnership with DHSP (K-8)
• Expand transportation and pilot �lunch program
• Improve site management, planning �& coordination
• New HSEP summer program �will provide opportunities for �credit recovery

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Saturday School

• Intensive, differentiated math instruction at PAUS and CSUS

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Grade 3 Literacy

Grade 8 Math

Student Relationships

Budget priority: Increase Educator Diversity

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Budget Impact

+$100K�+$335K +3.0 FTE

Pipeline and Pathways �for Educators of Color�

• Expand Project Elevate to include master’s degree program for paraprofessionals
• Partnership with Lesley University
• Strengthen support for �Employee Resource Groups �(staff affinity groups)

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Teachers of Color

Budget priority: Evaluate and Improve Use of Resources

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Budget Impact�+$160K +.5 FTE

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Strategic Scheduling

Technical expertise and tools for elementary schools to redesign schedules to address student needs �and collaboration time �for educators�

Evaluation & Research

Joint funded data management assistant �to improve data collection & analysis to evaluate impact of programs on student outcomes

RSTA career pathways program review

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FY21 Budget: Key Takeaways

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• Reflects data and feedback
• Continues our work in aligning investments with the district plan outcomes
• Focuses on investments that will accelerate improvements for students who have greatest need
• Centers equity and racial equity
• Works towards a more transparent and inclusive budget process

FY 2021 Staff Changes + 52.8 FTEs Funded Positions

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FTE

-1.0

3.0

1.2

1.5

0

4.7

Lead Teacher-Kindergarten*

Custodians/Maintenance

Clerks*

Media/Theater Tech Support

Safety*

TOTAL

FTE 17.6

3.0

2.0

1.0

23.6

Special Education

Reserve Teachers

Reserve Aides

Elementary Schools

TOTAL

Enrollment & Need Based

Administration & Operations

FTE 2.0

0

3.0

1.5

11.0

6.0

1.0

0

24.5

District Plan Budget Priorities

Literacy Interventionists

Instructional Coach*

Office of Equity*

Family Engagement*

Social Emotional Learning

High School & RSTA

Elementary OST

Data Management*

TOTAL

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*Revised FTE totals reflect COVID19 Adjustments

Summary of FY 2021 Expenditure Changes

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(*Amounts in Millions)

Salary & Benefits

Other Ordinary Maintenance

Travel & Training

Extraordinary Expenditures

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Total

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Incr/Decr*

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$10.1

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$1.6

$0.2

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$0

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$11.9

FY 2021*

�$175.8

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$36.3

$1.1

​

$0.4

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$213.7

Summer 2020: Overview

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CPS buildings will be closed through July 2020:

• CPS-run summer programs will be held virtually through whole summer

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Objectives: Advance equity by

1. Providing targeted differentiated SEL, math & reading support to reduce learning loss
2. Supporting student relationships, SEL skills, academic routines, and enrichment opportunities that match students’ needs & interests
3. Continue to run SEI and OSS summer programs
4. Preparing students for school-reentry, including setting the stage for individual student success plans for SY 2020-21 and beyond
5. Connecting older youth’s employment needs & academic support

For summer 2020, CPS will focus its programming on high-need students and collaborate on a robust referral strategy to other programs through Middle School Network and FindIt Cambridge.

District Plan Outcomes Measures

Change from 2017

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Advanced Placement and Honors Enrollment

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Teachers of Color

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More detailed information about results on pages XX to XX of Adopted Budget.

Grade 3 Literacy

Grade 8 Math

2019 Update

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14 pts.

68%

MET/EXCEEDED

EXPECTATIONS

12 pts.

55%

�MET/EXCEEDED

EXPECTATIONS

5 pts.

25%

TEACHERS

OF COLOR

4%

80%

STUDENTS ENROLLED

(10th-12th Grade)

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10%

(+ 40 Students)

433

STUDENTS TAKING �AP EXAM

81%

STUDENTS SCORING

3 OR HIGHER

1%

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District Plan Outcomes Measures

Continued

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Students’ Meaningful Connections with Adults

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Surveys administered to Families/Caregivers and Students in 2018 and 2019. Staff survey administered in 2019

School Climate

(Perceptions on engagement, instruction, �and community support.)

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Chronic Absenteeism

2019 Update

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1%

75%

OVERALL FAVORABLE

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Families/Caregivers:

Students:

48%

OVERALL FAVORABLE

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2%

Staff:

53%

OVERALL FAVORABLE

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Stable

58.9%

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Upper School Students

(2015 to 2019)

64.6%

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High School Students

(2014 to 2018)

2%

0.4%

17.6%

STUDENTS ARE

CHRONICALLY ABSENT

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More detailed information about results on pages XX to XX of Adopted Budget.

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Disrupting the barriers to equity in CPS means working differently to:

• Promoting equitable school & classroom experiences across schools
• Investing in relationships
• Centering youth
• Centering & supporting educators of color
• Actively addressing issues of white supremacy, privilege, and bias at all levels of the system

• More equitably distribute power in decision-making
• Disrupt structures and practices that perpetuate inequities
• Commit to coherent approaches, structures, and accountability measures for anti-racist work

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