COUNCIL OF THE CITY OF PHILADELPHIA2 COMMITTEE OF THE WHOLE3 - - -4 Room 400, City Hall5 Philadelphia, Pennsylvania Tuesday, May 12, 2009, 10:306 - - -7 8 9 Bill 090216 - To further authorize the Board of Education of the School District of10 Philadelphia to impose a tax on real estate within the City of Philadelphia.11 Bill No. 090217 - To further authorize the12 Board of Education of the School District of Philadelphia to impose a tax on the use or13 occupancy of real estate within the School District of Philadelphia.14 15 COUNCILMEMBERS PRESENT:16 Anna C. Verna, Chair Curtis Jones, Jr.17 Marian B. Tasco, Co-Chair William K. Greenlee Jannie C. Blackwell James F. Kenney18 Blondell Reynolds-Brown Donna Reed Miller Wilson W. Goode, Jr. Frank Rizzo19 Bill Green Maria Q. Sanchez 20 21 - - - 22 V A R A L L O Incorporated23 Litigation Support Specialists 1835 Market Street, Suite 60024 Philadelphia, Pennsylvania 19103 215.561.2220 215.567.267025 2 5/12/09 - WHOLE - BILLS 090216, 2171
Good2 morning. Thank you all for coming.3 We will now begin our Committee4 of the Whole -- it is now in session --5 to deal with Bill No.'s 090216 and 2176 dealing with the School District of7 Philadelphia.8 Will the clerk please read the9 titles of the bills.10
Bill No. 090216, an11 ordinance amending Section 19-1801 of the12 Philadelphia Code, entitled13 "Authorization of Tax," to further14 authorize the Board of Education of the15 School District of Philadelphia to impose16 a tax on real estate within the City of17 Philadelphia, all under certain terms and18 conditions.19 Bill No. 090217, an ordinance20 amending Chapter 19-1800 of the21 Philadelphia Code, entitled "School Tax22 Authorization," by amending Section23 19-1806, entitled "Authorization of24 Realty Use and Occupancy Tax," to further25 3 5/12/09 - WHOLE - BILLS 090216, 2171 authorize the Board of Education of the2 School District of Philadelphia to impose3 a tax on the use or occupancy of real4 estate within the School District of5 Philadelphia.6
Thank7 you very much.8 And we certainly welcome today:9 Dr. Arlene C. Ackerman, Superintendent of10 the School District; With her, Robert L.11 Archie, Jr., Esquire, Chairman of the12 School Reform Commission; and also13 Michael Masch, Chief Business. We invite14 them to begin their testimony and again15 thank them and other members of the16 School Reform Commission who are here17 this morning.18 (Witnesses come forward.)19
My name is Robert20 Archie. Good morning, Councilwoman21 Blackwell and City Council members --22
2 As I said earlier, my name is3 Robert Archie, and I am the chairman of4 the School Reform Commission, and I thank5 you for providing us with the opportunity6 to share what I have learned as a part of7 an exciting and dynamic team in the8 School District of Philadelphia. 12 Before continuing, I would like13 to introduce: One, our superintendent,14 Dr. 18 Professionally, I'm a partner19 in one of the top law firms in the City20 of Philadelphia. 22 We, as a school reform23 commission, superintendent, and district24 leadership team, are committed to working25 7 5/12/09 - WHOLE - BILLS 090216, 2171 together to achieve our guiding principle2 of:3 1. Increasing achievement and4 closing the opportunity and achievement5 gap for all students;6 2. Ensuring the equitable7 allocation of all District resources;8 3. Holding all adults9 accountable for student outcomes; and10 4. 22 We all share the same core23 beliefs, visions, and commitments that24 have always placed children first. 5 I now would like to introduce:6 To my right, Dr. 12 Following Dr. Dr.
Thank4 you, Mr. Archie.5 SUPERINTENDENT ACKERMAN: Thank6 you. Good morning --7
9 SUPERINTENDENT ACKERMAN: --10 Councilwoman Blackwell and members of the11 City Council. 20 Although I have lived in21 Philadelphia a short time, I already call22 it my home. Any person or publication23 who refers to us as "the next great24 American city" is simply wrong. 9 Dr. 15 Thomas E. 19 Critical to achieving our20 purpose is adequate funding. 3 So where did we start? 13 The members of the transition14 team held listening symposiums and15 solicited input from hundreds of people16 inside and outside the District. 4 So what did we find? The team5 found pockets of excellent instructional6 programs and practices in some of our7 District schools. However, they also8 observed inconsistent application and9 implementation of programs across the10 District. 3 What were the issues and4 inconsistencies? 18 Of the total 195,400 students,19 including students attending charter20 schools, 7 percent, approximately 12,000,21 are English language learners, who speak22 113 native languages. 23 An issue of special concern is24 the over-representation, however, of25 16 5/12/09 - WHOLE - BILLS 090216, 2171 children of color in specialized service2 programs in the District; and, to a3 lesser extent, you can find this pattern4 across the nation. 5 When black or Latino students6 subord and act out, they are too often7 and easily labeled and placed as behavior8 problems before conducting more accurate9 assessments to determine what is in their10 best interests. Our statistics show that11 bored and disruptive children, when12 accurately assessed, are better served by13 high expectations and challenge in the14 classroom rather than expedient referrals15 to a emotional support programs. 2 Public education, I believe, is3 a civil right. 8 Children fail because systems9 have broken down and we have either10 failed to care for them. 14 Six years of steady incremental15 gains of achievement is good, but not16 good enough. 22 Graduation rates improved from23 1995 to 2005, declined in 2006, but are24 rising again. 7 The percentage of students8 dropping out in 2008 is 47 percent. 10 We are a system of 347 schools,11 177 elementary, 29 middle, and 61 high12 schools, plus 17 alternative schools and13 64 charter schools. Some perform well,14 some are mediocre, and too many are15 failing. 17 We began by changing the18 quality of our culture and service. 11 The empowerment schools12 initiative, which redirected financial13 resources to 85 failing schools by14 providing them with instructional15 supports, school-based content, English16 language learner specialists, social-17 services liaisons, increased nursing18 services, and leadership to empower19 schools and children to succeed;20 We have strengthened our parent21 community outreach and faith-based22 initiatives;23 We have now put in place 13024 ombudsmen in 130 of our schools;25 23 5/12/09 - WHOLE - BILLS 090216, 2171 We have had monthly roundtable2 discussions for parents with me, the3 superintendent. 12 Our faith-based partnership13 accomplishments have been -- revealed14 that 198 faith-based partners are now15 active at 63 before- and after-school16 programs and 51 in-school service17 programs. 22 Safety, we know, is a top23 priority in the office. The new Safety24 Office delivers programs, services, and25 24 5/12/09 - WHOLE - BILLS 090216, 2171 supports to keep schools safe. We have2 implemented the Safe for Schools3 Initiative, and it's been revitalized by4 the District's conduct code. 8 Supportive technology. All9 high schools now have systems for10 detection of weapons. 21 I want to talk a little bit22 about accountability and data. Our new23 office now oversees all aspects of24 testing and data. All of our schools now25 25 5/12/09 - WHOLE - BILLS 090216, 2171 have school report cards, which are2 linked to principals' evaluations. 6 School results for the annual7 PSSA. 15 Where are we going?
21 Holding to our core belief that22 it takes the engagement of the entire23 community to ensure the success of its24 public schools, we conducted a25 26 5/12/09 - WHOLE - BILLS 090216, 2171 comprehensive and public process. 7 Over a six-week period,8 Philadelphians turned out morning, noon,9 afternoon, and evening on Saturdays to10 learn about Imagine 2014. We held large,11 open community meetings with translation12 services and listening sessions for13 business and community partners. We held14 roundtables for parents, students and15 teachers, principals, staff and clergy,16 as well as elected officials. 20 Our core focus remained clear:21 To build on success and accelerate22 improvement for all children. 10 The SRC voted to implement11 Imagine 2014 on April 22, 2009, and now12 the real work begins. Imagine 201413 offers a back-to-basics education, with14 equal opportunities to learn and achieve15 for all of our students. 25 28 5/12/09 - WHOLE - BILLS 090216, 2171 Phase I of our Imagine 2014 has2 45 implementation priorities, costing3 $126 million. 10 We know what our schools need11 and what our children deserve. We know12 what we have to do and how we have to --13 how we need to implement those14 strategies. 16 In closing, I want to extend my17 personal thanks to Governor Ed Rendell,18 to the Pennsylvania General Assembly, to19 Mayor Nutter, and to you, the members of20 the City Council, for your continued21 support and steadfast support of22 education in Philadelphia. 8
16 I'm going to begin with a brief17 summary of the written testimony. 5 And I am pleased to bring you6 our budget proposal for the coming Fiscal7 Year 2009-10. 16 But I'm also excited to bring17 this budget to you because it represents18 the first installment of our19 implementation of the School District's20 strategic plan and advances many of the21 reforms that Dr. Let me note that the unified3 operating budget is in three parts. billion operating fund6 budget;7 Another $735 million in Grant8 Funds, and that includes our share of the9 federal Stimulus Funds earmarked for10 education, which I will speak about again11 in just a moment;12 And, finally, a $75 million13 Food Services Fund. 3 We have one of the most4 successful child nutrition programs of5 all urban school districts in the United6 States. We serve at present 110,000 free7 and reduced-price lunches and 50,0008 breakfasts and growing. 17 As you know, this18 administration was not in place when this19 budget was adopted. There was concern20 about whether we could, in fact, achieve21 a balanced budget this year. 24 As Dr. 21 And the District -- and they22 should -- and the people who ran the23 District two years ago should be24 commended for this. 3 There had been predictions that4 the School District could have ended5 Fiscal Year '07-'08 with as much as a6 $181 million deficit. 14 In these very difficult15 economic times, we want to assure you16 that we understand that the kind of17 fiscal discipline that has led us to this18 point must be continued. 2 billion budget. 8 When Dr. Ackerman and I first9 met, she asked me to explain why we seem10 to have the level of fiscal distress that11 we did. 19 What are our challenges in20 putting this budget together? 24 One of them is that the number of25 36 5/12/09 - WHOLE - BILLS 090216, 2171 school-aged children in the City of2 Philadelphia is gradually declining; it3 has over the past ten years. 8 Now, there are several factors,9 then, that offset that:10 One, we are seeing that the11 number of students in private and12 parochial students is declining. We know13 that there are at least four parish14 schools that have announced their15 closure. 20 The other dramatic change --21 and you can see it very vividly on the22 PowerPoint -- is the increase in the23 number of students who are attending24 public charter schools. There were only25 37 5/12/09 - WHOLE - BILLS 090216, 2171 four charters in Philadelphia in 1998;2 there are 63 this year, and there will be3 67 next year. We now devote $350 million4 out of the School District budget to the5 support of charter schools. 9 The other thing that we are10 mindful of is how different we are from11 any other school district in the State of12 Pennsylvania. 6 As I've noted, our budget7 serves a system of 347 public schools,8 and 267 of those are operated by the9 District itself. 20 But this budget also provides21 about $70 million for the education of22 students from Philadelphia who are in23 institutional placements. 2 As Dr. 25 41 5/12/09 - WHOLE - BILLS 090216, 2171 The implementation of the2 five-year strategic plan, as Dr. Ackerman3 noted, is a major component of this4 budget. )15
We also will16 dramatically improve counselor-to-17 student ratios. They're currently at18 500-to-1. 2 We stand to benefit from the3 American Recovery and Reinvestment Act,4 the federal Stimulus Act, in several5 ways. Our challenge is that a great deal6 of the federal stimulus funding for7 education goes directly to the states,8 which are then responsible for9 distributing that funding to local school10 districts. 16 The Governor's proposed to use17 the State's dedicated funding for public18 education to increase the basic education19 subsidy and implement Year 2 of a20 six-year program that was proposed by the21 Commonwealth last year to close what is22 called "the adequacy gap" in State23 education funding24 I would note that in December25 45 5/12/09 - WHOLE - BILLS 090216, 2171 of 2009, the State Board of Education in2 Pennsylvania released a study, and the3 question that study addressed was: Do we4 have adequate funds to effectively5 educate to grade level all of the6 students in our 501 Pennsylvania school7 districts? 3 billion12 to the basic education subsidy. 17 In addition, we anticipate18 receiving funds from the stimulus in four19 other ways, and there are several of20 those that are directed to school21 districts by formula. 19 I want to note that the20 $121 million in basic education subsidy21 and the $102 million in State Fiscal22 Stabilization Funds that I have just23 described must be appropriated by the24 Pennsylvania General Assembly when the25 47 5/12/09 - WHOLE - BILLS 090216, 2171 Commonwealth adopts its Fiscal Year2 2009-'10 budget. 11 Finally, I want to note that12 during the past six years, as the13 Superintendent has noted, the School14 District has made great strides in15 improving academic performance. We have16 gone from 1 out of 5 students performing17 in math and reading at grade to now18 nearly 1 out of 2,19 But the members of this chamber20 know that that is not acceptable21 performance. 10 Our goal has been drilled into11 us by the Superintendent. 5
Thank6 you.7 At this time, the Chair8 recognizes Councilwoman Brown.9
Thank you,10 Madam President.11 Good morning.12 PANEL MEMBERS: Good morning.13
Let me14 officially welcome Dr. Ackerman and all15 of you to these proceedings and to say to16 you, Dr. Ackerman, thank you for not only17 accepting the challenge, but embracing18 the challenge of leveling the playing19 field of educating our children.20 My first question goes to the21 business of education. With a22 $3.2 billion budget, I did notice in this23 document the consolidated budget on Pages24 294 and 295 a discussion of the25 50 5/12/09 - WHOLE - BILLS 090216, 2171 procurement activity but not the details.2 And you should know that with3 every department that has come before us,4 irrespective of branch of government or5 whether or not they're quasi-public,6 we're asking for details.7 The District has gone a long8 way towards making some aspects of this9 budget more transparent; however, on10 those two pages, one thing that is not11 clear at all is: Who are getting the12 contracts and how much? Did I miss that13 at all?14
Well, I can start15 by saying that it's not our intent in the16 budget document to provide the17 information on the operations of the18 District.19
In fact, one of the21 things that we anticipate doing this22 coming year, and we've committed to the23 School Reform Commission, is doing24 semiannual performance reports. Those25 51 5/12/09 - WHOLE - BILLS 090216, 2171 will reflect the kind of information,2 Councilwoman, that I think you're talking3 about.4 But we do have some of that5 information, and we will be glad to6 provide you with full detail on our7 procurement operation. And if there are8 specific questions now, we would be9 prepared to address those --10
Okay. I11 would ask that you submit to the Chair a12 list of all contracts by vendor with a13 total above $100,000, and that gives us a14 look-see at how well you're performing.15 It's been reported that there's been an16 increase in the School District doing its17 business differently but we need numbers18 to reflect that.19 SUPERINTENDENT ACKERMAN: And20 also, Councilwoman Brown, we are setting21 performance targets to increase it, our22 numbers. And our new chair has asked for23 monthly progress reports, and we'll be24 happy to share that with you.25 52 5/12/09 - WHOLE - BILLS 090216, 2171
Okay,2 thank you.3 My second series of questions4 will be around special ed, and I will not5 get them all done in my first five6 minutes.7 So, to put this in context, I8 have before me a case that came to the9 attention of the School District in10 January -- no, March of 2005, and it came11 to my attention January 27th, '09. And I12 share with you the sentence that comes13 from this parent wherein she says:14 The program recommended by the15 District, she felt, was not appropriate16 for her son, wherein she actually17 enclosed pictures reflecting the school.18 She asks, "Please, any help would be19 appreciated, if not from for my son, for20 all children with autism who are not21 getting the education that they deserve."22 So the broader question is --23 and I should say for the record that I24 know the good work of the specialized25 53 5/12/09 - WHOLE - BILLS 090216, 2171 Department of Education, because they2 actually gave my staff a full orientation3 during my staff retreat two years ago.4 Help me understand why it might5 take four years for a parent who wants6 the absolute best for her autistic child,7 and now, May 09, we're still working with8 both the School District and now the9 Department of Mental Health to find the10 best suitable placement for her child11 who's severely autistic.12 SUPERINTENDENT ACKERMAN: Well,13 I want to say that I don't believe it14 should take four years for us to get the15 services that this parent, you know,16 desires and her child deserves, so let me17 start with that.18 I am familiar with this case;19 in fact, I have been involved with this20 parent. And this last place -- I can21 tell that you since about January, I've22 been involved with the parent --23
Mm-hmm.24 SUPERINTENDENT ACKERMAN: -- in25 54 5/12/09 - WHOLE - BILLS 090216, 2171 tracking the support that we've given to2 her and her son, and --3
So what4 are some of the impediments that any5 parent has to endure because the School6 District has very standard operating7 procedures?8 SUPERINTENDENT ACKERMAN: I9 think --10 (Timer bell rings.)11 SUPERINTENDENT ACKERMAN: -- an12 agreement on what the appropriate13 placement would -- should be, and we've14 had difficulty agreeing on that.15 This last placement -- and16 because I do know this case, I have seen17 the various offerings we've given to the18 parent. And the last one, we even19 brought in the State Board of Education20 to look at the placement, and they21 approved it, but she would like a22 different kind of a private placement.23
Is that24 placement out of the County of25 55 5/12/09 - WHOLE - BILLS 090216, 2171 Philadelphia?2 SUPERINTENDENT ACKERMAN: Yes.3 It's a private placement, and we have to4 -- it's hard to agree to a placement once5 we have the State saying that this is6 appropriate.7 And the issue with this8 parent -- and I understand why she wants9 this other placement, but it's -- we are10 required to give, you know, the best at11 an efficient -- cost-efficient way. The12 new placement would cost $90,000; the13 placement that the State and the District14 and everybody sort of agreed on was -- is15 $35,000. I couldn't remember if it was16 35 or 40,000.17 So trying to find a middle18 ground here is where we are with her, but19 we have given her several choices, and I20 want you to know that I have been in21 touch with her, I have talked with her, I22 have sent my staff out to look at the23 placement, and we are going to just have24 to try to find a way that she's going to25 56 5/12/09 - WHOLE - BILLS 090216, 2171 feel more comfortable. She's not2 comfortable with the program that's been3 offered, and she would like this other4 placement.5
Okay. So6 we can -- should we assume that that is7 an anomaly?8 SUPERINTENDENT ACKERMAN: I9 would hope so. This has come to me. I'm10 not saying that we don't have lots of11 work to do with our special ed services,12 because we do. And you can see in the13 strategic plan, we are focused on how to14 step up those services, but I do think15 this case, in my experience, is very much16 the anomaly.17
Okay. The18 testimony says that the District funds19 700 approved private school placement.20 Of that number, what is the number for21 those schools that deal strictly with22 children with severe learning disability;23 might you know?24 SUPERINTENDENT ACKERMAN: I25 57 5/12/09 - WHOLE - BILLS 090216, 2171 don't have that off the top of my head,2 but I would be happy to get that for you.3 I do have our deputy chief for4 specialized services who is here, and I'm5 not sure if she has that number.6 (Addressing Deputy Chief7 Taylor.) Do you have that number? Come8 on up. It's okay. I don't have to know9 that's why we have people here.10
Your team.11 SUPERINTENDENT ACKERMAN: Yes.12 We have a team. She's going to come up13 and speak to that.14 COUNCILWOMAN BLACKWELL:15 Councilwoman Brown, we were contacted16 also about that case.17
Okay. And18 this will have to be the last question on19 this matter because the bell rang, and on20 my next round, I'll continue with my21 special ed questions.22 DEP. CHIEF TAYLOR: Good23 morning. I'm Brenda Taylor, Deputy Chief24 of Specialized Services.25 58 5/12/09 - WHOLE - BILLS 090216, 2171 Your question was: How many2 placements do we have for children with3 severe learning disabilities or autism?4
According5 to the documents, the District funds 7006 approved private-school placements.7 DEP. CHIEF TAYLOR: Yes.8
And you9 also cited a number, Mr. Masch, a dollar10 figure.11 Of that 700 how, many of those12 schools are designed to handle children13 with severe learning disabilities like14 autism.15 (Timer bell rings.)16 DEP. CHIEF TAYLOR: We look at17 schools that -- there are a limited18 number of schools that handle -- autism19 and severe learning disabilities are two20 different categories.21
Okay.22 DEP. CHIEF TAYLOR: So rarely23 do we send a child outside of the School24 District for a learning disability.25 59 5/12/09 - WHOLE - BILLS 090216, 2171
Okay.2 DEP. CHIEF TAYLOR: We're able3 to accommodate them in the District.4
Okay.5 DEP. CHIEF TAYLOR: And we're6 able to accommodate the majority of our7 children with autism disorders in the8 District.9 So when we refer a child to an10 approved private school, we're indicating11 that the programming is so specialized12 and so significant that it is very13 detailed and for that particular child.14 So there are limited15 children -- when we look at the 28,00016 children that we have in the District17 with IEPs, there's a limited amount of18 children that we send out. We exhaust19 all options in the District prior to20 sending them out.21 There are a specific number of22 schools that specialize in autistic23 disorders. I can get you the name of24 those schools --25 60 5/12/09 - WHOLE - BILLS 090216, 2171
Please.2 DEP. CHIEF TAYLOR: -- and the3 actual number of students that we have in4 there.5
Thank you,9 Madam Chair.10 COUNCIL PRESIDENT VERNA:11 You're welcome.12 The Chair recognizes Councilman13 Goode.14
Thank you,15 Madam President.16 Good morning, Dr. Ackerman.17 SUPERINTENDENT ACKERMAN: Good18 morning.19
I want to20 discuss the achievement gap for a while,21 and I'll start with your testimony that22 says:23 "Eighty-five elementary,24 middle, and high schools were25 61 5/12/09 - WHOLE - BILLS 090216, 2171 underperforming, under-resourced, poorly2 staffed, and failing academically,3 socially, and morally. Public education4 is a civil right. 8 "Children fail because systems9 have broken down. "11 So I want to start off by12 thanking you for providing the13 demographic information you did with14 regard to achievement. 19 Whenever we asked questions20 about it and how it was broken down21 demographically, Mr. 12 But in terms of black children,13 they are only at 43 percent. 23 And the same is true in terms24 of reading: While the scores have gone25 63 5/12/09 - WHOLE - BILLS 090216, 2171 in terms of percentage of those advanced2 or proficient in terms of PSSA results in3 2002 to 2008, going from 23 percent to 444 percent. 8 So my question specifically is:9 How are we actually investing in bridging10 the achievement gap? 15 This achievement gap -- and16 I -- and we've also included the words17 "opportunity gap," because we believe18 without the opportunities, you can't19 accelerate the achievement. 5 We believe that early-childhood6 education programs matter and that young7 people who have early-childhood education8 experiences start kindergarten ready to9 learn. 13 And so, there is always this14 gap. )11 SUPERINTENDENT ACKERMAN: -- a12 lack of resources, but they have, in13 their classrooms, teachers who are --14
But15 Dr. Ackerman, from the way you have16 responded, that will actually raise test17 scores across the board.18 My question was really about19 how we're going to bridge the achievement20 gap. And are there any special21 investments in bridging that achievement22 gap, and how much is actually invested in23 achieving that gap?24 SUPERINTENDENT ACKERMAN: Okay.25 66 5/12/09 - WHOLE - BILLS 090216, 2171 I actually believe that it will help2 accelerate it also, because our young3 African-American and Latino children4 don't have those early-childhood5 experiences.6 But let's just take the 857 schools that we talked about that we've8 identified. In those schools, we've9 actually put in more than $30 million of10 targeted resources -- extra money, but11 targeted resources.12 We've put parent ombudsmen in13 those schools to work with families.14 We've put social-service15 liaisons in those schools to work with16 community-based social services so that17 we can get services to our young people18 early.19 We've put instructional teams20 in those schools to work with teachers.21 We've put long-term subs in, so22 that we have somebody there. They can't23 get subs, so you have teachers then24 dividing classes, and they go from 30 to25 67 5/12/09 - WHOLE - BILLS 090216, 2171 40 'cause they can't get a sub.2 What we've tried to look at is,3 what do those schools have in common?4 And then actually target the resources to5 those schools in a way -- more nurses,6 because many of those young people have7 health-care issues, so more nursing in8 those schools.9 And, actually, we haven't seen10 the test scores yet, but we believe,11 based on some of the data that we can now12 give you related to attendance, and I13 know that my staff member --14 (Addressing staff member.) Do15 you want to give it to me? Come on up16 are tracking the difference.17 We're tracking the difference.18 We still have a lot of work to19 do. Forty-nine percent of our African-20 American males will drop out of school21 unless we have serious interventions in22 place. We are putting more counselors in23 place. We are now putting more parent24 and student advisors in place. We are25 68 5/12/09 - WHOLE - BILLS 090216, 2171 looking for more men of color, because we2 believe that that's an important link3 that's been missing.4 So we have strategies in place5 to now accelerate.6 Because you're right: We're7 seeing everybody get better. But if you8 start behind, you have to accelerate to9 catch up.10 And what we've seen in terms of11 improvement in those 85 schools, just by12 putting in student advisors, extra13 resources, parent advisors, nurses, is14 improved attendance. It's gone up this15 year, but I don't want to give a number.16 (Witness comes forward.)17 SUPERINTENDENT ACKERMAN: Go18 ahead.19
Tomás Hanna, Chief20 of School Operations. Thank you for the21 opportunity.22 What we've seen with the23 inclusion of parent ombudsmen and student24 advisors has been in our Empowerment I25 69 5/12/09 - WHOLE - BILLS 090216, 2171 schools, our most challenged schools, a2 12 percent increase -- in fact, decrease3 of those young people who are what we4 refer to as "chronically truant," which5 means eight or more days out during a6 school year.7 And we've seen the same type of8 reduction in our Empowerment II schools9 of 13 percent of young people who were10 eight or more days out and chronically11 truant; we've seen a reduction in that12 number, as well as sort of overall, in13 all of our schools, an improvement of14 about a 13 percent reduction.15 So the average in the 12816 schools where we've added the resources,17 we're looking at about an average of18 about 12.5 percent reduction of young19 people who are out eight or more days.20 When you take a look at the21 District as a whole, who did not receive22 those supports, there's an improvement23 there of about 12 percent as well. So we24 saw by -- some of us think we're actually25 70 5/12/09 - WHOLE - BILLS 090216, 2171 beginning to level the playing field in2 terms of ensuring that these young3 people, in fact, make it to school 'cause4 we know that one of the determining5 factors is attract them to school, get6 them to school, and then all of these7 supports can -- the young people can8 benefit from them.9 So we got a long way to go10 'cause eight absences is a lot, but the11 fact that we're reducing that number, we12 think, puts us in a much better position.13 SUPERINTENDENT ACKERMAN: The14 other thing I wanted to add is, we are15 adding different kinds program. Three16 career technical high schools are coming17 back to the District. We believe that18 we've got to engage young people in19 relevant experiences so that they want to20 come to school. We're getting 'em back21 to school; now we got to make sure they22 want to stay there.23
Okay.24 SUPERINTENDENT ACKERMAN: And25 71 5/12/09 - WHOLE - BILLS 090216, 2171 I'd be happy to share with you all of the2 things that we're targeted on, because3 this issue of the achievement and4 opportunity gap is a big one for us.5
Thank you.6 Thank you, Madam President.7 I'll continue in the next round.8
Thank9 you.10 We were very impressed by11 reading your "what we found" statement12 because it has to deal with all of these13 things. You mentioned inconsistent14 application and implementation and how15 resources were unevenly spread out, so we16 appreciate your stating that.17 I mean, it's something18 everybody knows but few people will say.19 SUPERINTENDENT ACKERMAN: Right.20 COUNCILWOMAN BLACKWELL:21 Because we can't -- unless we admit the22 issues, then we can't begin to resolve23 them.24 Thank you.25 72 5/12/09 - WHOLE - BILLS 090216, 2171 Councilman Jones is next.2
Thank you,3 Madam Chair.4 Dr. Ackerman, Mr. Archie,5 Mr. Masch, good morning.6 PANEL MEMBERS: Good morning.7
I couldn't8 help but remember what President Obama9 said when he said that the country that10 out-educates you today will outperform11 you economically tomorrow. 13 I had an opportunity to attend14 your 2014 briefing that you had at the15 High School of the Future. Councilwoman16 Blackwell was in attendance with that as17 well. 21 All too often, when we are in22 budget crunches, we think of only today,23 and we take our eyes off the prize, if24 you would, about where we want to be in25 73 5/12/09 - WHOLE - BILLS 090216, 2171 the future. 14 And some of them needed a15 little assistance. 19 What I want you to speak to is,20 how do you -- in light of President21 Obama's comments, how are we, in22 Philadelphia, preparing for not only23 blue-collar and white-collar jobs but24 green-collar jobs? 4 If college comes right after high school,5 I'm thrilled. 10 And so, what we've done over11 the last ten or so years is, we've12 actually disinvested in our skill13 centers. And what we saw was what's14 happened as a result of that. We have a project labor3 agreement with the labor -- our labor4 unions. It's been sitting on the shelf, and we6 want to fully implement it. 10 So we are very much aware that11 what we have we need to do more with,12 with the four centers that we have, and13 that there's much work that we can do in14 partnerships here. 2 And one of our new charter3 schools is actually working toward that,4 and we're working with them. 9 In terms of giving the school10 system a grade, you know, I'm not --11
Hold that,12 hold that.13 SUPERINTENDENT ACKERMAN: All14 right.15
I don't want16 you to give yourself a grade yet.17 SUPERINTENDENT ACKERMAN: Okay.18
I want you19 to do that after we're all said and done.20 But one of the things that I21 would encourage, based on your first22 response, is that to work with the23 private sector, work with the unions,24 work with the City of Philadelphia.25 78 5/12/09 - WHOLE - BILLS 090216, 2171 An example is that the Water2 Department here, in the City of3 Philadelphia, is embarking upon an4 ambitious undertaking that deals with5 rain water runoff.6 SUPERINTENDENT ACKERMAN:7 Mm-hmm.8
We are9 probably going to launch one of the10 largest, most aggressive rain garden11 initiatives in the City of Philadelphia.12 And, basically, they are to redivert rain13 water runoff into these gardens that will14 be round the City.15 (Timer bell rings.)16
The17 installation and the maintenance of those18 rain gardens may be a cottage industry19 and may be a career that a young person20 graduating from Randolph might specialize21 in.22 And so, those kinds of23 thoughts, connecting the dots between24 what the vocational opportunities are in25 79 5/12/09 - WHOLE - BILLS 090216, 2171 public school to the real-world2 opportunities of the job are what we need3 to plant the seeds of now. And if we do4 that and they go on to become5 horticulturalists or whatever else in6 advanced degrees, that's fine, but --7 My grandfather, who graduated8 from Central High School, he wasn't a9 Speed Boy; he was a Lancer.10 (Laughter.)11
And he12 graduated from there and went right down13 to the waterfront and got a job and then14 went back to school.15 And those opportunities, to be16 able to provide for one's family with a17 reasonable wage are also positive18 outcomes from public school.19 SUPERINTENDENT ACKERMAN:20 Absolutely, mm-hmm.21
And as we22 connect those dots, I think we can only23 have a win/win scenario.24 So it's more than just saying25 80 5/12/09 - WHOLE - BILLS 090216, 2171 it and having good institutions like2 Randolph; it is connecting the dots with3 the private sector, the City of4 Philadelphia, where the real jobs are.5 And if we can connect those two things, I6 think we'll go a long way in achieving7 your overall goal.8 SUPERINTENDENT ACKERMAN: Well,9 we appreciate the support that you have10 been given us, and I look forward to11 working with you to make that happen for12 our young people.13
Thank you19 very much.20 First, at the outset, let me21 say that I believe that your leadership22 to date at the District has been superb.23 Your staff has been very responsive and24 helpful. I think the past leadership at25 81 5/12/09 - WHOLE - BILLS 090216, 2171 the SRC and the current leadership gives2 us a lot of feeling of confidence that3 the social (indiscernible) is being4 turned around, although slowly, but in5 the right direction.6 So with that said as a preface,7 pardon me as I get into an area that may8 be a little more uncomfortable.9 I want to ask a little bit10 about the Camelot Schools contract, and11 I've been given a lot of information12 recently that is unsettling for me once I13 read it, whether or not it's accurate or14 not, and I just want to go through a15 couple of things that I may be aware of16 that may or may not be not true.17 Apparently, Camelot was18 originally a company called Health Care19 America. And there were two CEOs -- one20 named John Harcourt and Michael Pircy.21 Apparently, in '96, that22 company filed for bankruptcy. In '97,23 allegedly, a student in their care died.24 In '97 also, Health Care America emerged25 82 5/12/09 - WHOLE - BILLS 090216, 2171 from the bankruptcies and changed their2 name to Brown School, with the same basic3 CEOs. In 1998, another student in their4 care allegedly died.5 The CEO of the original Brown6 School, a/k/a Health Care America, leaves7 Brown Schools and forms Camelot Schools8 with the same two CEOs. Camelot, then in9 Texas, files for bankruptcy and is10 admitted to the Texas Bankruptcy Court11 and then incorporates two new12 subsidiaries both in Texas and Florida,13 and two more executive from Health Care14 America Brown join Camelot.15 All of those factors would lead16 anyone to at least have a hesitation in17 awarding a contact for disciplinary18 alternative schools here in the19 Philadelphia District, so I was wondering20 if you could at least clear up or talk21 about some of the due diligence and22 consideration that was done prior to23 awarding of the contract, if you can, at24 this point.25 83 5/12/09 - WHOLE - BILLS 090216, 2171
Councilman, here's2 where we are in terms of contracting for3 our alternative education programs, both4 Multiple Pathway to Graduation and the5 alternative disciplinary programs.6 All of the current con -- we do7 have a contract with Camelot at present.8 They have been one of our providers. All9 of those contracts expire at the end of10 June.11
Let me just --14 they're in a one-year now, but they had15 a -- I think they had a couple-year16 contract. That's before we got here.17
But we'll get you19 the information.20 The School Reform Commission21 has authorized the Administration to22 commence negotiations with a range of23 providers to try to find the best mix of24 providers, both from the point of view of25 84 5/12/09 - WHOLE - BILLS 090216, 2171 the operating programs across the City so2 that they're convenient for students and3 their families and, you know, a4 reasonable business deal for the School5 District. And, of course, the most6 important thing is the quality of the7 operation.8 And Camelot is on the list of9 those providers that we are authorized to10 deal with. We have entered into no new11 contracts for the coming school year.12 I do not believe that -- I have13 not heard the information that you've14 just put forward, and we would like to15 get more information from you and give16 you a response to the specific concerns17 that you've raised, and, based on what we18 find out together, determine whether that19 should have some influence on the20 negotiations --21
All right.25 85 5/12/09 - WHOLE - BILLS 090216, 2171 I will provide you with what's been given2 to me.3 Again, I do appreciate your4 leadership, and I know you'll do what's5 right for children. I just wanted to6 make sure -- and we really don't always7 get the opportunity much to talk to you8 guys publicly because it's the one-year9 authorization, reauthorization of taxes.10 So I just wanted to bring that11 to your attention. I will provide you12 with what I have. And, hopefully, we can13 see it through to the end, okay? Thank14 you very much.15 SUPERINTENDENT ACKERMAN: Thank16 you.17
Thank you,21 Madam Chair.22 Good morning, still.23 SUPERINTENDENT ACKERMAN: Good24 morning.25 86 5/12/09 - WHOLE - BILLS 090216, 2171
It's great2 to have you here.3 I've read Imagine 2014 and4 think it contains some great goals and a5 good plan looking forward, and I'm6 excited to see how we're going to7 implement that as a school district and a8 city over the next five years.9 In the beginning of Imagine10 2014, you talk about having, you know,11 progress goals set each year, starting in12 October, and then a mid-year report card13 and a last-year report card.14 I wonder if maybe by the end of15 this summer, we could get sort of an idea16 of what you expect to achieve in each17 year towards the goals at the end of the18 Five-Year Plan just so we have some way19 to measure progress from year to year.20 I'm sure you're familiar with21 budgeting for outcomes and aspects like22 that, and I'd be very interested in23 seeing how quickly you think we'll24 progress specifically if it's not, you25 87 5/12/09 - WHOLE - BILLS 090216, 2171 know, each year that's in there.2 I have a question really for, I3 guess, starting for Mr. Masch, and I just4 want to clarify a few points in his5 testimony.6 In the first page of your7 testimony, you say that $3 billion out of8 $3.2 billion is spent on direct support9 of Philadelphia's public schools, and I'm10 trying to understand how you define11 "direct support." Does that mean that12 only 6 cents of every dollar is spent on13 administration? What are you saying14 there?15
Well, what we tried16 to do and what we're presenting to you17 this spring and to the people of the City18 is a new format in terms of how we19 present information, how we present the20 financial information of the District so21 as to, hopefully, be clearer with the22 public and with you, the elected23 officials, in terms of where the dollars24 go and how they are spent.25 88 5/12/09 - WHOLE - BILLS 090216, 2171 So other than the Educational2 Center at 440, which we -- is our only3 building that's a purely administrative4 building, our capital program is devoted5 to renovating and reconstructing the6 school buildings that students attend so7 that the debt service on those bonds8 we've put into operating support.9 Our transportation program,10 both the transpass program and the yellow11 bus program, bring students to and from12 schools, get them to schools. So we put13 that into operating support.14 As we've noted, there's a15 substantial portion of operating support16 for schools, but it's directly related to17 the mission, the core mission, of the18 schools in terms of instruction.19 So I would say, yes, you know,20 roughly 5 percent represents the cost of21 running the central offices of the22 District.23 Now, not all of that is --24 it's -- I'm not sure, you know, whether25 89 5/12/09 - WHOLE - BILLS 090216, 2171 we have a common definition of what's2 administrative even there. For instance,3 an office like the Teaching and Learning4 Office that reports to the Chief Academic5 Officer we put in administration because6 those people don't work in schools, but7 they are the people who determine what8 textbooks we should use, how we're going9 to upgrade and improve the core10 curriculum. So even a lot of what's11 administration in the School District, we12 think, is related to core mission.13 But what we tried to do is14 present in the instructional area15 educational programs and then in the rest16 of the District's operating budget those17 other things that we need to do in order18 to make sure that the schools are able to19 function.20
Okay. So21 the 3 billion includes debt service,22 which is, I guess, why you're saying it's23 not -- when you go on the next page and24 you say 2.5 billion for District-operated25 90 5/12/09 - WHOLE - BILLS 090216, 2171 schools, the difference between the2 2.5 billion and the 3 billion is debt3 service?4
No, I can8 see what's there. I'm just asking what9 the difference between 2.5 and 3 is on10 the --11
The 3 is the funds12 that we expend to support education in13 educational settings that we don't14 operate ourselves, and that is in three15 parts.16 (Timer bell rings.)17
It's the charter18 schools, and that is -- the funding we19 provide to charter schools is 35020 million. It's the education of students21 in institutional placements which is22 about 70 million. And it's services to23 non-public school students, which we24 provide under Pennsylvania Act 89, and25 91 5/12/09 - WHOLE - BILLS 090216, 2171 that's about 61 million.2 So that's 480 million for the3 operation of -- for the support of4 education in schools the School District5 itself does not operate, or programs the6 School District itself does not run.7
Thank you,13 Madam Chair.14 Superintendent, Mr. Masch,15 Mr. Archie, first of all, it's good16 seeing you out in the community,17 Mr. Masch, going into the community and18 explaining this process to the community.19 I thought that was very good.20 And one of the things that21 we've been asking for years here is a22 better relationship when it comes to23 joining hands in the areas of purchasing24 and various initiatives with the City25 92 5/12/09 - WHOLE - BILLS 090216, 2171 government when it comes to buying2 whatever we buy, whatever you buy, the3 ability to get a better bang for our4 buck.5 Have you done more of that6 recently? Because each year, we're told7 that you're going to do that, but it8 really never happens. So I'm just9 wondering if you could give us a report10 on any progress towards that.11
Yes. I'm happy to12 say we've made some substantial progress13 this year. One of the major initiatives14 that we did this year was a coordination15 of basically a swap of telecommunications16 frequencies that enabled us to get on the17 City's system and also give them an18 expanded set of frequencies that met19 their operational needs.20 We are looking at -- we have21 set up a Shared Services Task Force22 between the City and the Nutter23 Administration.24 We are looking at some test25 93 5/12/09 - WHOLE - BILLS 090216, 2171 runs in terms of joint procurement of2 what I'll call kind of "generic office3 supplies," where we think we could do a4 joint procurement.5 We are looking at doing our6 energy management work together.7 And one of the major pieces of8 Imagine 2014, in a very different realm,9 is a much higher level of coordination in10 terms of the provision of social services11 in assisting our children and their12 families to access the very complicated13 social service system and make sure that14 we're working together on that.15 The Department of Human16 Services, as I believe they've testified17 to this Council, are considering, you18 know, moving to a much more regional19 operation, and we are in active20 discussions about if they're going to be21 DHS District offices, seeing those office22 in schools. We have schools where we23 have the space, and we're in active24 negotiations with them how about how we25 94 5/12/09 - WHOLE - BILLS 090216, 2171 might be able to do that.2 There are some challenges. The3 School District is under State4 procurement codes. The City, under the5 Charter, has its own procurement6 provisions. They're not always7 compatible with one another, and I can8 tell that you in areas like Risk9 Management and Procurement and10 Information Technology, the Mayor's top11 people and our top people have been12 meeting with one another.13 And where they present us with14 those problems we've told them to go15 knock the lawyers' heads together a16 little bit and figure out how we can17 overcome that.18 I think the first task will be19 if we can do the joint procurement on20 office supplies. If we can do that, then21 I think that we'll have figured out a way22 to do more of this.23
I'd like to24 go back to the community communication25 95 5/12/09 - WHOLE - BILLS 090216, 2171 issue. Are you telling me now that2 because of this frequency swap, you're on3 the City's 800-megahertz radio system?4
We have access to5 the system, and the City now has a6 broader -- now has a broader band -- I7 don't really know the technical terms.8 I'm already out of my depth, but it's a9 broader bandwidth or whatever it is.10
All right,15 but here's my next question.16 You spend a lot of money on17 two-way communications. You have a18 lease, I believe, with Motorola, it's19 very expensive. Were you able -- are you20 able to back out of that or stop that now21 that you're on the City's radio system?22
When will it25 96 5/12/09 - WHOLE - BILLS 090216, 2171 expire?2
That is, the3 procurements that we've done to date we4 don't have to do any additional5 procurement. We're not able to -- we're6 not able yet to terminate the agreements7 that we're already in.8
How much is9 your own communication system that you10 currently have and will be able to11 eliminate? Is that fair, that you'll be12 able to eliminate that?13
Let me ask John17 Lombardi to come up, who is the head of18 Transportation but also responsible for19 negotiating this agreement.20 (Witness comes forward.)21
Currently, the22 only practice that we have for23 telecommunications system, Councilman, is24 for maintenance on the system. And we25 97 5/12/09 - WHOLE - BILLS 090216, 2171 pay a portion as well as our all Office2 of School Police; they pay a portion of3 it.4 It's about $200,000 a year.5 And it expires in June, and it's6 renewable each year, just for the7 maintenance.8 We're purchasing radios as we9 buy buses, and they're compatible with10 the new system that we're -- that we've11 been talking about with the City12 administration for about a year now.13
So is it14 safe to say -- and I don't want to15 belabor this -- that you are now16 utilizing the famous 800-megahertz radio17 system, you're sharing that system now18 with the City of Philadelphia, and the19 $200,000 a year that you spend on20 maintenance, that will be a savings to21 the School District, and the only expense22 you should have is the actual hardware,23 the radios that are installed in the24 buses? Is that how I understand it?25 98 5/12/09 - WHOLE - BILLS 090216, 2171
That's correct.2 The Office of School Police is currently3 using the City's a megahertz system.4 (Addressing colleague.)5 Correct, Jim?6 The school buses have not7 transitioned over yet. We're in the8 final stages of transferring the five9 frequencies permanently to the City and10 the additional five will be shared with11 the five that we're turning over.12 So we'll have ten frequencies13 with the City's frequencies sharing, and14 we expect that we'll have better15 communications for both us and the City16 as well.17
But the18 bottom line is it's a $200,000 less19 expense.20
There's a22 perfect example, and I've been talking23 about that for years why we weren't, and24 you know I have.25 99 5/12/09 - WHOLE - BILLS 090216, 2171
About that3 particular issue. So I'm glad that you4 moved that forward.5
Thank9 you.10 The Chair recognizes11 Councilwoman Sanchez.12
Thank13 you, Madam Chair.14 Good afternoon.15 First, I want to thank you for16 taking on, as Councilwoman Blondell says,17 this challenge.18 I also want to thank Councilman19 Goode for his legislation that led to20 increased funding in the School District.21 (Addressing Councilman Goode.)22 And had I been in Council at that time, I23 would have helped you champion that24 along.25 100 5/12/09 - WHOLE - BILLS 090216, 2171 And I'd be remiss not to thank2 the Governor and the legislature for3 their additional funding as a result of4 the costing-out study. I think it's one5 of the first times in the last couple of6 decades where we have seen a true7 commitment based on dollars, not on8 words, for public education.9 And as the only Councilmember10 with a student in our public school11 system, I am gratified. And I know12 Councilwoman Blondell Reynolds and13 Councilman Green have school-aged kids,14 but my son attends public education. And15 I think, as Dr. Ackerman stated, the16 issue of equity and opportunity is such17 an important aspirational goal for us.18 The devil is always in our details.19 As it relates to 2014, I don't20 think anybody will disagree with its21 aspirational goals. I think it speaks to22 what we've all talked about: Education,23 education reform, access, and equity.24 What I'm interested in is, and25 101 5/12/09 - WHOLE - BILLS 090216, 2171 if you could articulate for me, how we2 get from this aspirational goal plan and3 what's going to happen over the next year4 as we flush that out. What's your5 process for the next year so that we can6 go to Councilman Green's point around how7 we're going to measure ourselves?8 SUPERINTENDENT ACKERMAN: We do9 plan to have actually two -- one District10 report card that's aligned to all of our11 school report cards, so you'll be able to12 see our District progress.13 We have set two goals -- two14 benchmarks -- performance targets, I'm15 sorry. One, that we think, given a16 three-year trend data, we can say this is17 where we think we need to be at the end18 of our first year and then what we're19 calling a stretch goal, so that we are --20 this is where we think we should be and21 this is where we'd like to be if we're22 going to really accelerate our efforts.23 And we plan to make those24 public, along with an implementation25 102 5/12/09 - WHOLE - BILLS 090216, 2171 timeline and benchmark so that we can2 say, Here are the first initiatives, this3 is where we are on the implementation4 timeline, did we make it, or did we not?5 And then why? And hold ourselves6 accountable for that.7
So those8 are going to be laid out in each one of9 the categories that you spelled out --10 SUPERINTENDENT ACKERMAN: Yes.11
And when15 do you foresee those being completed and16 made public?17 SUPERINTENDENT ACKERMAN: We18 are expecting that we will take those to19 the SRC in August.20
Okay.21 Speaking around money, I mean this is the22 first time where the School District23 actually has money, and I'm sure24 Mr. Masch is happy that he's here when we25 103 5/12/09 - WHOLE - BILLS 090216, 2171 have some money.2
I'll be happier3 after the legislature acts, in June or4 July.5
One of6 the things is, again, I'm very happy that7 we're doing this focus on reduced class8 sizes. You know, it's one of the few9 times -- well, the first time I've seen10 such a focus and money following that.11 I'm concerned because a lot of12 that Phase I implementation happens with13 stimulus money. What's our plan for14 sustainability?15
All right. One of16 the reasons why you're only seeing a17 Phase I of about $126 million is, that is18 about the level that we believe is19 sustainable if the following things20 happen the:21 The first one is -- and I22 cannot emphasize this enough -- we need23 to get the funds that you are looking at24 now appropriated by the General Assembly.25 104 5/12/09 - WHOLE - BILLS 090216, 2171 And I do want to note that there is a2 budget that was approved by the3 Pennsylvania Senate last week, which does4 not include any of this funding. It5 basically cuts State funding for6 education and substitutes the Stimulus7 Funds for the State funds, which would8 enable the State to say they'll cut9 spending, but it--10
But11 doesn't that go against the stimulus12 money?13
I mean,15 we've been told over and over about16 supplanting money or replacing existing17 funding resources.18 (Timer bell rings.)19
We believe that it20 is violative of the spirit of the21 stimulus. I have to say, with some22 chagrin, that it's not technically23 violative of the way in which the24 stimulus bill was written.25 105 5/12/09 - WHOLE - BILLS 090216, 2171 But I want to say first our2 building block is an assumption that3 those advocates of public education,4 including those in this chamber, will5 make it clear to our representatives in6 Harrisburg that we need these funds; we7 need them to make up for the weakness in8 our local revenue base and we need them9 to close this adequacy gap.10 I mean, as Dr. Ackerman said,11 we don't have equitable distribution of12 resources. The costing-out study13 explained that that was in part because14 we did not have adequate resources.15 But if that funding is16 provided, and, in the next two years, as17 the federal government anticipates, we18 will begin to see a revival of the local19 and state tax base, and our City revenues20 would return to the level they have21 historically been, which is at least 422 percent a year, and our State revenues23 would see the next four years of closing24 the adequacy gap, that is the25 106 5/12/09 - WHOLE - BILLS 090216, 2171 implementation of the rest of the2 six-year program, and if the continuing3 United States Department of Education4 discretionary funds budget, as it was5 proposed by the Obama Administration and6 approved by the Congress last month is7 fully implemented, which includes an8 annual increase over the next five years9 of about 8 percent in federal education10 funds compared to an average annual11 increase of 4 percent in federal12 discretionary education funds during the13 Bush Administration, if those three14 things happen, then we believe that this15 plan is sustainable even after the16 Stimulus Funds are used up.17 We have the Title I IDEA18 special ed and ed tech Stimulus Funds,19 which is about 100 million this year and20 that is in '09-'10 and '10-'11.21 We have the 102 million that22 the Governor has proposed for State23 fiscal stabilization funds only for this24 year. That's a one-time funding.25 107 5/12/09 - WHOLE - BILLS 090216, 2171 So based on those assumptions2 and the others that I've just given you,3 we believe that we can have a sustainable4 budget.5 We will be putting together a6 Five-Year Financial Plan, and as we call7 for in the strategic plan, a Five-Year8 Facilities Master Plan consistent with9 that once we see what Harrisburg does.10 But there's not much point to11 our planning for the future until we get12 through the present. And the most13 critical thing now -- if there are things14 in this budget that we in Philadelphia15 like, then we need to see the Governor's16 proposals enacted by the legislature or17 something pretty similar to that.18
Well,19 we'll talk about that 'cause we want to20 talk about Plan B.21 And also, I am a little22 concerned, just as in our own financial23 budget, that a lot of it is based on24 Harrisburg, and Harrisburg doesn't always25 108 5/12/09 - WHOLE - BILLS 090216, 2171 understand what we're trying to do here,2 but we'll talk about that in our next3 round.4 Thank you, Madam Chair.5 COUNCILWOMAN BLACKWELL:6 Certainly. Thank you, Councilwoman.7 Councilwoman Brown.8
Thank you,9 Madam President.10 Madam Superintendent, my11 request today on that first special ed12 matter is that your staff will meet with13 my staff to figure out what role, if any,14 my office can play in helping to15 reconcile that particular case so that we16 can move the needle on that case.17 SUPERINTENDENT ACKERMAN: We18 will do that.19
And on the20 second case that came to my attention21 12/05, it's now May '09, and it's a22 similar circumstance, and I'm still23 trying to get my arm around impediments.24 I know, with the IEP, you have25 109 5/12/09 - WHOLE - BILLS 090216, 2171 to manage a schedule of several2 professionals, including the parent, to3 get them all at the table so that you can4 make critical decisions about a child's5 future.6 When I look at the special7 education budget, if my numbers are8 correct, it's 18 percent of the total9 District budget, Mr. Masch? And 910 percent of the total budget?11 What I can't get my arms around12 is what percentage of those dollars leave13 the county to follow the child to a14 school outside of Philadelphia.15
Okay. The funding16 for special education that you see in the17 instructional budget --18
In the budget book.20 That is all -- I want to make sure we're21 looking at the same page here. I think22 we are.23
On of the budget brief or --25 110 5/12/09 - WHOLE - BILLS 090216, 2171
Oh, yeah. If2 you're looking at the Budget in Brief,3 the expenditure budget is on for4 special education. And those funds in5 total are about $274 million.6
For special11 education services.12 Funding for students who are in13 placement outside of the county is in14 that category of non-district-operated15 schools on the next page.16 Education of students in17 institutional places. That's about18 $70 million for about 4500 students. The19 larger majority of them are students who20 have been placed because of behavioral21 health problems, physical disabilities,22 or, in some cases, because they're in the23 delinquency system.24
Okay. So25 111 5/12/09 - WHOLE - BILLS 090216, 2171 with the increase from 249 million to --2 from 273 to 249, where are those dollars3 being allocated? For teachers positions4 or professional counseling staff?5
Yes. Well, you can6 see -- 'cause we've itemized that. First7 of all, it's overwhelmingly staff8 support; and most of that is for9 teachers. Of the 274 million special ed10 budget, 187 million is for teacher11 salaries. And, as we've noted, we have12 over 1700 special education teachers out13 of a total teacher workforce of about14 11,000.15
So with16 the $16 million increase being funded by17 grants, are those going towards teacher18 positions as well?19
Most of it is going20 to -- well, first of all, yes, you can21 see that there is about a $17 million22 increase in funding for teacher23 compensation in this budget for special24 ed.25 112 5/12/09 - WHOLE - BILLS 090216, 2171
There also are some3 increases in the non-personnel line, but4 they're very small. Almost all of5 increase is for personnel, and almost all6 of that is for teachers.7
So are8 they for new teachers or increase in9 existing salaries?10
Most of it is for11 an increase in existing salaries, but our12 projections are that we will hire 7813 additional special ed teachers in this14 budget.15
Okay.16 SUPERINTENDENT ACKERMAN:17 Councilwoman, in addition, we are putting18 additional resources into the schools to19 help principals and teachers with the IEP20 process.21
With the22 IEP process.23 SUPERINTENDENT ACKERMAN: Yes.24
And so,25 113 5/12/09 - WHOLE - BILLS 090216, 2171 can one then assume that with that2 additional professional support, it will3 lengthen the time needed to develop the4 IEP so that the parent can make decisions5 to meet that child.6 (Timer bell rings.)7 SUPERINTENDENT ACKERMAN: Yes.8 It's to strengthen that IEP process to9 shorten the timeline to get services to10 young people sooner. So we're putting11 additional resources into support of the12 school teams and principals.13
Okay then.14 SUPERINTENDENT ACKERMAN: That15 hasn't been done before.16
Thank you,22 Madam Chair.23 Good afternoon, Mr. Masch.24 How long term are the School25 114 5/12/09 - WHOLE - BILLS 090216, 2171 District's financial projections? Do you2 do a five-year plan?3
In the past two4 years, before this team came into its5 current positions, a five-year plan had6 been done, but not a five-year plan, I7 have to say candidly, was what I'll call8 "a mathematical five-year plan."9 That is, it took the current10 budget and then made a set of11 assumptions. If you assume that this12 line grows 5 percent and this one grows13 4 percent and this one grows 3 percent,14 you run the computer and you get a15 certain end-result.16 What we are planning to do,17 commencing this summer, once we see what18 our baseline is in terms of funding, is19 to build, I think, a much more realistic20 multi-year financial projection.21 We have to build, first of all,22 on an enrollment model. The enrollment23 model has to look at things like24 demographic trends, what we expect is25 115 5/12/09 - WHOLE - BILLS 090216, 2171 going to happen to the private and2 parochial school system, how many new3 charters we expect to open, how much4 success we expect in future years in5 terms of reduction of class sizes, the6 addition of early-childhood programs,7 reducing the drop-out rate, because every8 one of those things has implications for9 the number of classrooms we need and the10 number of teachers we need.11 At the same time, we need to12 run the revenue models. We also have all13 of our collective-bargaining agreements14 expiring at the end of this summer, and15 the new collective-bargaining agreements16 presumably will be multi-year and will17 determine some of the ground rules that18 will tell us how much personnel will19 cost.20 So then, we add on to that21 Imagine 2014, and the Master Facilities22 Plan in terms of right-sizing facilities.23 So it's not just what's the state of24 repair of our buildings, but what kinds25 116 5/12/09 - WHOLE - BILLS 090216, 2171 of facilities do we need.2 For instance, if we're going to3 retool our career and technical4 educational programs, what do we need5 Dobbins, Bok and Randolph and the6 additional CTE schools to look like. So7 we need to work with the academic team on8 those kinds of issues.9 What we are hopeful we will10 have out of that is much more robust11 multi-year plans that we will then be12 rolling out and making public over the13 coming school year.14
So you do15 not have a formal multi-year financial16 plan at the moment. Informally, what are17 you looking at revenue-wise going to the18 future, particularly due to the fact that19 the Economic Recovery Act has plugged20 some of the holes this year? Over the21 next couple of years, do you anticipate22 coming to this Council with requests for23 more money?24
Well, as I've25 117 5/12/09 - WHOLE - BILLS 090216, 2171 noted, the -- this -- this Council has2 authorized certain taxes already for the3 School District. And in recent years,4 the average level of increase in just the5 natural revenue growth from those taxes6 from 2002 to 2009 was about 4.3 percent.7 I would note that in the period8 from 2000 to 2002 before that, the level9 of increase was about 2.1 percent.10 That's both growth in the property tax11 base and it's also the addition of the12 grant that the City has provided, which13 has been increasing over the years. And14 it was at the 35 million and is now at 3915 million.16 The primary driver of our17 revenues in the past is the one that18 we're counting on in the future, and that19 is State support.20 State support from 1999 to 200221 grew about 4 percent, but since 2002,22 with the advent of the School Reform23 Commission, State support has grown 824 percent a year.25 118 5/12/09 - WHOLE - BILLS 090216, 2171 If the 6 year gap-closing, the2 adequacy gap-closing plan were to be3 implemented over the next four years,4 that would mean another 8 percent average5 growth for the next four years.6 In addition to that, as I've7 noted, not counting the stimulus, the8 Obama Administration has proposed9 basically a doubling in growth for10 federal support for urban school11 districts and for public education in12 general, so --13
We can't control16 any of those. As you know, we have no17 taxing authority ourselves.18 What we can do is, we can tell19 you that if the economy revives, our20 local revenues start growing again at 421 percent, if the State continues, as it22 has for the past seven years, to grow23 public education support -- and, granted,24 this will be under a new governor, and we25 119 5/12/09 - WHOLE - BILLS 090216, 2171 don't know who that will be -- and if the2 Obama Administration convinces the3 Congress to implement its five-year4 budget plan, then it's on that basis that5 we think we can implement the program6 that we are laying out to you today. We7 think we can implement Imagine 2014 over8 the next five years.9 Now, to do that, we'll have to10 have some real discipline in terms of11 holding down our basic expenses. The12 Superintendent has made it clear to us in13 the Business Office that every penny goes14 to the classroom and to schools.15 (Timer bell rings.)16
So I anticipate17 that the rate of increase in our18 operational spending is going to be much19 slower than our rate of increase in20 instructional spending.21
Well, it's24 definitely I don't know. I'm telling you25 120 5/12/09 - WHOLE - BILLS 090216, 2171 what we hope for.2 (Laughter.)3
Okay, thank7 you, Mr. Masch.8 Thank you, Madam Chairman.9
Thank10 you, Councilman.11 The Chair recognizes12 Councilwoman Miller.13
Thank14 you, Madam Chair.15 Good afternoon. Welcome to16 City Council.17 PANEL MEMBERS: Thank you.18
I have a19 couple of questions.20 Mr. Masch, in your PowerPoint21 presentation, on -- and this22 question is regarding the cost of -- the23 cost per student. And in the last24 paragraph, you talk about the study, your25 121 5/12/09 - WHOLE - BILLS 090216, 2171 study, your costing-out study on2 resources. You stated that the average3 cost per student across the State was4 $9,512 in 2006 and needed to be 12,005.5 The first question: How much6 does Philadelphia spend, cost per7 student?8
Our cost per9 students right now -- and I have to10 caution. This -- there's a standard way11 that this is done by the State Department12 of Education, and because they rely on13 data that is coming from all 501 school14 districts, comparable data in terms of15 cost per student is always two, three16 years out of date.17 But we know that in 2006, our18 -- that our expenditures per student were19 about at the State average, and the State20 average at that point was about $9,500.21 We used to lag the State average --22
-- by as much as24 $2,015. And over this period, that gap25 122 5/12/09 - WHOLE - BILLS 090216, 2171 has closed.2 We don't have more accurate3 data yet from PDE than what was in the4 costing-out study.5
Well,6 with the stimulus dollars coming in, our7 cost per student certainly would8 increase, correct?9
Okay.11 What does it look like -- what does a12 school look like? Well, in 2006 it said13 you needed $12,057 per student.14 Would you happen to know -- and15 I know that cost has probably risen at16 this point, but what does that type of --17 what is the type of education and18 resources that a young person gets that19 we can't deliver at that same level, at20 that higher level?21
Let me speak to25 123 5/12/09 - WHOLE - BILLS 090216, 2171 some of the operational issues and then2 turn it over to the Superintendent for3 the more important issues, which are the4 classroom experience and quality of5 instruction.6 But in this school district,7 for all of the 1980s and 1990s, we were8 investing in refurbishing our building9 about 30 to $40 million. As you know, in10 the past six years, we invested a11 billion-and-a-half. That means we are12 still about 4 billion short of what we13 need to invest to bring all of our14 facilities up to a state of good repair.15 So if you go to our school16 buildings, we are painfully aware that17 not every facility is the kind of18 learning environment that we want our19 students to be in.20 One of the things that we are21 going to work very hard on over the next22 five years is bringing buildings up to a23 state of good repair as quickly as24 possible. That is the aspirational part.25 124 5/12/09 - WHOLE - BILLS 090216, 2171 And the part that we will2 absolutely guarantee you is the resources3 have going forward are going to be4 distributed based on need, equitably, and5 in a transparent way, far more so than in6 the past.7 So, that is -- that is one of8 the implications. We know that in a lot9 of districts which spend more money, we10 have a better environment in which11 learning takes place.12 But then, let me turn it to the13 Superintendent for, you know, the rest of14 the story and the most important part.15
Okay,16 thank you.17 SUPERINTENDENT ACKERMAN: And18 you mentioned smaller class sizes. In19 Phase I of our 2014 plan, we are20 beginning to lower those class sizes but21 not where we want them to be. We'd like22 20 students to 1 in kindergarten, 22 in23 the early grades. You'll see more24 counselors.25 125 5/12/09 - WHOLE - BILLS 090216, 2171
Mm-hmm.2 SUPERINTENDENT ACKERMAN: You3 will see that number lower than it is in4 Phase I.5 You would see athletic programs6 in every school as opposed to some.7 You know, up-to-date,8 technologically, relevant, and resourced9 libraries at every school. Right now,10 that's not what we see in every school.11 I would hope that we would12 definitely see higher paid teachers and13 principals as a result of having the14 resources so that we could be competitive15 with the other surrounding school16 districts and counties.17 So I think you'd see an upscale18 -- and not -- "upscale" makes it sound19 like our kids would be getting something20 that they don't already deserve.21
Right.22 SUPERINTENDENT ACKERMAN: But23 you'd see this opportunity gap actually24 be able to close it. And all of our25 126 5/12/09 - WHOLE - BILLS 090216, 2171 children would be able to get -- at least2 have access to the quality instruction,3 quality teachers, and quality programs4 that are not available to all of our5 children in the school system as we6 speak.7
Okay.8 Now, I would imagine that the Stimulus9 Funds that you're getting, there's no10 timeline tied to it, like we are supposed11 to get stimulus dollars, and it has to be12 spent in two years. Your money is not.13
Okay.16 But I would also think that additional17 educational dollars would probably come18 in the future, with the present19 presidential administration. So -- well20 that's good, I mean.21 Because, hopefully, that will22 help, you know, increase the cost per23 student and kind of equal it out at some24 point.25 127 5/12/09 - WHOLE - BILLS 090216, 2171 I was always wondering -- and,2 Michael Masch, since you brought up the3 building construction and the cost on --4 of -- the cost that was spent in the past5 years on projects, capital projects.6 There is Marcus Foster pool in7 our district, and I noticed in your book8 of capital project, you describe it as9 the Gratz Field.10 (Timer bell rings.)11
The12 School District put $8.8 million into the13 field, and the pool that sits right14 there -- you guys weren't here. You15 know, I'm not laying blame. I just want16 to get the pool repaired. The pool may17 be $700,000-plus to repair it.18 Last year, in our public19 hearing, there were parents, many20 parents, that came to City Council21 regarding that whole pool. That and22 every Councilmember here signed a letter23 to the School District regarding needed24 repairs at Marcus Foster. That's the25 128 5/12/09 - WHOLE - BILLS 090216, 2171 pool that teaches the children the2 competitive swimming and prepares them3 for the Olympics. And it's a wonderful4 program.5 It's a pool that they made the6 movie out of. I don't know the name of7 the movie, but the coach, I believe, is8 Jim Ellis. Mr. President, you probably9 know.10 But anyway, I want to advocate11 today to get that pool repaired. I can't12 believe that the -- I thought the13 District spent 5 million, and when I14 looked in your book today and see that15 it's almost $9 million that went to that16 field and they left the pool. I had no17 idea at the time that anything was wrong18 with the pool that was so serious that19 they shut it down.20 And so, that's a request that21 I'm making to the School District. And22 please get back to me.23 SUPERINTENDENT ACKERMAN: We24 will.25 129 5/12/09 - WHOLE - BILLS 090216, 2171
Thank5 you, Councilwoman Miller.6 And we honored them in Council,7 too.8
The11 Marcus Foster pool.12 Thank you very much.13 Councilman Jones.14
Yes. I was15 distracted by the future public school16 student, my grandbaby over there, who had17 some questions that she wanted me to ask.18 (Laughter.)19
So she came20 down and brought them down to me.21 So, what I need to know about22 is your right-sizing policy, and, in23 particular, have you gotten along in the24 process well enough to be able to brief25 130 5/12/09 - WHOLE - BILLS 090216, 2171 Council as to what schools and what the2 rationale is on your selection of school3 closures?4
One of the reasons5 that we wanted to show you in the6 PowerPoint what's happened to enrollment7 is that you can see very clearly that8 enrollment in District-operated schools9 has gone from about -- well, about10 200,000 to now about 165,000 in11 District-operated schools.12 But we have closed relatively13 few of our facilities as yet. And the14 result of that is that we have a large15 number of facilities that are operating16 substantially below capacity, where17 enrollment relative to capacity is 60,18 50, 40, even 30 percent.19 At the same time, we have this20 paradox. We have parts of the City,21 especially in the central east areas and22 in the lower northeast, where we have23 overcrowded schools, where occupancy24 relative to the capacity the school was25 131 5/12/09 - WHOLE - BILLS 090216, 2171 designed for is 120, 130 percent. Both2 of those things are true at the same3 time.4 We also don't necessarily have5 the right kinds of facilities. If, in6 the future, in our high schools, we do7 have wireless compatibility in all of our8 schools but we do not have yet, you know,9 the vision of a laptop on every desktop,10 if we do those kinds of things, then we11 need to have a different kind of set up12 in the classroom.13 We are installing whiteboards14 and other new technology as fast as we15 can and as fast as the State and federal16 government provide the funds.17 So, the question is: What do18 we do about the fact that, in the19 absolute, we have more schools and more20 classrooms and more desks than we need;21 and yet, at the same time, we have22 overcrowding in some parts of the City,23 and then we have schools that are more24 empty than full in other parts.25 132 5/12/09 - WHOLE - BILLS 090216, 2171 So right-sizing is the kind of2 catchall that we use to dealing with both3 problems. Right-sizing may mean, in some4 areas, we need more facilities; in other5 areas, we need maybe to close facilities6 but maybe to adaptively reuse facilities.7 For instance, as I've said8 before, the Department of Human Services9 wants to be more neighborhood-centered10 than it has been. Rather than having all11 of the services provided downtown and12 everybody come downtown, the Commissioner13 and the Deputy Mayor made it clear to us14 that they would like to be more15 conveniently located relative to the16 people in the City that they serve.17 Well, the reason that I say18 that we think we could accommodate those19 kinds of district offices is exactly20 because we have space in schools that are21 underutilized now.22 So having excess space doesn't23 necessarily mean closure, but it does24 mean building a model where we plan our25 133 5/12/09 - WHOLE - BILLS 090216, 2171 enrollment going forward and see -- and2 then our educational programs and what do3 we need for those programs to work, not4 only how much space, but what kind of5 space, and then build a financial and a6 facilities plan together, where we have7 the right buildings in the right places,8 the right buildings from an instructional9 point of view and also in terms of having10 enough space so that students are11 comfortable, because now, we have schools12 where whole floors are closed off, and we13 have other schools where we're teaching14 kids in what are basically no more than15 closets.16
Excuse17 me. We have a point of information.18 Pardon me, Councilman.19 Councilwoman Sanchez.20
Thank21 you, Councilman Jones. That lower22 northeast central, as you know, is in my23 area.24 But I had a question. Paul25 134 5/12/09 - WHOLE - BILLS 090216, 2171 Vallas talked about the possibility of up2 to 22 schools closing, I know that3 there's been news reports around Penn and4 Gillespie.5 Do you have a number? And in6 your current plan, is Gillespie and Penn7 closed as far as in your financials in8 your proposal for this year?9 (Timer bell rings.)10
The current budget11 plan for next year assumes the closure of12 Gillespie, which is virtually unoccupied13 now. That's a school that has lost its14 enrollment because of the expansion of15 K-to-5 and K-to-6 schools surrounding the16 school into K-to-8s, thereby cutting off17 all of the feeders to the schools and18 middle schools.19 So there's only one grade left20 and it's very small.21
Although22 academically, it's been doing very well23 because of that too. Gillespie? That's24 my understanding.25 135 5/12/09 - WHOLE - BILLS 090216, 2171
Yeah. There are 502 kids there now, and there are going to be3 no kids referred to it in the future4 because they'll be in the K-to-8.5
Yes. In the case8 of William Penn High School, the9 recommendation that the Administration10 has made to the School Reform Commission11 and the Gillespie recommendation will be12 voted on in June.13 There is -- the recommendation14 that we've made is that William Penn High15 School continue to operate next year.16
So the operation of18 it next year is still in the budget.19 In terms of the longer-term20 plan, as I say, we really need to take a21 number of very difficult issues and model22 them outcome.23 The goal that the Mayor has24 set, that we readily embrace, is to25 136 5/12/09 - WHOLE - BILLS 090216, 2171 reduce the dropout rate in half in the2 City. If we do, then we're not as over3 capacity in our high schools as we are4 now, but it doesn't mean that we have the5 right kinds of high schools set up to6 deliver education that we do now.7
One of the things9 that's in Imagine 2014 is a complete10 restructuring of the rosters in the11 comprehensive high schools to offer more12 electives and common planning time, and13 that means we're going to use the14 buildings in a completely different way.15 So we do not have a master list16 of buildings that would be closed over17 the next five years.18 And the other thing we need to19 do is engage with the City and with20 social service agencies. And where we21 have excess capacity, the question is:22 Can we do other things with these public23 assets in addition to running our24 instructional programs in the same25 137 5/12/09 - WHOLE - BILLS 090216, 2171 buildings, not necessarily close them?2 COUNCILWOMAN SANCHEZ:3 (Addressing Councilman Jones.) I'm4 sorry, Councilman.5
Oh, never be6 sorry. It's okay.7 And I guess that's kind of in8 line with my thinking. My question9 becomes: Are we doing that planning10 based on your 2014 also on the11 performance of said schools?12 And where you downsize,13 right-size, whatever size you're talking14 about, is that being taken into context?15 And are we looking at cost-16 effective ways to swap out property?17 One of the challenges I have --18 and I would probably imagine if Darrell19 Clarke were here, he would also --20 Councilman Clarke would also echo this,21 is that if we have City-owned properties22 that you feed to build new schools in23 places that you deem necessary, and you24 have old schools that have been25 138 5/12/09 - WHOLE - BILLS 090216, 2171 under-utilized and we could use, for2 example, recreation centers, I don't3 understand why we're putting them on the4 market when we could, in a audited,5 transparent way, swap out properties for6 equal value as opposed to costing eve of7 us individual acquisition costs. And in8 the case of 53rd and Euclid we were9 looking at that as a possible Recreation10 site and we were told that we had to go11 and fair market knowing good and well in12 today's you will never, ever get that13 kind of value but it has value to the14 City of Philadelphia because of its15 potential as a Recreation center. Are we16 going to look at comparables and being17 able to kind of swap out properties?18
Yeah. We currently19 have three working groups between the20 City and the School District.21 One that I've alluded to is on22 coordinating on socials service.23 The second is on what -- that24 we call the Shared Services Task Force,25 139 5/12/09 - WHOLE - BILLS 090216, 2171 where looking at saving money by doing2 things together.3 The third is a small, informal4 group that includes the Commerce5 Department, the RDA, the City Planning6 Commission, as well as the appropriate7 staff from the School District, to try to8 take a longer view on facilities-9 planning.10 For instance, one of the things11 that we've said to the City is, we may12 see over the past ten years that in a13 particular area, enrollment's been14 dropping consistently, but we want to15 make sure that the City housing and16 development agencies apprise us of any17 initiatives that they see on the horizon18 to develop, say, new, multi-family19 housing projects in an area, which means20 that there's going to be a reversal of21 that trend.22 We don't want to be planning to23 close the schools just as the school-age24 population is increasing. We want to25 140 5/12/09 - WHOLE - BILLS 090216, 2171 understand where both private and public2 investment are going to occur, and in a3 very longer term, because it's very hard4 to get the useful life of facilities to5 end at exactly the right time.6 The Mayor has talked to us7 about, you know, the vision of when it's8 time to replace a rec center, a library,9 and a school in a particular10 neighborhood, whether we continue to11 build three new facilities as opposed to12 looking at opportunities for joint13 development.14 The Recreation Department runs15 a lot of programs in our schools. Our16 schools run lots of programs in17 Recreation Department facilities. We do18 a lot of that now.19 But there's a potential for an20 even, you know, deeper collaboration if21 we could really start meaningful planning22 five, six, seven years ahead of time,23 because if -- when it's time for us to do24 a major renovation on a school, if we25 141 5/12/09 - WHOLE - BILLS 090216, 2171 turn around at that moment and say to the2 City, Well, what do you have on your3 plate? we'll find out that they renovated4 their nearby facilities two years ago or5 three years in the future.6 So we really have to plan in a7 long-term way.8
We11 have a point of information.12 Councilman Green.13
Thank you,14 Madam Chair.15 During the Street16 Administration, Mayor Street put together17 a proposal very similar to what you're18 discussing, which was a combination dual19 use of school facilities, and he could20 never work it out with the School21 Administration at the time and also with22 City Council.23 If you have a copy -- could you24 check to see if you have a copy of that25 142 5/12/09 - WHOLE - BILLS 090216, 2171 plan and just provide it to the Chair?2
Thank you.4 COUNCILWOMAN BLACKWELL:5 Councilman Jones, your time was up6 anyway.7
You know,8 that's a freshman ploy. They -- we --9 but may I ask just one question.10 You mentioned that you had11 increased Title I money, and I want to12 know quantitatively what that means.13 Does that mean more services to the same14 number of children, or does it mean more15 children within Title I that will be16 serviced, or a combination of both?17 What does that mean to the18 recipients of Title I services?19
Well, Title I funds20 are embedded in the budget of every21 school right now, but the focus for the22 stimulus Title I funds is on the23 implementation of the initiatives that24 we're describing to you in Phase I, Year25 143 5/12/09 - WHOLE - BILLS 090216, 2171 1 of Imagine 2014. That's the focus.2 So it's expanded services, it's3 its the lower class sizes, it's more4 counselors at the expanded summer school,5 it's the improved coordination of social6 services, it's the bridge programs as7 kids make critical transitions. It's all8 of those things.9
Thank you,15 Madam Chair.16 Going back to the sort of17 questioning we were talking about18 earlier, I would like you, if you can,19 tie this $2.5 billion to the chart on20 in the Budget in Brief.21 So, just doing some simple22 math, we'll start with that. It looks to23 me like about 9,407 people are teachers24 outside of special education that -- I'm25 144 5/12/09 - WHOLE - BILLS 090216, 2171 assuming this doesn't include charter2 school teachers. That there's 158,0003 roughly students that are being taught in4 your schools, not charter schools.5 That leaves, not including6 noontime aides, support services7 assistants, classroom assistants, et8 cetera, that leaves the student-teacher9 ratio of 16.7.10 I can't understand why the11 average class size is over 30. Maybe12 it's just 'cause I don't understand how13 the system works, or the contract says14 each teacher only teaches half a day or15 whatever.16
It's not the17 average class size. It's the maximum18 allowable class size. It's the maximum19 class size that we plan for. Once we hit20 what we call the "maximum class size21 level," then we add another teacher to a22 school's teacher allotment, but --23
What is the24 average class size for -- just go25 145 5/12/09 - WHOLE - BILLS 090216, 2171 elementary, middle, high school.2