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
Well, we're3 actually -- we haven't done the numbers4 for this year yet, but --5
But our average8 class sizes ranged for, like, core9 classes, depending on the grade and the10 type of school, in the mid- to high 20s.11 So from 25 to 27 students, depending on12 the kind of school.13 Now, that's for -- in the14 higher grades, where we have, you know, a15 curriculum with different courses and16 different subjects, we're doing that on17 the core courses, you know, language arts18 and math.19 There are lots of elective20 courses, where you have smaller numbers21 of students, because in order to make the22 roster work, that, you know, you need to23 do that.24 Keep in mind, too, that each25 146 5/12/09 - WHOLE - BILLS 090216, 2171 individual teacher under the current2 collective-bargaining agreement has a3 maximum number of courses per day and a4 maximum number of minutes per day that5 they are required to teach and prep time6 periods.7 And when they are -- and then8 we have to have other teachers who teach9 during those prep time teachers to10 replace them. So it's not as simple as11 taking all of the teachers and all of the12 students and dividing one by the other.13
Well, I know14 it's not that simple. What I want to15 know is why we don't have an average16 class size of below 20 when it's 16.7. I17 mean, in other words, it seems like the18 delta shouldn't be that different from19 teachers per students, and this is not20 including special ed, okay, or21 assistants. It shouldn't be that22 different from teachers per students to23 what the overall ratio is in a school.24 Like, if you look at the25 147 5/12/09 - WHOLE - BILLS 090216, 2171 parochial schools, you can do a very2 simple calculation, and basically, you're3 going to find out what the class size is4 in any different schools.5 If you look at school districts6 around the country, other school7 districts, you can see that -- get a8 better figure.9 So, frankly, that's what I'd10 like to ask you to do for us, is get back11 to the Chair information about the ten12 largest school districts in the country13 and tell us what percentage of their14 total budget is -- or what percentage of15 their total staff is teachers, just like16 you break it out on , but then17 also what percentage -- what their18 average class size is. And I'd like you19 to break it down for the School District20 and then for, you know, elementary,21 middle, and upper school.22 Now I'd like to just turn to23 and talk about the 46 percent for24 teachers. How much of the $2.5 billion25 148 5/12/09 - WHOLE - BILLS 090216, 2171 does that constitute?2
I don't think I --3 I don't have that information here in4 terms of -- you want to know what the5 total teacher salaries and benefits are6 as a percent of the total wages and --7 total salaries and benefits of all of the8 workforce?9
Well, why10 don't you just break it down by each11 category --12
And then I'm17 trying to figure out where -- basically18 where the rest of our money is going.19 So what is "Other" on the chart20 on ?21
Well, that is any25 149 5/12/09 - WHOLE - BILLS 090216, 2171 job class. We cut this off at a job2 class with 300 individuals in it.3 (Timer bell rings.)4
So, in other words,5 the rest of those employees are -- there6 might be more than one of them, but there7 might be, you know, 100 people in a8 particular job class, there might be 50,9 there might be 30. So we -- that's where10 we cut this off.11 So it's lots and lots of12 different positions, you know, across the13 School District. It's not one big14 category; it's lots and lots of small15 ones.16
Okay. Well,17 why don't you break it all the way down,18 then, when you provide the information,19 what we're spending per position of the20 $2.5 billion so that we can understand21 what percentage of the budget is actually22 going to things that serve students23 versus things that do not serve students.24 There was a -- I was at25 150 5/12/09 - WHOLE - BILLS 090216, 2171 something called "Keystone Weekend" over2 the weekend, and education was a very hot3 topic in Pennsylvania. And one of the4 gubernatorial candidates said that one5 way to measure the effectiveness or the6 school district providing resources to7 students versus the bureaucracy is to ask8 a simple question:9 What percentage -- what money10 is being spent on teachers and direct11 classroom support versus everything else?12 And I think we're going to --13 I'm hoping I'm not disappointed by these14 numbers when I get them.15 I'll finish my questioning when16 the time comes back around.17 Thank you.18
Thank19 you, Councilman.20 Councilwoman Sanchez.21
Kind of22 continuing that line of thought, years23 back, I remember the number was -- we24 spent 61 cents per dollar in classroom25 151 5/12/09 - WHOLE - BILLS 090216, 2171 instructions, and I think that's what2 you're looking for, looking at what we3 spend in class and classroom instruction.4
I'm actually5 looking to get a breakdown of total6 spending on the chart on so that7 I can do the math myself.8
Okay.9 Going back to, we were talking about10 money. One of the things that the11 Imagine 2014 talks about is all of the12 different systems that now comprise the13 School District.14 You have kind of this15 alternative school system, you have the16 charter school system, and the17 administration, but I notice that your18 Central Administration costs continue to19 rise.20 Can you talk about that?21 Because I would think that if we have22 less and less students, we would get a23 handle on that.24 And let me put that in context.25 152 5/12/09 - WHOLE - BILLS 090216, 2171 I think it's -- you know, going back to2 Councilman Green's point, how are we3 ensuring that more money is getting into4 the classroom if our bureaucracy5 continues to grow while the number of6 kids that we serve decreases?7
Well, first of all,8 I want to assure you that the9 bureaucracy is -- we do not believe that10 this is a budget in which the bureaucracy11 is growing.12 We are proposing an increase of13 about 1100 staff positions, of which 57614 will be new teachers, 449 will be15 counselors, 53 will be in parent and16 community support, 19 will be in dropout17 prevention and recovery, and the net18 adjustment to personnel in all other19 areas is 18 FDEs.20 So teachers and counseling21 staff are the -- are the overwhelming22 category in which you're seeing those23 increases.24 Half of our increase in the25 153 5/12/09 - WHOLE - BILLS 090216, 2171 budget for Central Administration is not2 for personnel or contracts or any of3 that; it is the return to our budget of4 an expense of about $23 million for5 temporary borrowing.6 Last year, we were fortunate7 enough to not have to do a temporary8 borrowing for cashflow purposes in the9 summer because the Commonwealth of10 Pennsylvania was able to relieve us of11 that burden by advancing the payments12 that they would normally make on a13 bimonthly base.14 Well, given the drop in State15 tax collections, the Commonwealth's16 cashflow is much thinner than it was, and17 we do not believe that they will have the18 ability to provide us with those cash19 advances this year. So, unfortunately,20 we're going to have to go back into the21 market.22 Most of the rest of what you23 see in the administrative support24 services is one-time expenditures through25 154 5/12/09 - WHOLE - BILLS 090216, 2171 system upgrades and otherwise just the2 wage and salary increases for the3 existing staff under current collective-4 bargaining agreements and increase in5 health care costs from our health care6 carriers.7
So then8 you're saying to me that our9 administrative costs in Year 201010 proportionally is less than 2009, 2008.11 If we did a five-year review, are we12 spending less?13
On a five-year14 basis? I believe the answer would be15 absolutely yes, given the reductions in16 force that took place over the two years17 prior to this administration beginning.18 Virtually all of the cuts that19 were made, that 87 million in cuts that I20 described in '06, '07, and '08 were made21 out of the administrative budgets. The22 School Reform Commission directed the23 Administration not to make cuts in school24 budgets, so the only place that was left25 155 5/12/09 - WHOLE - BILLS 090216, 2171 was out of those central offices.2 One of the anecdotes that I3 offer to show what happened over that4 period is this: We have about 3205 buildings and 24,000 employees. And when6 we began work this summer, I discovered7 that the City's Risk Management Office8 consisted of three people: A director,9 an analyst, and a secretary.10 (Timer bell rings.)11
And that is really12 not an a adequate level of staff to13 manage and procure all of the property14 and casualty insurance and monitor the15 Worker's Compensation and Injury On Duty16 programs for a workforce in a physical17 plant of the School District's size.18 Notwithstanding that, we're not19 going to make any substantial increases20 in Central Administration, but I will21 tell you that having been on the School22 Board in 2002 and left the District and23 then coming back in 2008, I am pretty24 stunned at how small many administrative25 156 5/12/09 - WHOLE - BILLS 090216, 2171 offices are right now in terms of their2 complement.3
I'd like4 to look at that. If you could provide5 that for us, I think that would be6 beneficial because that's one of the7 things we hear all the time. So if you8 could provide that in your chart analysis9 that you submit --10
Thank you.16 In the chart, you're going to17 provide that information about18 administration. If you could also19 include administrative information about20 the top ten other school districts in the21 City -- I mean in the country.22 Thank you.23
Thank24 you very much.25 157 5/12/09 - WHOLE - BILLS 090216, 2171
We will endeavor to2 secure it. And we'll work through the3 Council of Great City Schools.4 Hopefully, we can find some good5 comparables.6
Thank you,10 Madam President.11 I'd like to go back to12 Councilman Goode's lead discussion on13 what's happening with our African-14 American boys, and I make the observation15 in your budget testimony, of the16 budget briefing, that you've added 1917 dropout prevention professionals.18 So with that in mind, and when19 you recognize that from K to 3, children20 learn to read, and from 3rd grade on,21 they read to learn, where do you think22 you begin to see triggers of a child23 beginning to show evidence that if you24 don't arrest them now, you will lose them25 158 5/12/09 - WHOLE - BILLS 090216, 2171 by 9th grade?2 SUPERINTENDENT ACKERMAN: There3 are certainly several triggers, but the4 first would be Grade 3.5
Grade 3.6 SUPERINTENDENT ACKERMAN:7 Students who leave the 3rd grade, without8 strong math and reading skill intact,9 will begin to display real difficulty in10 their academic progress. And as a former11 5th grade teacher, you can see it.12 By 6th grade, without serious13 interventions, you begin to see other14 behaviors.15
Mm-hmm.16 SUPERINTENDENT ACKERMAN:17 Absenteeism, children getting into18 trouble. You get this over-19 identification, especially in African-20 American and Latino males, because they21 act out, and that's being viewed as a22 behavior problem --23
Mm-hmm.24 SUPERINTENDENT ACKERMAN: -- as25 159 5/12/09 - WHOLE - BILLS 090216, 2171 opposed to an a academic issue.2
Yes.3 SUPERINTENDENT ACKERMAN: So4 Grade 3, Grade 6, and by Grade 9, if they5 make it to grade 9, it's usually by the6 end of 9th grade that they're going to7 drop out.8
I'm a9 former 3rd grade teacher, and I would10 agree with that.11 SUPERINTENDENT ACKERMAN: Okay.12
So, with13 that fact, where are your dropout14 prevention counselors focused in terms of15 staffing across the system?16 SUPERINTENDENT ACKERMAN: We17 are putting in place what we are calling18 student advisors again, along with our19 parent ombudsmen to focus our at our20 elementary grades and in our elementary21 schools, because we believe that that --22 addressing this issue of attendance,23 wraparound services, interventions, early24 interventions is what we're doing in25 160 5/12/09 - WHOLE - BILLS 090216, 2171 Phase I of 2014.2 The other focus for us is a3 focus on making sure that children have4 early literacy. And so, we are putting5 reading teachers in all of our6 empowerment schools for next year.7
Mm-hmm.8 SUPERINTENDENT ACKERMAN:9 Again, focused on grades kindergarten,10 1st, 2nd, and 3rd Grade. That's where11 we're going to put lots of resources to12 ensure that young people don't leave the13 3rd Grade without the requisite skills --14
Thank you15 very much.16 SUPERINTENDENT ACKERMAN: --17 that they need to have intact.18
That,19 coupled with your goal to move20 system-wide to smaller classrooms, where21 are you in that mission?22 'Cause we know a child performs23 far better than in a class of 15 than24 they will in a class of 30. And if25 161 5/12/09 - WHOLE - BILLS 090216, 2171 teachers, for all of the right reasons,2 can't keep their eyes on 30 children and3 stay on top of their academic progress --4 SUPERINTENDENT ACKERMAN:5 Right.6
So where7 are you with that long-term vision?8 And let me say that I'm pleased9 to see hard evidence, tangible evidence,10 that that is, in fact, happening.11 SUPERINTENDENT ACKERMAN: Yes.12 We have focused -- we're focusing this13 year at the early grades because we have14 lots of resources and reading teachers15 and other things that I talked about.16 Our kindergartens used to have17 up 30 students in them.18
Mm-hmm.19 SUPERINTENDENT ACKERMAN: And20 this year, our empowerment schools will21 go down to 20-to-1.22
And that's23 a total of how many schools?24 SUPERINTENDENT ACKERMAN: 85.25 162 5/12/09 - WHOLE - BILLS 090216, 2171
And that's2 85 out of a total in the system of...?3 SUPERINTENDENT ACKERMAN: I4 think 166 elementary.5
Okay.6 SUPERINTENDENT ACKERMAN: And7 in our in non -- it's 177, I'm told.8
So that9 might be a third of the goal.10 SUPERINTENDENT ACKERMAN: It11 will go down to 20-to-1, which is our12 ultimate goals over five years.13
Okay.14 SUPERINTENDENT ACKERMAN: In15 our other non-empowerment schools, they16 will go down to 24-to-1, from 30-to-1.17
Okay.18 SUPERINTENDENT ACKERMAN: So19 we're dropping six children just at Stage20 1. The goal is to get them to 20-to-121 also.22 And in all of the other early23 grades, primary grades, they are going24 down to 24-to-1 in 1st, 2nd and 3rd25 163 5/12/09 - WHOLE - BILLS 090216, 2171 Grade.2
Okay.3 SUPERINTENDENT ACKERMAN: Which4 is a major, again, step, we believe, in5 making sure that class size is a major6 initiative for us 'cause we agree that7 teachers -- and you add the fact that8 they're going to have reading teachers9 for our lowest-performing students in the10 below basic, each of those young people11 will have a reading teacher-specialist12 working with the teacher, and we believe13 that we'll see accelerated gain.14
So that's15 a new add-on, for a lack of a better16 word --17 SUPERINTENDENT ACKERMAN:18 That's right.19
-- in20 those schools.21 SUPERINTENDENT ACKERMAN: Yes.22
When we23 factor in that the Philadelphia region24 has 88-plus colleges, I'm curious to25 164 5/12/09 - WHOLE - BILLS 090216, 2171 know, what is the nature of the School2 District's relationship with the3 department of educations of any of those4 colleges, because what I witness, as a5 parent with a child in public school,6 when you get enthusiastic, ambitious,7 wide-eyed, bushy-tailed, recent college8 grads, who do not understand the urban9 experience, there's a collision of10 efforts there.11 (Timer bell rings.)12
And so, is13 there -- has there been discussion to14 talk with department deans of education15 so that we can minimize that clash of16 cultures so that they can be more17 successful in educating urban children?18 SUPERINTENDENT ACKERMAN: Well,19 we have been definitely in contact and in20 early discussions with Cheyney, with21 Lincoln, and with Temple to look at how22 we can maybe work on a program that will23 truly focus on young people who want to24 come -- aspiring teachers who want to25 165 5/12/09 - WHOLE - BILLS 090216, 2171 work in the urban school setting. We2 believe that that's really important.3
It's4 essential.5 SUPERINTENDENT ACKERMAN: And6 it's almost like an area -- they need an7 area of specialization --8
Mm-hmm.9 SUPERINTENDENT ACKERMAN: --10 like special ed or like reading11 instruction.12 And so, we're beginning those13 discussions with those three universities14 because they have sort of stepped up to15 say, Yes, this is where we want to16 partner with you.17
Mm-hmm.18 SUPERINTENDENT ACKERMAN: We do19 have a group of secondary -- I mean20 university partnerships, but we do see21 that this is a critical need that we do22 get enthusiastic young people who want to23 come, but they are totally unprepared for24 the kinds of challenges that our young25 166 5/12/09 - WHOLE - BILLS 090216, 2171 people bring. It's not that they can't2 learn --3
Not at4 all.5 SUPERINTENDENT ACKERMAN: --6 learn that --7
And they8 want to give back. They have the9 authentic mission in their hearts to want10 to do, but we know the urban experience11 brings its own added set of challenges or12 opportunities, depending on how you see13 the glass.14 SUPERINTENDENT ACKERMAN: Yes.15 So we are focused on that.16 Kent McGuire has stepped up,17 and we've met now with the college18 presidents from the two universities I19 just spoke to you about.20 And then, for our new teachers21 who are coming in, we believe they need22 some heavy-duty support --23
Mm-hmm.24 SUPERINTENDENT ACKERMAN: -- as25 167 5/12/09 - WHOLE - BILLS 090216, 2171 it relates to what to expect and how to2 be successful.3
Well, the4 only other comment I'll make, 'cause the5 bell has rung, is, that question was also6 raised five years ago, maybe nine years7 ago.8 And so, the theoretical9 statement was made that that's the way we10 need to go, that the hope here is that11 those discussions will lead to tangible,12 strategic, pipeline kind of opportunities13 for young people in college who14 ultimately end up in our schools better15 prepared to deal with our school16 children.17 SUPERINTENDENT ACKERMAN:18 You're absolutely correct, and we're19 focusing on people in new -- who want to20 change careers. In the strategic plan,21 we want to focus on young people who are22 from Philadelphia, and high school,23 specifically getting them ready to go24 into teaching, and then offering them25 168 5/12/09 - WHOLE - BILLS 090216, 2171 incentives to come back through2 scholarships paid for them.3
Yes.4 SUPERINTENDENT ACKERMAN: So I5 think that it's got to be a combination6 of working with the staff that we have --7
Sure.8 SUPERINTENDENT ACKERMAN: --9 and then growing our own.10 So that's already in place,11 and, actually, you will see some of that12 implemented in our summer institutes for13 teachers this summer.14
Okay.15 SUPERINTENDENT ACKERMAN: But16 you'll see a lot of it in the fall as we17 begin to lay this plan out and have it in18 place by -- some of this in place by the19 fall of this next school year.20
Thank you,25 169 5/12/09 - WHOLE - BILLS 090216, 2171 Madam Chair.2 COUNCILWOMAN BLACKWELL:3 Certainly.4 Councilman Rizzo.5
Thank you,6 Madam Chair.7 Madam Chair, also, I'd like to8 point out and recognize in the audience9 today is Mr. Jerry Jordan, the President10 of the Philadelphia Federation of11 Teachers, so I didn't want that to slip12 by and --13
Thank14 you. He's on our agenda to testify15 waiting for you folks to finish asking16 your questions.17 (Laughter.)18
Good. But I19 just wanted to make sure that we didn't20 skip that.21 Superintendent Ackerman -- and,22 by the way, I'm glad you brought back the23 "superintendent" title; it kind of hits24 home with me.25 170 5/12/09 - WHOLE - BILLS 090216, 2171 I was in a meeting recently2 where a teacher brought up something that3 I held on to a while 'cause I wanted to4 ask you about it today: Charter schools,5 the policy that the charter schools have6 in releasing to the public school system7 disciplinary students.8 I've heard stories where at9 mass -- six, eight, ten at a time -- come10 from a charter school to your11 environment. Something doesn't sound12 right about that, about how easy it is13 just to say, "We're not dealing with this14 anymore and we're going to give the15 problem back to the School District."16 Could you comment on that, your17 feeling on that?18 SUPERINTENDENT ACKERMAN: I19 know that to be the case, and I've heard20 that not only from teachers but from21 principals.22 And as we look at the issue of23 accountability and as we build the system24 of grade schools, it means accountability25 171 5/12/09 - WHOLE - BILLS 090216, 2171 for all schools, including charter2 schools. Tracking who starts with these3 young -- who are the students who start4 with them at the beginning of the year5 and who ends the year with them.6 But I believe that we have to7 start addressing those issues seriously8 and making that a part of the contract as9 we think about performance measures.10 But you're -- I have heard11 that, I know that to be true, and we've12 got to -- we now have an office that can13 begin to work with our charter schools on14 some of these performance issues.15
You would16 think that the charter schools would also17 be able to help with some of these18 discipline problems before they just cut19 them loose.20 The other point that I think21 you should be concerned about is the22 money. I understand that some of the23 charter schools time the release where24 the money doesn't follow the student, and25 172 5/12/09 - WHOLE - BILLS 090216, 2171 that should be troubling.2 SUPERINTENDENT ACKERMAN: Well,3 we are certainly, as I said, building --4 when we talk about building this system5 of great schools and we talk about6 accountability, we mean for all schools.7 And in the past, there's been sort of8 this dual process and dual parallel9 process for charter schools and then the10 District schools.11 We believe that these are all12 of our schools, and we all have to be13 accountable for the young people.14
But did I15 make myself clear that the money State16 gives the charter school wants the17 student released from the charter school,18 the District does not receive the money,19 that it says with the charter school.20 SUPERINTENDENT ACKERMAN: Yes.21 It does not follow the kids once they22 leave. The money -- I'm going to have23 Ben --24 (Confers off-record with25 173 5/12/09 - WHOLE - BILLS 090216, 2171 Mr. Masch.)2 (Addressing Mr. Masch.) Can3 you answer the question about the money4 following?5 I know that I'm right on6 that -- you're right on that.7
Yeah. We pay8 charter schools based on the number of9 students who are enrolled. We audit --10 we audit periodically -- we get11 continuous reports from them, and then we12 audit them after the fact.13 If we determine that they have14 billed us for a student who is not15 enrolled, we will deduct those payments16 from -- we will deduct what we paid from17 subsequent payments so we're not paying18 for students who are not enrolled there;19 it's all enrollment-driven.20 I think that our Deputy21 Superintendent, who is on the receiving22 end of that, could speak to how it works23 from the charter school side.24 (Witness comes forward.)25 174 5/12/09 - WHOLE - BILLS 090216, 2171 DEP. SUPT. RAYER: Councilman,2 Ben Rayer, with the School District.3 I do oversee the charter4 schools, and Mr. Masch did get that5 exactly right. It may take a lag of a6 month, but there is never a case where a7 charter school would be receiving payment8 for a student who is not enrolled in that9 school because we do it by attendance in10 the school.11
Thank you.12 Okay.13 DEP. SUPT. RAYER: And I would14 just add quickly to what the15 Superintendent said, that we recognize16 that this issue of students withdrawing17 from charter schools and ending up in18 District schools is an important, and19 we've even begun the process this year of20 asking schools to begin to have21 conversations with each other to22 recognize that it's not necessarily a "we23 versus they," but we want to solve the24 problem for children and find the best25 175 5/12/09 - WHOLE - BILLS 090216, 2171 solution for them.2 And so, we've begun having3 conversations between District principals4 and charter principals.5
When a6 charter releases a child with a7 disciplinary problem, are they required8 to notify the school that that student's9 going to -- about the problem that10 they're about to receive?11 DEP. SUPT. RAYER: They are.12 They're required to withdraw the child13 from our computer network, which we all14 share together, so that we know that the15 student has withdrawn or been expelled.16 And then, the records for that17 child are required to go to the receiving18 schools, which, in the case, if they19 don't choose another case, is the20 District home neighborhood school.21 So we are doing a more active22 job, as the Superintendent said, of23 tracking that and being supportive of24 both sets of schools in that process,25 176 5/12/09 - WHOLE - BILLS 090216, 2171 because the important piece is that the2 child's well served, not who feels like3 they should have the child or not.4
Terrific.5 Thank you very much.6 DEP. SUPT. RAYER: You're7 welcome.8
Thank11 you, Councilman.12 Before we call on Councilman13 Jones, let me say that we only have three14 people -- back to your comment,15 Councilman -- who are here to testify,16 who are on record.17 So we could have broken for18 lunch at 12 o'clock, but we thought maybe19 we could get it done. But, colleagues,20 it is your call. It is you who, you21 know, set the pace for this.22 But having said that,23 Mr. Archie has to leave. And so, we're24 going to, unfortunately, have to excuse25 177 5/12/09 - WHOLE - BILLS 090216, 2171 him as we continue our testimony.2 We're trying to get this all3 in, if it is okay with everyone, without4 our break. We would be coming back, it5 would have been, from 12 to 1:30, but6 we'd like to try to get this in unless7 you all want to break, 'cause our evening8 was 1:30 to 3:30, so we're trying to get9 this in now so that everyone can get10 their comments and go straight through,11 if that is okay.12
Madam20 Chair, I'd like to offer as a21 recommendation if we can have the other22 witnesses. I have no longer -- I have no23 additional questions for Chairman Archie.24 That way, we at least get the additional25 178 5/12/09 - WHOLE - BILLS 090216, 2171 witnesses on, and then bring the school2 officials back. I do have many more3 questions for the school officials but4 I'm certainly willing to allow those who5 -- the others who have to testify an6 opportunity to do that.7
Thank8 you very much.9 Councilman Jones, Councilman10 Green wants to break and come back. It's11 your call now. And councilwoman12 Reynolds-Brown is willing to let it go so13 we can bring the others on.14 You'll break the tie, sir.15
I'd like to16 make one friendly amendment that means I17 get to go first when we come back from18 break; is that all agreed?19 All those in --20
Nobody asked21 me.22 (Laughter.)23 COUNCILWOMAN BLACKWELL:24 Councilman Rizzo?25 179 5/12/09 - WHOLE - BILLS 090216, 2171 Councilman Rizzo and I would2 like to continue on.3
I agree6 with Blondell that we want to allow the7 folks who are here to give public8 testimony to do so and then break and9 come back.10
Okay.13 Sounds good to me.14 So we will -- Councilman Jones,15 you were next, so are you willing to let16 our other witnesses come forward?17
But does22 that mean that I don't get to ask my23 question now? I have to hold it --24
You'll25 180 5/12/09 - WHOLE - BILLS 090216, 2171 get to ask your question now.2 Dr. Ackerman and Mr. Masch, are3 you okay with that? Are you willing to4 have Mr. Jordan and two other people,5 Vernard Johnson, I'm sorry, I didn't see6 Brian Armstead -- testify? Can you wait7 and then we finish up?8 SUPERINTENDENT ACKERMAN: We9 are here at your pleasure.10
Thank11 you very, very much. Thank you so much.12 And we will break anyway for13 five minutes for the stenographer. So14 after five minutes, we will continue.15 And then, Mr. Jordan, we will ask you to16 testify.17 (Short break taken while18 second-shift Stenographer Michele Murphy19 sets up equipment and relieves20 first-shift Stenographer Josephine21 Cardillo.)22 * * *23 24 25 181 5/11/09 - WHOLE - BILLS 090216, 2171
May we2 resume our Committee hearing, Committee3 of the Whole, on the School District4 legislation, our School District bills.5 We are ready to resume, and we're going6 to ask Mr. Jerry Jordan, head of the PFT,7 to come forward. And after Mr. Jordan --8 is Brian Armstead here? I haven't seen9 him.10 (Audience member yelling "He's11 here.")12
All13 right. And then we have Vernard Johnson.14 Thank you all. Thank you very15 much.16 (Witness approached witness17 table.)18
We19 thank you for your patience.20 Thank you, Mr. Jordan, one of21 my favorite people. Thank you.22
Thank you,23 Councilwoman. And, of course, as always,24 you're my mother's councilwoman, so25 182 5/11/09 - WHOLE - BILLS 090216, 2171 you're very special to me, too.2
My name is Jerry9 Jordan. I'm the President of the10 Philadelphia Federation of Teachers. 20 A child came to class late one21 morning with a sad and almost weary look22 on his face and carrying a small23 suitcase. When his teacher asked what24 was wrong, the boy replied, I didn't do25 183 5/11/09 - WHOLE - BILLS 090216, 2171 what my mommy told me this morning and2 she got angry and packed my suitcase and3 told me to get out, to go live with my4 dad. 7 The teacher was worried. 14 Most, if not every, PFT member15 who works with students can tell a16 similar story, because most of us know17 students whose parents have lost their18 jobs, their homes, their freedom or their19 lives. 23 We have seen children hit by a24 frustrated parent called to school25 184 5/11/09 - WHOLE - BILLS 090216, 2171 because their child misbehaved. 6 In these difficult economic7 times, the poorest families are among the8 first and the hardest hit. 16 Teachers are accountable for17 raising test scores in classes whose18 sizes we can't control, in schools that19 are falling apart, without enough books20 for students to take home and sometimes21 without the support of families. 7 We are discouraged from talking8 about the hardships our students and9 their families face. 22 In your budget deliberations23 this year, I urge you to swim against the24 tide and focus on the whole child,25 186 5/11/09 - WHOLE - BILLS 090216, 2171 recognizing that their psychological,2 physical, social and intellectual3 development must be nurtured in equal4 parts. 13 This is our moment. 5 I am not advocating that we6 back away from efforts to improve7 schools, because these will be crucial to8 improving the lives of disadvantaged9 children. 25 188 5/11/09 - WHOLE - BILLS 090216, 2171 The PFT supports smaller2 classes, particularly in the early3 grades, so that children get the4 individual help they need, and the5 District's strategic plan supports6 reducing class sizes. 9 We believe using carrots, not10 sticks, to attract and retain certified,11 experienced teachers and leadership to12 hard-to-staff schools. We need to put13 into place incentives and encourage our14 most accomplished teachers to work in15 challenging environments. 2 The PFT believes that we need3 to expand early childhood education4 programs that promote academic readiness5 as well as positive social and behavioral6 skills. 20 The PFT has advocated for such21 programs since its inception. 12 But taking a more comprehensive13 approach to raising achievement demands14 that as a community we address broader15 social issues of strong families, good16 housing and adequate healthcare17 throughout the community. We support18 community schools that include the19 development of full-service, in-school20 clinics like the excellent community21 clinic at Sayre High School and Cooke22 Elementary School. 22 These ideas are neither radical23 nor new. Rather, they are time-tested,24 proven programs the PFT has fought for25 194 5/11/09 - WHOLE - BILLS 090216, 2171 since 1941. 11 Teachers and other educational12 professionals don't need mile-long lists13 of initiatives that are unlikely to be14 sustained when federal funds run out. 4
Thank5 you very much. We appreciate your6 testimony, as always. It's always7 thoughtful and thorough, and we8 appreciate the job that you do.9 Do we have questions for10 Mr. Jordan?11 Councilman Jones -- excuse me12 one moment, Councilwoman Brown.13 You were first. Would you like14 to hold that or would you like to address15 it to Mr. Jordan?16
I will yield17 to my colleague and I want to pick back18 up on Dr. Ackerman. I'll do that.19
--2 Mr. President, and let me underscore3 Chairman Blackwell's remarks. Your4 presence and your in-your-face attention5 to what's happening with the School6 District has been consistent, and you7 need to know we pay attention and we8 appreciate that.9 To the question of the10 recruitment of new teachers, recruiting11 and retaining highly effective staff,12 does the PFT involve itself in any way13 with the orientation of new teachers once14 they come into the system? Meaning, do15 you play a role in helping them16 understand the urban experience? If not,17 what role do you play at all?18
Well, thank you19 for that question, Councilwoman Brown.20 This year is a very, very special year,21 because the PFT, in working with the22 Chief Academic Officer and her staff,23 will be involved in the professional24 development for all new teachers when25 197 5/11/09 - WHOLE - BILLS 090216, 2171 they -- before they enter the classroom2 this September.3
It's the first6 that we've had that kind of involvement7 in helping to support the professional8 development for new teachers, yes.9
In your10 testimony on , you outline what you11 believe high schools can do in terms of12 options, and you state "alternative13 programs for returning students, overage14 students and working students." You say15 you believe that it should be a role of16 the high schools, which means the School17 District.18 Do you believe that the School19 District should have that responsibility20 versus the community colleges, given the21 magnitude and the scale of the needs of22 our children and the limited resources23 they have to move to smaller classroom,24 to move to the counselor-student ratio25 198 5/11/09 - WHOLE - BILLS 090216, 2171 and the host of other challenges that2 they face?3
I think that the4 schools do have to assume the5 responsibility for making sure that all6 children, and especially those youngsters7 who you just described, have a program8 that is going to really meet their needs.9 We can't afford to continue to allow the10 dropout rate to be as high as it is. So11 unless we really face that challenge as a12 system and as a city, I think that we're13 not going to do anything to make sure14 that more children are educated and are15 successful and graduate from our schools16 to go on to the community colleges or to17 go into a career.18
So is that19 to suggest that currently the School20 District does not have any what one might21 call drop-in programs?22
No. There are23 programs that address young students who24 have a variety of needs. There are25 199 5/11/09 - WHOLE - BILLS 090216, 2171 programs that take place at different2 hours in the school, of what we think as3 a traditional school day, but that those4 programs serve children who are5 school-age students.6
On Page7 131 and 130, it discussed academic8 support services, textbooks, et cetera.9 You speak to textbooks in the top10 paragraph of of your testimony.11 From where you sit, from your lens, what12 are you hearing with regards to school13 textbooks, the adequacy of school14 textbooks, the lack of? What are you15 reading? What are you hearing from those16 you interface with?17
What I'm hearing18 is that in some locations there are not19 enough textbooks for children to take20 home.21
And what22 role does the PFT have in registering23 that with the School District so that24 that situation is remedied?25 200 5/11/09 - WHOLE - BILLS 090216, 2171
We have access to2 senior management in the District to3 always express our point of view.4
And in5 those instances where that exists, has6 there been a solution? Has it been7 resolved?8
In some cases it9 has been, but I think that if a poll were10 taken today, that we would probably find11 that there are individuals who will say12 that they don't have adequate books. I13 met with a group of PFT members Friday14 afternoon and that was one of the15 concerns that was raised at that meeting.16
Ultimately17 who is accountable, the school principal18 or the regional superintendent, for lack19 of a better word?20
Everybody is21 accountable. And when I say that,22 Councilwoman, I think that certainly the23 school administrator is responsible,24 because they're responsible for running25 201 5/11/09 - WHOLE - BILLS 090216, 2171 the school and hopefully running it2 efficiently, but the teachers are3 involved and have to be accountable,4 because they issue the books to the5 children, and the parents have to be6 responsible and held accountable and the7 kids have to be held accountable. So8 when I say "all," we're all accountable9 for it.10
And then,11 lastly, what's your philosophical12 position on merit pay?13
The reason that I18 don't think that it works is that there19 is no place that I have -- where I have20 known that merit pay plans have been21 instituted that they've been successful,22 in that it's a matter of how you evaluate23 teachers in order to determine that one24 is more valuable to the school than25 202 5/11/09 - WHOLE - BILLS 090216, 2171 another.2 (Bell rung.)3
And I think that4 when looking at merit pay schemes, that5 it's a lot more beneficial to put those6 resources in the classrooms for kids and7 not to use that as a basis for pay.8 I think all teachers should be9 paid a good salary, but when you begin --10 I think that perhaps the only way that11 you can delineate some differences in12 pay -- and I think I referenced it -- is13 in trying to staff hard-to-staff14 locations, that people are willing to do15 that.16
Subjects as well19 as hard-to-fill subjects, teachers who20 acquire a level of knowledge and skills21 such as our National Board-Certified22 teachers. I think that those individuals23 need to be recognized and recognized with24 an additional salary.25 203 5/11/09 - WHOLE - BILLS 090216, 2171
Lastly on2 this topic, when you consider the fact3 that -- I read some place that one-third4 of 11th graders are meeting AYP, which5 means two-thirds are not, and what6 incentive -- you speak of incentive here.7 You say "place incentives to encourage8 our most accomplished teachers to work in9 challenging environments."10 Meeting AYP is more than a11 notion, particularly after you get them12 in 7th grade and they've been -- those13 signals have not been dealt with along14 the way. So given that reality, you15 still believe that merit pay does not16 have a place in -- given the reality of17 where we are not with regards to AYP, you18 still believe merit pay does not have a19 place?20
I absolutely do,21 and I want to just for the record say22 that Adequate Yearly Progress is a system23 that is fundamentally flawed and should24 not be used as an evaluation of a school.25 204 5/11/09 - WHOLE - BILLS 090216, 2171 Our national office, along with people2 from the NEA's national office, the3 statisticians have worked on that formula4 since President Bush and Congress adopted5 it, and by 2014, which is the date in No6 Child Left Behind for all children to7 reach proficiency in this country, no8 school in this nation will reach9 proficiency under that formula.10
So if that11 is flawed, what would be a better tool, a12 better measurement tool?13
Well, I think that14 you've got to measure each school based15 on where it is right now as a baseline16 and then begin looking at providing the17 kinds of supports that Dr. Ackerman18 testified to this morning and that I19 included. I don't think that we can20 separate what a student's performance is21 in a school with many of the other22 institutions that affect that child's23 life.24
When we look at2 the lack of adequate healthcare for3 disadvantaged children, when we look at4 the lack of jobs for their families, the5 lack of in some cases food, the lack of6 other supports, all of that, we have to7 put that together, because that one8 little person who comes into our9 classroom in the form of a child, all of10 that impacts their lives. And we know11 that when children have advantages,12 exposure to different things, that they13 increase their vocabulary. They14 certainly are able to be a lot more15 productive, much faster than a child who16 comes from a disadvantaged background and17 especially if that child has not had the18 opportunity for a good early childhood19 education, which is why we advocate so20 strongly for good early childhood21 education opportunities for all kids in22 the City.23
Agreed. I24 thank you for your testimony.25 206 5/11/09 - WHOLE - BILLS 090216, 2171
Thank5 you very much.6 Are there further questions for7 Mr. Jordan? If they are not for him, if8 they're for Dr. Ackerman, we'll receive9 them again at the end of our testimony.10 Thank you very much.11
Brian13 Armstead.14 And let me, while he's there,15 thank the various departments. I know16 Facilities always gives us great service.17 And ask Joan Krajewski if you want to18 know about Facilities in the City. But19 we appreciate all of you for what you do.20 We thank Mr. Jordan for those21 important comments, as always.22 Councilwoman Blondell Reynolds,23 while we're waiting for Mr. Armstead, as24 always there's an issue about who makes25 207 5/11/09 - WHOLE - BILLS 090216, 2171 the judgment and there's always an issue2 as in merit selection. We talk about3 that with judges, but as a former teacher4 too, you have issues when you -- in any5 organization when you try to do things6 that maybe someone else doesn't, you7 don't get a chance to move up.8 (Witness approached witness9 table.)10
Yes.11 Mr. Armstead, introduce yourself to the12 record and begin, and thank you.13
Thank you very14 much. 16 Good morning, Council -- or17 actually, good afternoon, Council18 President Verna, Councilwoman Blackwell,19 members of City Council. My name is20 Brian Armstead. I'm the Director of21 Civic Engagement for the Philadelphia22 Education Fund. " Together,11 the Education First Compact and the12 Philadelphia Cross City Campaign for13 School Reform represent a diverse group14 of organizations, including parent and15 student grassroots organizing groups,16 education advocates, universities,17 researchers, businesses, professional18 education organizations and community19 groups, et cetera. 4 But the platform itself is5 built on two imperatives. First, every6 child deserves an effective teacher and,7 second, every school needs a stable8 workforce of effective teachers. 17 Parents are tired of too many classes18 where teachers do not know how to19 properly manage classrooms and where the20 children are not learning. 4 Students said they're tired of5 sitting in some classes and literally6 falling asleep. One student explained7 that when there is a high rate of teacher8 turnover and too many first-year9 teachers, students get discouraged. They10 start cutting class and they eventually11 drop out, and that what is going on or12 not going on in the class can make the13 difference between whether or not a14 student is motivated to come to school15 every day. 18 At the same time, the19 professionals said they're tired of20 seeing a misallocation of resources. It21 is a well-known fact that quality of22 instruction is the best way to close the23 achievement gap and to ensure that all of24 our children succeed. 18 The good news, however, is that19 the School District has begun to address20 some of these issues. 25 212 5/11/09 - WHOLE - BILLS 090216, 2171 This is where Council can be2 especially important. We need you to be3 vigilant about teaching quality and4 equity issues. As you publicly and5 privately question the District, this6 year and in coming years, specifically7 ask about these issues. The District's8 annual report to this body should9 include, first, metrics about the10 distribution of teachers and a discussion11 of their plans and action steps to12 address the current inequities. 20 And, finally, Council can also21 shine a spotlight on the contract that's22 currently being negotiated between the23 School District and the Philadelphia24 Federation of Teachers. 4 You know, as the contract5 currently stands, it's the product of a6 bygone era. 16 So we ask you to pick up on17 this call and continue to remind both18 parties of its perspective over the next19 few months while they put together their20 new contract. 3
Thank4 you, Mr. Armstead, and thank you for your5 testimony.6 Are there any questions?7
Yes.8 COUNCILWOMAN BLACKWELL:9 Councilwoman Reynolds Brown.10
Please11 define for me current inequity. What12 does that mean?13
Well, one of the14 problems is the -- as the research shows,15 in high-poverty, high-minority schools,16 you often have a high percentage of17 inexperienced teachers, right? And so18 one of the challenges is that -- a lot of19 research has shown that for the first20 three years of a person's teaching life,21 they're just not as effective most of the22 time. I mean, there are some exceptions,23 right, but most of the time they're not24 as effective as a more experienced25 215 5/11/09 - WHOLE - BILLS 090216, 2171 teacher. So what ends up happening in2 more affluent communities in so-called3 better schools where teachers want to go4 to often, you have a higher percentage5 proportion of more experienced, frankly6 better teachers that are teaching the7 children. Yet, at the same time in the8 neighborhoods where often they need more9 support because of other outside10 situations that actually Jerry Jordan11 just talked a lot about, that's where you12 really need your most effective teachers.13 And so it's exactly opposite of what's14 actually needed.15 And so what we're calling for16 are a variety of changes that would17 really try to help change the18 distribution of teachers. So, for19 example, one of the issues that --20 Philadelphia is one of the last cities in21 the country that has any vestige of22 seniority-driven selection and assignment23 of teachers. One of the things that24 we're calling for is full site selection25 216 5/11/09 - WHOLE - BILLS 090216, 2171 at all schools. But I think that can be2 done in ways -- and other cities have3 shown this. That can be done in ways4 that teachers feel comfortable about the5 process. I think in Philadelphia, we've6 gotten bogged down when we talk about7 full site selection as though there's no8 middle ground, as though there's no way9 to give teachers the kinds of supports10 that they would need to feel comfortable11 about this kind of a process.12 So site selection is one thing,13 to help principals and school leaders14 recruit and attract teachers, set a clear15 vision and find teachers that match that16 vision to come work in their school.17
Stop right18 there. What has been the impediment?19 Union-related challenges?20
I think the21 impediment has been that the District and22 the union have not been able to come23 together and find common ground about how24 to create a site selection system that25 217 5/11/09 - WHOLE - BILLS 090216, 2171 actually makes sense for Philadelphia.2 I don't want to put blame on3 District or union.4
Exactly,7 unproductive and, frankly, I haven't been8 in the room. But what I can say is,9 looking at the contract itself and10 comparing that to what other people11 around the country have done and best12 practice, that the contract itself is a13 problem.14
Thank17 you very much.18 Are there any other questions19 for Mr. Armstead?20 Councilwoman Sanchez.21
Yes. I22 just wanted to quickly thank the folks23 both from the Education First Compact and24 the Philadelphia Cross City Campaign. I25 218 5/11/09 - WHOLE - BILLS 090216, 2171 had the pleasure of hosting them in our2 Council Caucus Room when they launched3 this campaign on teacher quality and4 equity.5 I guess my only question to6 Mr. Armstead is, as the stakeholder of7 Philadelphia Education Fund and all these8 other groups, do you feel that you are9 being engaged by the District and the10 union in this discussion? Are you11 engaged?12
You know, we've13 had some pretty good discussions with14 both parties. Although I think one thing15 that a number of people that we talked to16 really want to see is a more public17 discussion around these issues with both18 the union and the District to really have19 a good discussion about what it will take20 to drive forward teaching quality and21 teaching equity. I think often what22 happens is, you meet with one party here23 and you meet with one party there, and24 you kind of say, Boy, I wish they were25 219 5/11/09 - WHOLE - BILLS 090216, 2171 together so we can kind of have a2 creative discussion on how we can move3 things forward. And, more importantly,4 that discussion should be public.5
Thank10 you very much.11 Any other questions?12 (No response.)13
Thank14 you, Mr. Armstead.15 Mr. Vernard Johnson.16 I'm sorry. Councilman Jones.17 Mr. Armstead, would you come18 back?19
Thank you.20 My question also was the21 question I was going to direct to22 Dr. Ackerman on equitable distribution of23 quality or qualified teachers. Is there24 a correlation between that distribution25 220 5/11/09 - WHOLE - BILLS 090216, 2171 and performance in underperforming2 schools?3
Yeah, there is,4 and, in fact, what's interesting to me is5 that in the District's strategic plan,6 one of the things -- they cite a report7 from New York that actually said that8 qualified -- I can't remember the exact9 language, but good teachers are one of10 the biggest factors, if not the biggest11 factor, in closing the achievement gap.12 So when we talk about the13 achievement gap between high-poverty and14 minority students on the one hand and15 more affluent and non-minority students16 on the other hand, that achievement gap17 that exists, that that quality of18 instruction is really the biggest factor19 in how we're going to end up closing that20 achievement gap.21 And so, yes, when the research22 starts saying that you have less23 experience, often less effective teachers24 that are congregated in schools that have25 221 5/11/09 - WHOLE - BILLS 090216, 2171 the biggest need, that's a problem.2
I would3 differ with what "good" is, because I4 think all teachers are good, but I think5 the clinical definition of equitable6 distribution of qualified teachers are7 where teachers are in the major or area8 of discipline within their degree and9 teaching within that. I think that has10 something to do with it.11
I think that's12 an important fact to look at, but I do13 think that -- I think that all teachers14 have the potential to be very good and15 effective teachers. I do not necessarily16 know that all teachers are living up to17 that potential right now, often because18 we as a system -- so I'll include myself19 as an outside partner -- we as a system20 have not figured out how to effectively21 train them and develop them in ways to22 meet their potential. And so I think23 that's where I would differ with you a24 little bit.25 222 5/11/09 - WHOLE - BILLS 090216, 2171 So when I say this, I'm not2 trying to point a finger at individual3 teachers and say that you're a bad person4 or whatever. I'm saying often that just5 as our children have not been properly6 educated so that they can take their7 rightful place in the workforce and excel8 in their careers, that our adults have9 not been given the proper training and10 education so that they can excel and11 truly be happy in their careers.12 I think effective teachers are13 often the most happy, and so when we walk14 around and we have teachers that are15 dissatisfied because of a lot of factors,16 often it's because we as a system have17 let them down, because they can't really18 excel at their -- they want to excel.19 Often they try hard, but how do we20 actually put them in the right position21 to succeed.22
I guess my23 focus on this is not so much the24 non-measurable portion of what a good25 223 5/11/09 - WHOLE - BILLS 090216, 2171 teacher is, because one person's good2 teacher -- the teachers I remember in3 public school were the ones I could not4 stand, but taught me the best.5
They held me7 to the highest standard. They really8 didn't let me get away with a doggone9 thing, and it forced me to be all I could10 be.11 So good is a relative term.12 But what I do want to focus on is, if you13 are a certified math teacher and you are14 not teaching math, then that poses a15 problem for me. And at one of my16 schools, Mifflin in particular, they've17 suffered because they haven't had a18 certified math teacher for a while. So I19 guess when Dr. Ackerman gets up here, I20 want to focus on what is the clinical21 definition of equitable distribution of22 qualified teachers and how we are23 addressing if that is a problem. If it24 is not equitable, why, and how we address25 224 5/11/09 - WHOLE - BILLS 090216, 2171 that.2
I agree. I3 think that kind of data actually should4 be easily and readily available for all5 of our schools about the certifications6 and who is teaching in certification and7 not. I mean, you shouldn't have to dig8 to be able to find that, right?9 But the other thing that I10 would offer that you can also ask11 Dr. Ackerman when she comes back is that12 in addition to those kinds of13 certifications, another thing that the14 District and I believe the union are15 trying to work on right now is developing16 a set of standards that they can actually17 begin to look. Because there are people18 out there that are experts in teaching.19 I do civic engagement, so I'm not a20 teaching expert. But there are people21 that are out there that have been able to22 break down what is effective teaching,23 what do you look for when you walk into a24 classroom, how do you break that down and25 225 5/11/09 - WHOLE - BILLS 090216, 2171 assess it.2 So to the extent that the3 District doesn't have any real standards4 across the board, it makes it hard for5 them to really approach somebody and say,6 This is where you're strong and this is7 where you're weak, and this is how we8 need to help you. So one of the first9 things is developing some standards to10 actually define what is good, effective11 teaching. I mean, that's one of the12 basic things that we need to put in13 place, and maybe they can address that14 more when they come up here.15
Thank19 you.20 Any other questions for21 Mr. Armstead?22 (No response.)23
Thank24 you.25 226 5/11/09 - WHOLE - BILLS 090216, 2171 Mr. Vernard Johnson. After Mr.2 Vernard Johnson, we'll have Sheila3 Simmons, PCCY, and Lola Oladupo, ACORN.4 Then we will bring back Dr. Ackerman.5 Unless somebody steps to the side and6 let's us know you're here and you want to7 say something, that's our schedule for8 the rest of this day.9 Okay. Thank you.10 (Witness approached witness11 table.)12 COUNCILWOMAN BLACKWELL:13 Mr. Johnson?14
Councilwoman15 Blackwell and Council President Verna,16 how you doing?17
21 It wasn't part of what I wanted to come22 up here and talk about, but, you know,23 there are inequities at the school level24 itself. 6 I think we probably -- I know I7 was there. I'll speak about myself --8 with Ms. Wack many years ago at the Shaw9 School. Everybody wanted Ms. Wack or10 Ms. Gay and didn't want anybody else11 because of the same problem that we have12 now. 13 So I think if you find an14 engaging teacher, a teacher who15 understands the children, a teacher who16 can relate to the children, a teacher who17 doesn't put the children out without a18 pass, you know, on-the-ground stuff, that19 you begin to address the whole question20 of inequities in the building besides21 inequities across the system. 23 On the other hand, my24 organization, Southeast Pennsylvania25 228 5/11/09 - WHOLE - BILLS 090216, 2171 Network for Family Health, Education and2 Welfare, and the Philadelphia Student3 Union several months ago sponsored a4 meeting with representatives of the PFT5 and the SRC, and I believe some School6 District officials were at that meeting7 as well. And we talked about teacher8 equity and teacher effectiveness and all9 that kind of good stuff. And we're10 making an attempt now, and I think11 Dr. 19 I just spoke to Mr. Jordan -- I20 don't see him -- a few minutes ago and21 asked him would he be willing to22 participate in that type of conversation,23 a conversation of where there's a will,24 where there's a will to teach our25 229 5/11/09 - WHOLE - BILLS 090216, 2171 children, not necessarily based around2 the union regs and the union rules and3 what I can't do and what I can do, but is4 there a will to teach our children where5 there's a partnership between the6 community, the School District and the7 union, and Mr. Jordan said he would be8 more than willing to sit down and talk9 about what that would look like. 19 I just spoke to Jerry Jordan,20 and he's an alumnus of West Philadelphia21 High School, and he said, maybe that's a22 good school to start out with where we23 can find out if there's a will to develop24 or redesign a good-quality education in a25 230 5/11/09 - WHOLE - BILLS 090216, 2171 Philadelphia public school that has a2 long history of success, and more3 recently we all know what that's been4 more recently. 13 I want to talk a little bit14 about restructured schools. Humdullah,15 at last. We are going to be able to shut16 a school down that's not performing. And17 we've had the ability to do that since my18 daughter was at University City in 199319 and we didn't do it. 7 We're going to teach kids how to do8 fractions, how to add three columns, how9 to read, write and do arithmetic before10 we begin to teach them algebra I or11 algebra II or advance placement and all12 that kind of stuff. But we're going to13 have those services available to our14 children, but we're going to go back to15 basics. 17 As a matter of fact, I run18 around all the other places I go and I19 talk about, We're going to put the floor20 in. And then after you put the floor in,21 you can put the desk on. You can put the22 seats in. 9 I think to have a nurse in a10 building a reasonable amount of time a11 day I think is critical. So the nurse12 only doesn't do triage, but she can do13 health education. And a lot of the14 things that Mr. 22 And so the rebuilding of the23 family, the restructuring of the family,24 using Title I dollars appropriately so25 233 5/11/09 - WHOLE - BILLS 090216, 2171 that -- I don't hear anybody talk about2 how they can use Title I dollars as it3 relates to parents. 17 So I wanted to say that. I18 think that's worth supporting.
22 I think that the effort to23 reengage young folks to get them back24 into the classroom, be it a traditional25 234 5/11/09 - WHOLE - BILLS 090216, 2171 classroom or non-traditional classroom, I2 think is something that the Council and3 that everyone needs to support so that --4 matter of fact, in your district,5 Councilwoman Blackwell, I understand --6 the district where I live and work, I7 understand that we're probably the second8 or third area in the City that has the9 highest dropout rate with a number of10 kids trying to get back in. 16 Not just have the will to go back, but to17 actually be prepared to go back. 20 Let me say this: Closing21 schools without public hearings is22 unacceptable. 25 235 5/11/09 - WHOLE - BILLS 090216, 2171 I heard Mr. Masch talk today2 about putting DHS into some school3 buildings. Well, Lord have mercy. If we4 can put DHS into school buildings, we can5 take community organizations who are6 operating out of the basements of their7 homes and in backyards and libraries and8 other places and make space for them in9 the buildings for children as well. Not10 only to rent, but to actually provide11 services to young folks. And so I don't12 want people to be confused about the13 closing of a Gillespie or closing of a14 William Penn with this restructured15 school process. There are two different16 processes, and the one that's going on at17 William Penn came about before this18 Administration came in, but I'm sure that19 that community up there -- and Mr. 4 We're going to lose Peirce. We're going5 to lose William Penn. I mean, we're just6 going to lose the educational7 institutions in our community without8 having a conversation about how can we9 use these institutions to better the10 community. And so if that's putting a11 green project together where you teach12 young folks how to maintain the athletic13 fields at the Recreation Department the14 City doesn't seem to be able to maintain,15 it seems to be that that's a green16 project that can create some jobs, and we17 throw some dollars back into the garden18 program that Ms. Fagan and them had when19 I first came to Philadelphia. And when20 we were looking for work, we were able to21 go into those corner gardens and garden22 and take young folks and actually employ23 them, hire them, and sweep the street24 around the Tourist Times Cafe -- I'm25 237 5/11/09 - WHOLE - BILLS 090216, 2171 saying this to you, Councilwoman2 Blackwell, because I know you know what3 I'm talking about -- and put young folks4 to work. They're green projects. We5 used to call them street sweeping and6 whatever you call them, picking up trash,7 taking it to the junkyard. 16 I think I'm almost done. 20 I don't know. 522 billion seven years later. I think --23 that's my figures. I think that you're24 spending a lot of money. And I'm not25 238 5/11/09 - WHOLE - BILLS 090216, 2171 always saying that you need to spend a2 lot of money, but I think some of the3 services that -- some of the cuts that4 were made downtown, I think this5 Administration is trying to correct some6 of that. But some of the cuts that were7 made downtown actually did impact a8 student's ability in a classroom to9 perform. So when you had an10 inexperienced teacher in the classroom11 and then you had coaches who weren't12 really coaching, I think that was a real13 problem. 15 And so I think that we all16 should be putting pressure on Harrisburg,17 all of us, the elected officials, the18 consumers, the parents, and saying to19 Harrisburg that you need to fund these20 schools at the level you should fund21 them. So take some of that rainy day22 money that they got in their pocket and23 that they're going to use for whatever24 they're going to use it for and fill the25 239 5/11/09 - WHOLE - BILLS 090216, 2171 hole. Fill the hole. 2 And then you take the stimulus money and3 you put it on top of that.
I don't know4 how you stimulate anything by using5 what's supposed to be used to6 stimulate -- unless I got it all wrong --7 to pay off a debt. 9 So in closing, I'll say this,10 and I'll use an example. 11 I was the Chair of Healthy Start for12 several years. And Councilwoman and13 Councilwoman Verna, you're real familiar14 with Healthy Start. It bought millions15 and millions and millions of dollars into16 this town to address the issue of infant17 mortality. But one thing was clear from18 the feds -- and my friend over there19 keeps telling me that the feds didn't say20 it on this. One thing that was clear21 from the feds, you couldn't use Healthy22 Start money to supplant other dollars,23 that if you wanted to use Healthy Start24 money, you could use it, you put it on25 240 5/11/09 - WHOLE - BILLS 090216, 2171 top of the dollars. 6 So I'm just saying to you,7 we're preparing to go on a bus trip to8 Harrisburg in the next week or so. It's9 real expensive. If anybody would like to10 help cover the cost of the bus, we11 certainly wouldn't mind your help. But12 we're going to go to Harrisburg, and13 we're going to take the parents and we're14 going to take the students, like we've15 been doing for the last five, six, seven16 years, and we're going to engage Pileggi17 on the Senate side and we're going to18 engage Roebuck on this side. 17 And my last statement in18 closing is that I would hope -- and I19 think the District is moving to this, but20 I've got to say this. 24 And I know that's going to become a topic25 242 5/11/09 - WHOLE - BILLS 090216, 2171 of conversation real soon, and I know2 that there's a lot of concern out there3 in the community and my community about4 the likes of Edison and what their5 product has been, what they produce. 11
Thank12 you, Mr. Johnson.13 Any questions for Mr. Johnson?14
Let me19 first acknowledge the good work that you20 have often done. You have a track record21 for being in the trenches.22 In defense of DHS, who is not23 here, and given the enormous role they24 have in keeping our children whole,25 243 5/11/09 - WHOLE - BILLS 090216, 2171 briefly clarify your comment regarding2 DHS.3
Well, sure. I4 don't have any problem with that at all.5 It's not a question about DHS. All our6 systems that our children are in are7 stressed, every one of them. Every one8 of the systems that our children go9 through, including DHS, are stressed.10 So my comment was not a smack11 at DHS. Here's my comment: Let's have12 the conversation who occupies these13 buildings, and don't have the14 conversation away from the public. And15 so when there's opportunity to hold16 public hearings about the closing of a17 school in Representative Jones' district,18 I think that Representative Jones would19 want to have him and I know his20 constituents would want to be a part of21 that conversation. And if there are 1522 community-based organizations that work23 with children and they're stressed24 because they don't have the space and the25 244 5/11/09 - WHOLE - BILLS 090216, 2171 facilities to do the kind of job that2 they would like to do, then I think it3 needs to be a broader conversation. And4 I always want to be in a position to not5 forget the community.6 And so it's not a smack at DHS.7 I think they do the best they can do with8 what they got, but I won't get into that9 too much. But that's my point, is that10 don't have the conversation away from the11 table and then you hear it in public,12 Well, maybe thinking about DHS moving to13 some of our school buildings, but then14 the community in general have the15 opportunity to say, This is what we think16 needs to be in our schools.17 So if the Mayor is trying to18 improve education in the communities and19 we got all these folks dropping out on20 the corner and we got folks on drugs and21 doing all kind of stuff on the corner,22 well, maybe there's an opportunity to23 bring folks back into an educational24 environment, and maybe that school could25 245 5/11/09 - WHOLE - BILLS 090216, 2171 be used as such.2 And this is my last point. Why3 don't we bring the kids back from -- back4 into the neighborhood. If we provide a5 quality education -- let's see where the6 numbers really are, Councilwoman, where7 the numbers are short. If we provide a8 quality education -- we got kids from9 Southwest going to Roxborough, going to10 Lincoln, going to Germantown. Wherever11 they're going, provide the kind of12 quality education to bring them back home13 and then fill some of those what appears14 to be empty seats in my neighborhood,15 fill those seats with the students who16 are there. Why don't we have a campaign17 that says, Come back home, and saying in18 hard times -- I'm serious. In hard19 times, you know, tuitions are hard. I20 struggled paying tuitions for years. So21 if I had -- my grandson, I swore my22 four-year-old grandson wouldn't go to a23 public school, but I'm looking at it24 again, because my daughter and her25 246 5/11/09 - WHOLE - BILLS 090216, 2171 husband are struggling.2 So if we can find a3 good-quality public school that's in the4 neighborhood where we live and my5 neighbors who are sending their kids to6 Catholic schools or to Christian schools7 can find that they can save some of that8 money in their pocket and they could9 return back to a Wilson or to a Shaw and10 come back home -- and I think there11 really seriously needs to be a campaign12 that says, Come back home -- then we can13 fill those seats up.14 I know when I first came to15 Philadelphia, John (unintelligible) was16 just starting. We gave those buildings17 away, and a few years later we were18 saying, We're overcrowded.19 So I would hate to see us make20 the -- go down the same road and make the21 same mistakes. But the smack is not at22 DHS.23
Thank you24 for your testimony.25 247 5/11/09 - WHOLE - BILLS 090216, 2171 Thank you, Madam Chair.2
Thank3 you very much.4 Sheila Simmons, PCCY, are you5 here?6
Yes.7 COUNCILWOMAN BLACKWELL:8 Ms. Oladupo, ACORN, you're next. And,9 finally, Helen Gym called us and Cecilia10 Thompson with Parents United for Public11 Education. Then Dr. Ackerman will come12 and we'll conclude our questions.13 (Witness approached witness14 table.)15
Good afternoon.18 My name is Sheila Simmons. I'm Education19 Director for PCCY, Public Citizens for20 Children and Youth.21 I'll start by saying that for22 Imagine 2014, Superintendent Arlene23 Ackerman provides a vision of comfortably24 sized classes and caseloads of students25 248 5/11/09 - WHOLE - BILLS 090216, 2171 small enough for counselors to actually2 help them. It imagines special education3 implemented with fidelity. It imagines4 more school nurses and focuses more5 resources on schools most in need. May6 we some day be able to see with eyes open7 these kinds of improvements in our8 schools.9 While bringing the strategic10 plan to life remains to be seen, PCCY11 supports this vision. It is broad and12 far-reaching, but we have much to reach13 for.14 We ask that you use your15 oversight to ensure transparency in16 contracting. While outside providers may17 propose to do a better job or more18 efficient and effective job, all too19 often the District never holds them20 accountable for those outcomes. In fact,21 often it doesn't even track the outcomes.22 This must change, and I believe that23 alternative education contracting has24 shown signs of the District addressing25 249 5/11/09 - WHOLE - BILLS 090216, 2171 some of these concerns, but it remains in2 other areas.3 We need a school budget that4 reflects its chief concern, the children.5 We would also like to build off of the6 successes of past initiatives of past7 Administrations.8 Early childhood education has9 taken on increased attention nationally10 and statewide. We anticipate that11 Philadelphia will continue to strengthen12 these opportunities and resources for13 children locally. Too often our children14 are tripped up as they transition from15 one setting to another, from middle16 school to high school, from alternative17 disciplinary school back to the18 neighborhood school. Resources directed19 at solutions to this are welcomed.20 The School District has also21 pledged additional support for creating22 positive school climates. Schools should23 be places where students should know that24 we want them there, that they will be25 250 5/11/09 - WHOLE - BILLS 090216, 2171 places of respect and fairness, where2 their voice is heard and matters.3 We are also pleased that the4 School District has committed to5 providing more support for arts, for6 alternative education, for a second7 reengagement center. And since teachers8 are often the single greatest determinant9 of a student's success, we hope to see10 more addressing of issues that will allow11 our most qualified teachers to work in12 schools that are often the ones that have13 the highest concentrations of least14 qualified teachers. There is much that15 we can imagine. We need the will to do16 it.17 Thank you.18
Thank21 you very much.22 Any questions for Ms. Simmons?23 (No response.)24
Thank25 251 5/11/09 - WHOLE - BILLS 090216, 2171 you.2 ACORN?3
I have8 lots of questions, Madam Chair.9 PCCY has been an effective10 watchful eye over the School District11 when it comes to provision of arts and12 music programs. So looking where the13 District was nine years ago and where it14 is now with -- I won't editorialize. Let15 me ask the question. Speak to what16 you've seen.17
I can't say18 exactly nine years ago, but certainly in19 past years we have seen more of a20 decrease in arts and music education in21 our schools. I think we've gotten to a22 point where maybe fewer than half of our23 schools have music and art teachers.24 I think that a couple of years25 252 5/11/09 - WHOLE - BILLS 090216, 2171 ago the School Reform Commissioner at2 that time, Sandra Dungee Glenn, led that3 School Reform Commission in requiring4 that schools have arts and music5 teachers, and the School District has6 been moving towards that. So there are7 certainly some improvements, but as with8 a lot of things, we have a long way to9 go.10 There are initiatives that are11 in place where we hope to see more arts12 and music teachers, where we hope to see13 more professional development in that14 area, and hopefully stimulus money will15 allow some of that to take place.16 Our schools need not just more17 arts and music teachers, but we also need18 more arts and music supplies, more19 equipment.20 So there are lots of areas that21 we can improve in, but I think that we've22 come a long way from where we were even23 two years ago.24
Has PCCY25 253 5/11/09 - WHOLE - BILLS 090216, 2171 ever examined how the Art Museum and the2 Academy of Music and the Philadelphia3 Orchestra and others can partner?4 Because that's a two-way street. We are5 rich with arts and cultural institutions.6 We know the needs of our children. We7 know the value it places in our kids'8 lives.9 Has PCCY considered activating,10 energizing that community and help them11 understand that they have a role as well12 in moving our kids where we want them to13 be when it comes to being artistically14 fluent, if you will?15
Absolutely.16 Certainly PCCY is actually part of a17 partnership, Arts for Youth, which I18 think was just announced maybe recently,19 maybe within the last couple of months or20 so. It will be part of a very broad21 initiative that has lots of partners. It22 includes members from the arts community23 as well as the School District.24 I think the idea is that we25 254 5/11/09 - WHOLE - BILLS 090216, 2171 would have hubs of music and arts that2 would be based in middle schools. And3 that is still very much in the beginning4 phases, but that was a major announcement5 about that. And so there is a lot of6 support for it. We would certainly like7 more support from the School District,8 more leadership from the School District9 in that area, but there have been a lot10 of organizations, community arts and11 music organizations, as well as those12 downtown and the recognition that the13 arts community itself could play a bigger14 role in connecting some of these15 opportunities to schools for --16
Who is17 playing a leadership role in that18 initiative?19
It will be20 Philadelphia Education Fund, PCCY,21 Fleisher. Those are the three entities I22 think that will be leading off that23 effort.24
Thank you25 255 5/11/09 - WHOLE - BILLS 090216, 2171 for that update.2 Thank you, Madam Chair.3
Thank4 you very much.5 Any more questions?6 (No response.)7
All8 right. ACORN, you're next.9 (Witness approached witness10 table.)11
Good afternoon,14 Council Chair and other distinguished15 Councilmembers. 20 ACORN is a part of a large coalition that21 has come together to create a teaching22 quality and equity platform. This23 platform currently has 18 endorsing24 organizations. I'm here today to25 256 5/11/09 - WHOLE - BILLS 090216, 2171 respectfully ask the Council to give its2 full support of our goal of having a3 great teacher in every classroom. I ask4 you to go a step further by not only in5 supporting our platform, but also using6 your power of influence to persuade7 Dr. 21 Now is my turn to be a child's22 saving grace as others were for me. As23 an advocate, I serve from out of the24 scriptural teaching that I am my25 257 5/11/09 - WHOLE - BILLS 090216, 2171 brother's keeper. 16 With that said, we are pleased17 that Dr. Ackerman's strategic plan listed18 a great staff as one of its key19 principles. Dr. 12 These schools also suffer from constant13 problems with teacher turnover. 22 Several weeks ago, I heard Dr. 4 Now is the time to use stimulus5 money to invest in these measures. We6 know that Dr. Ackerman has her budget7 priorities for the upcoming fiscal year,8 which include reducing class size in9 grades K through 8, expanding Head Start10 programs and increasing school counseling11 staff. These are great priorities, but12 teacher effectiveness must be among these13 priorities as well and be funded this14 coming school year. 23 In closing, on behalf of ACORN,24 I thank you for allowing me the25 261 5/11/09 - WHOLE - BILLS 090216, 2171 opportunity to address you today. It is2 my hope that you, the City Council, will3 see the wisdom in our platform and4 embrace it by pushing Dr. 6 If the School District puts7 teacher effectiveness at the top of their8 agenda by funding it this year through9 the stimulus funds, I believe that in10 time parents, teachers, public officials11 and community members will stop having to12 answer Langston Hughes' question, What13 happens to a dream deferred? 16
Thank17 you.18 Any questions for ACORN and19 Ms. Oladupo?20 (No response.)21
All25 262 5/11/09 - WHOLE - BILLS 090216, 2171 right. Helen Gym and Cecelia Thompson,2 you are the last witnesses to testify3 before the School District returns.4 Thank you very much.5 (Witnesses approached witness6 table.)7
8 Thank you very much, Councilwoman9 Blackwell. 15 We have a very aggressive16 hidden agenda. Our primary agenda is17 that after decades of seeing declining18 investments in our classrooms and years19 of experimentation with expensive choice20 models with overall erratic results, we21 want to see this District go back to22 investing in each and every classroom23 across the City and building budgets24 based on what every school needs. 25 264 5/11/09 - WHOLE - BILLS 090216, 2171 I also want to acknowledge the2 efforts of this School District's CEO,3 Arlene Ackerman, and the District's4 partners for some key break-through5 reform efforts that people have already6 mentioned. A citywide initiative to7 implement reduced class size is something8 we have not seen significant advancement9 on for years despite having a stated10 commitment to it. 16 We'd also like to acknowledge17 the District's efforts to reduce the18 counselor-to-student ratio and a number19 of other initiatives that helped boost20 the baseline resources in schools. 25 265 5/11/09 - WHOLE - BILLS 090216, 2171 To that end, we'd also like the2 District to consider and for City Council3 to consider other solid things. When we4 talk about the core educational reforms5 that make a difference in schools, we'd6 like them to think about things such as7 high schools and for our neighborhood8 comprehensive high schools. 20 The other area that we'd like21 to point to -- and we know that these are22 both long term as well as things that we23 want to put out there, but we also know24 that in order to elevate the baseline25 266 5/11/09 - WHOLE - BILLS 090216, 2171 resources for schools, we want to think2 about resource like librarians. Last3 fall's near miss with the City around4 losing a number of different library5 branches reemphasize the importance of6 what it means for a child to have access7 to literacy in their schools. We also8 know that the Association of Philadelphia9 School Librarians has said about one in10 four schools now has a full-time11 librarian, with the majority placed in12 high schools. According to the13 District's budget, in December 2007 there14 were 67 filled library positions, but15 next year there are only 58 for 26716 buildings. 3 Secondly, I guess, the issue4 that we are a little bit concerned about5 is that we have seen in previous budgets6 an effort to identify certain areas where7 there could be some amount of cost8 savings. We haven't quite seen that in9 this budget, and we think that there's --10 it sort of is an area that we would like11 to explore more, particularly because of12 what someone else had testified earlier13 to from PCCY, which is the issue of14 contracting. There's several areas of15 contracting that we think are very16 serious within the School District that17 need to be taken a look at. 5 million. We'd like to see City24 Council announce support for a District25 268 5/11/09 - WHOLE - BILLS 090216, 2171 decision to abolish the funding for the2 BRT. 9 Number one, there isn't really10 other models that I'm aware of where this11 is consistent. 814 million. However, about half the EMOs15 currently, about 20 of them by our guess,16 have about one-year contracts that will17 expire this June. 7
My name is10 Cecilia Thompson. 15 Just to have some of the money go to the16 increase in the number of staff -- it17 could be case managers or special ed18 directors -- so that they can provide the19 technical assistance, as they are charged20 to do per the Department of Education21 Bureau of Special Education. 4 Currently, probably due to5 budget constraints, there's just one case6 manager and one special ed director per7 region. That's not satisfactory. They8 are probably at this point doing reactive9 instead of proactive, meaning if a parent10 is mad because the IEP is not being11 implemented properly, they are trying to12 make sure that that parent's concern is13 addressed. 21 Number two, an increase in the22 number of special ed teachers. These23 teachers should have some knowledge base24 in reading. In the more self-contained25 274 5/11/09 - WHOLE - BILLS 090216, 2171 classrooms where a child is spending the2 majority of their day with that teacher,3 a lot of these special ed teachers, they4 have the passion and really want to work5 with our children, don't have their skill6 set in reading. 18 I was at an IEP meeting on19 Monday where they could not provide this20 young man five days of travel training21 because they did not have enough staff to22 do that. They can only do that two times23 a week. This is a young man who is24 getting ready to graduate, and it's25 275 5/11/09 - WHOLE - BILLS 090216, 2171 really important to his family that he2 knows how to get on and off SEPTA without3 assistance or without having to use4 Paratransit. 8 And then, lastly, there's9 always talk about professional10 development for teachers, for11 psychologists, for everybody else. I12 would like to suggest professional13 development for principals, regional14 superintendents and assistant regional15 superintendents. 21 Because although they may have empathy22 and really want children to succeed,23 reading all those IEPs, dealing with all24 those parents, dealing with all those25 276 5/11/09 - WHOLE - BILLS 090216, 2171 personalities of children is very2 challenging for a teacher. So when a3 teacher does ask for additional staff or4 additional assistance, I think it's not5 seen as needing it. So a suggestion for6 professional development for the regional7 superintendents and the principals is8 actually spending a week in an autistic9 support class, spending a week in a10 learning support class, spending a week11 in a life skills class and spending a12 week in emotional support class. 21
Thank22 you, Ms. Thompson.23 Thank you very much. We24 appreciate all who have come for public25 277 5/11/09 - WHOLE - BILLS 090216, 2171 testimony. Certainly we thank everyone2 for their patience, and we invite3 Dr. Ackerman back.4
I7 certainly apologize, Councilwoman8 Reynolds Brown. Your question?9
Thank you.10 Let me just commend you,11 Ms. Gym, on your effective voice for our12 city's children. It matters.13 To Ms. Thompson, are you the14 mother of a special ed child?15
Okay.17 Then that's what I needed to know. Was18 your testimony based on personal19 experience or stories that you've heard20 from other mommies who are having that21 type of challenge?22
More so from23 other parents. I mean, I do struggle24 too, but I feel until the school gets it25 278 5/11/09 - WHOLE - BILLS 090216, 2171 together, it's my responsibility to learn2 the material, to teach him at home,3 because I refuse to have him graduate4 without the skills he needs. So I have5 the math book, the social studies book,6 the science book, the English book, and I7 have about six books at home that I read8 it, break it down, give it to him9 visually so that he can understand what10 he needs until his teacher gets it11 together.12 Are you surprised?13
In some17 ways it's an affirmation.18 Let me just suggest that you19 seize the moment, that the head of that20 department is here, and you're the best21 advocate. I call it being an agent for22 your child. So seize the moment and23 secure the ear of that professional to24 see how you can -- whatever it is you25 279 5/11/09 - WHOLE - BILLS 090216, 2171 need done with that IEP plan -- it is2 IEP, correct?3
When you say4 "professional," I just want to clarify.5 Which one are you talking about? Because6 the person that's responsible is my son's7 principal and the regional8 superintendent. And if they can't help9 me, then who -- I mean, if they can't10 help parents, because by law the11 principal is in charge of the building12 and they are responsible for all children13 in their building. If they don't get it14 together, then that regional15 superintendent, those are the only two --16 I mean outside of the superintendent, of17 course, but those are the two people that18 are responsible for those children.19
Well, then20 let me suggest that you speak with the21 President's Chief Operating -- the22 leader, Dr. Ackerman, who can guide you23 through what you're trying to do for your24 child.25 280 5/11/09 - WHOLE - BILLS 090216, 2171
Thank5 you very much, Councilwoman.6 Any further questions?7
I have a8 comment.9 COUNCILWOMAN BLACKWELL:10 Councilwoman Sanchez.11
Yes. I12 would be remiss not to also acknowledge13 the work of Helen Gym and all of the14 folks at Parents United. You guys are15 the ones that keep us on check, and as16 you well stated, sometimes we don't17 always agree, but it is important that in18 that discussion and in that debate,19 ultimately we provide better services for20 our children. And we are accountable for21 the School District in an indirect way,22 but in a very direct way, because we fund23 the School District, and we definitely24 appreciate the work of you and all of the25 281 5/11/09 - WHOLE - BILLS 090216, 2171 other stakeholders for the work that you2 do. I just want to acknowledge that.3
Thank5 you very much.6 Thank you, ladies.7 Dr. Ackerman, I think we're8 ready. I know you've headed up three9 times. And as you and Mike Masch come10 forward, another one of your talents11 we've learned is patience. We thank you12 for that, and we do appreciate your13 vision as well as your commitment to make14 changes where needed and the ability to15 see them. We've been around a long time,16 and the ability to face these issues head17 on and to make change reality is so very18 much appreciated. So we did want to19 acknowledge your commitment and thank you20 for all of your hard work.21 (Witnesses approached witness22 table.)23 SUPERINTENDENT ACKERMAN: Thank24 you.25 282 5/11/09 - WHOLE - BILLS 090216, 2171 COUNCILWOMAN BLACKWELL:2 Councilman Green.3
Thank you,4 Madam Chair.5 We knew Dr. Ackerman was6 patient, because she's a teacher, and now7 we're learning Mr. Masch is far more8 patient than his reputation that preceded9 him.10
So I would13 like you to -- the questions that Helen14 Gym asked sort of rhetorically but out15 loud about what we can expect in 2014,16 we'll send you copies of the transcripts.17 When you reply to our questions, if you18 could also please answer those questions19 so that they can be available for the20 record.21 I had a quick question about22 the capital budget, and, that is, in the23 capital budget category "other" is 17.624 percent. What is "other" in the capital25 283 5/11/09 - WHOLE - BILLS 090216, 2171 budget? The chart is on Page, I think,2 21.3
Councilman, let me7 direct you to the -- we have provided you8 with a full consolidated budget and --9
I can understand12 that. But I would direct your attention13 to in which we provide a more14 detailed breakdown. If we've made the15 slices any smaller, we wouldn't have been16 able to do that chart. So that helps get17 at part of it. Obviously in each of18 these categories then, things break down19 into specific projects, some of which are20 scheduled and then some of which we keep21 in reserve.22 Let me just compare the chart23 here so you can see. In the "other"24 category, you're going to see the25 284 5/11/09 - WHOLE - BILLS 090216, 2171 administration for the program and the2 cost of bond issuance and the reserves3 that we keep. And I'm trying to see4 which other categories we don't have5 itemized here. I think we don't -- we6 don't do the science lab category and we7 don't do the security category --8
Okay.9 That's fine. Rather than go through it,10 I'll look through that. Just to cover11 something generally, these hearings were12 originally scheduled for two days. We13 really could spend two days here talking14 to you going through this budget and15 gathering information. So what I'd16 really like is to get your agreement that17 what we'll do is -- what I will do anyway18 after getting through a few more19 questions is submit the balance of20 questions in writing and then have your21 responses provided prior to the time when22 we vote on your budget so that we can23 follow up. Is that satisfactory?24 SUPERINTENDENT ACKERMAN: I25 285 5/11/09 - WHOLE - BILLS 090216, 2171 think we can go better than that. If2 you'd like and any other Councilmember3 would like, we could provide you with one4 on one.5
Well, I'd6 like them back in writing for the record.7 SUPERINTENDENT ACKERMAN: I8 see.9
It will be10 made a part of the record so that the11 information is not just provided to us,12 but available to advocates and every13 other stakeholder. But I appreciate14 that, and we may take you up on that, but15 I think it ought to be part of the public16 record as well.17 Mr. Masch, Chief Business18 Officer funds have gone from -- I guess19 it's estimated 60 million this year, 5820 originally adopted to 89 million next21 year. What's the -- and you probably can22 point me to the break-out page, but what23 is the additional $19 million in that24 category for?25 286 5/11/09 - WHOLE - BILLS 090216, 2171
The largest2 increases are for upgrade and replacement3 of the District's Finance and Human4 Resources systems. And I point you in5 the PowerPoint to Page -- to Slide 55,6 which is an itemization of all of the7 major spending increases. We get about8 97, 98 percent of the spending increases9 in here.10 The current financial and Human11 Resources systems for the District were12 installed in 1999 in order to deal with13 the fact that the old Legacy systems were14 non-Y2K compliant.15
The City's16 were probably installed prior to your17 service with the City. So I understand18 the need for that. But sorry, go ahead.19
Right. The problem20 is the vendor that was selected, which21 was a relatively small vendor, not one of22 the major enterprise resource planning23 software vendors, is no longer going to24 support these applications after this25 287 5/11/09 - WHOLE - BILLS 090216, 2171 coming fiscal year. The licenses have2 expired. The software is in fact not --3 it will not be supported in the future.4 So we have to either upgrade with that5 vendor or with a different vendor.6
Let me7 suggest to you, Mr. Masch, that you talk8 to Allan Frank at DOT. They are in the9 process of upgrading all of the City's HR10 systems and some of our financial and11 accounting package. The City of12 Philadelphia owns the Oracle Business13 Suite and has been offered free upgrades14 to this. It has HR components. It has15 kind of everything you'd need, and maybe16 we can get a license that would cover17 both the City and the School District and18 save --19
We've been in20 extensive discussions with Mr. Frank.21 Mr. Frank was sitting in my office22 considering whether he ought to pursue a23 period of time in public service when he24 got the call from the Mayor asking him to25 288 5/11/09 - WHOLE - BILLS 090216, 2171 be the Chief Information Officer for the2 School District. So I know him pretty3 well.4 I would -- and I think we do5 understand what we need to do here. I6 did two Oracle installations at the7 University of Pennsylvania, an NSAP8 installation at the Commonwealth. I will9 be glad to take, on behalf of the School10 District, any discounts that any credible11 vendor is prepared to provide us, I12 assure you. So I will talk to the CIO13 for the City about opportunities to do14 that.15
Is there a16 reason we couldn't be on the same system?17
The Oracle19 database, all of that licensing is very20 expensive. You can segregate that in21 servers, but there may be no reason to22 purchase it twice.23
Right. That's the24 point of the Shared Services Task Force.25 289 5/11/09 - WHOLE - BILLS 090216, 2171 That's where we discuss those things.2
It hasn't, because5 until and unless we receive the stimulus6 funding through the Commonwealth, we do7 not have the resources to do these things8 and we're going to have to consider what9 kind of emergency arrangements we have to10 make when those licenses expire. So this11 is the year in which we'd be having those12 discussions.13 The basic installation licenses14 are not where you really run up the15 expense with these vendors. It's the16 seat licenses. It's the number of people17 that you allow to have access to the18 system. You pay for each seat. So the19 more seats you have, the higher the cost20 of the contract. That's where they21 really hit you.22 And the other issue that we23 would have is, our chart of accounts is24 very different from the City's chart of25 290 5/11/09 - WHOLE - BILLS 090216, 2171 accounts. So we could run on the same2 underlying system, but in terms of3 actually operating, we'd have to be in a4 segregated space.5 I would say too, I know the6 City's IT environment pretty well and I7 know the School District's, and I see8 what the School District has done in the9 time since I've been gone and come back,10 and I think that the folks over in the11 Department of Technology would12 acknowledge that the School District had13 actually done some very innovative14 things. For instance, we maintain no15 enterprise servers of our own. We16 contracted out all of that with remote17 servers. Our servers are located down in18 Georgia. The business arrangements that19 we've made are very cost effective, and I20 think the City is interested in looking21 at what we've done in that regard in22 terms of the basic hardware that's23 underlying the operating systems that we24 now need to purchase to replace the25 291 5/11/09 - WHOLE - BILLS 090216, 2171 obsolete ones.2
Okay. Thank3 you.4 It looks like you're spending5 roughly $200 million sort of on programs6 to implement Imagine '14 in the coming7 year, and that's money that wasn't spent8 before, and I'm a bit concerned about the9 continuity of Imagine '14 if we spend in10 terms of being able to have that level of11 programmatic expenditure through the five12 years versus, say, investing in13 infrastructure, consolidating out of the14 44,000 seats lower overall operating15 costs so that cash flow will be increased16 and we can have more money left over to17 support programs. Like I'm wondering why18 we're making this investment versus other19 investments that may in the long run20 provide more cash flow.21 SUPERINTENDENT ACKERMAN: I'm22 going to let Michael answer the finance23 question, but we have to do both. Given24 the severity of our student achievement25 292 5/11/09 - WHOLE - BILLS 090216, 2171 rate and the success or lack of success2 for large numbers of our children, we3 have to sort of stop the hemorrhaging4 now, use these monies wisely and, at the5 same time, put in place -- look at cost6 savings.7 So it's not an either/or for8 us. It's a both. We're going to do9 both.10 (Bell rung.)11
Well, I12 mean, are we confident that when the13 funding runs out from the federal14 government, that we are going to have15 found $240 million in efficiencies16 through lowering the cost of -- getting17 rid of some administrative bureaucracy or18 consolidating buildings or other things a19 year in order to continue with Imagine20 2014 through 2014?21
We are not going to22 be able to balance the School District23 budget on a sustained basis simply by24 improving our operating efficiency, and25 293 5/11/09 - WHOLE - BILLS 090216, 2171 the math of that is pretty2 straightforward. If all of our3 administrative operations in total equal4 about five to six percent of our total5 spend, we could reduce that five percent,6 ten percent, 20 percent. It would not7 give us the kinds of resources that we8 need.9 In this budget, which provides10 for no across-the-board wage increases,11 we already need to spend about $6012 million to cover health benefit increases13 and just the annualization of increases14 that are already built into collective15 bargaining agreements. We need an16 additional $14 million for debt service17 for the capital program. We need an18 additional $4 million for what are pretty19 optimistic estimates in terms of20 utilities consumption and rate increases,21 and those are just some of the --22
No. I23 understand, but the question then is, how24 do you plan to sustain the programmatic25 294 5/11/09 - WHOLE - BILLS 090216, 2171 spending that we're putting in place this2 year in the out years of the Imagine 20143 plan?4
2 billion budget. But it is10 Phase I. 19 We're going to have to do all20 of those things. We're going to have to21 be more efficient. And if you look at22 the part of the plan for -- the23 world-class operations part, what we call24 the fifth part of the plan, we don't25 295 5/11/09 - WHOLE - BILLS 090216, 2171 spend a lot of money in that part this2 year, but we have to do things that are3 really critical, and we've talked about4 them. We need to completely redo how we5 do school budgets to make sure that,6 first of all, that school budgets reflect7 the system of great schools we're hoping8 to build, where we don't have a9 one-size-fits-all. 13 We set a marker in the ground14 on that by following Dr. Ackerman's15 initiative this August and beginning the16 empowerment school initiative where the17 lowest-performing schools are not being18 treated like other schools. 21 So we need to do that. We need22 to do the master facilities plan. We23 need to -- one of the reasons that we24 need to upgrade our business systems is,25 296 5/11/09 - WHOLE - BILLS 090216, 2171 if we want to lower the administrative2 complement, our business processes have3 to become a lot more efficient than they4 are today. Our new Chief Talent Officer5 heading HR was amazed to discover we6 don't have an applicant tracking system7 or that when you apply to the School8 District, you can't apply online. 11 But at the same time, it is --12 look, I've worked for the City, and we13 had taxing powers, and I've worked for14 the state, and we had taxing powers. We15 don't have any taxing powers. 19 Now, as I said, we have done20 enough multi-year planning to say that if21 we return to the level of annual funding22 from local sources that we have received,23 maintain the level of funding from state24 resources that we have received and get25 297 5/11/09 - WHOLE - BILLS 090216, 2171 federal funding at the level that the2 Obama Administration has proposed to a3 Congress which presumably will not be4 hostile to their proposals and hold the5 line basically at the rate of just a6 little bit more of the rate of inflation7 in our current basic expenditures, which8 means being more efficient -- because9 some of those things, the costs are going10 to go up -- we will offset every penny of11 that with greater efficiencies. 15 We think that that's doable,16 but we don't control whether we will see17 an eight percent increase in state18 funding. 19 The state Board of Education made a very20 compelling case in the December 200721 costing-out study, but all we can do is22 say, If we are given these funds, here's23 how we will use them. We will use them24 prudently. 2 And we think our track record is very3 good. The state and the City increased4 funding for this School District from two5 percent to four percent annual average6 for the City and from four percent to7 eight percent for the state over the past8 six years, and over that period of time,9 the number of kids who are reading and10 doing math at grade in this District is11 more kids than are in any other school12 district in the entire state. 15 So money doesn't solve all16 problems, but money invested wisely by a17 dedicated staff with good leadership and18 the support of the community, all those19 things that the Superintendent has been20 saying all year since she got here, we21 believe in all of that. That's why we're22 all part of this team. 4
I just want13 to close the loop on this one point, if I14 may, and, that is, I think that's a very15 long way of saying -- and I appreciate16 everything you said -- that you don't17 have identified funding sources for the18 out years, which means you don't have a19 plan. You have aspirational goals at20 this point.21 So what I'd like you to provide22 to the Chair is where the funding would23 have to come from inside and outside the24 School District in order to actually25 300 5/11/09 - WHOLE - BILLS 090216, 2171 achieve 2014 and what you project it will2 actually cost in each year. Because I3 bet you that's not in our Five-Year Plan4 in terms of the amount of funding we're5 providing to the School District.6 So please -- I want to compare7 your plan to our plan. So please provide8 that information to the Chair rather9 than continue to discuss it.10
The four percent11 level of local support is the level of12 support we've received out of local13 sources with the existing levels of local14 taxation. Now, if for any reason, for15 instance, the property tax base would not16 grow at four percent -- and this year and17 next year it's not -- then those numbers18 would not work unless the City was19 willing to entertain some other way of20 making up the difference.21
No. That's22 fine. Just provide it to the Chair where23 you're going to get the revenue for this24 and how much it's going to cost in each25 301 5/11/09 - WHOLE - BILLS 090216, 2171 of the out years.2 Thank you.3
Thank4 you very much.5 Councilwoman Sanchez. Did she6 step out?7
Thank you,13 Madam Chair.14 I would like to request the15 Bill Green clock.16 Thank you, Dr. Ackerman. I17 want to applaud your staff, who have18 endurance beyond endurance to go through19 now almost four hours, five hours of20 hearings, and we're going to try to keep21 it short.22 I just need to get some idea23 and understanding about equitable24 distribution of qualified teachers and25 302 5/11/09 - WHOLE - BILLS 090216, 2171 what -- if that is a problem, what are2 the potential action steps and solutions3 to solve that problem.4 SUPERINTENDENT ACKERMAN: Well,5 certainly the equity is an issue not only6 with teachers. Equity is an issue in7 terms of how we allocate all of our8 resources. For those of you who are not9 educators but have been around for a10 while, you know sort of the buzz word11 right now is equity -- buzz words are12 equity as it relates to teachers. But13 the research shows that the most14 important indicator or factor in15 improving student achievement is not16 necessarily the equity in how you17 allocate your teachers, but the quality18 of the instruction. So you can have a19 teacher who has been here for ten years,20 but the quality of the instruction is21 what we have decided to focus on, as well22 as -- while at the same time.23 So when people talk about24 the -- it was interesting to me to hear25 303 5/11/09 - WHOLE - BILLS 090216, 2171 this issue brought in isolation. It is2 for sure a problem that we can't because3 of a seniority process necessarily get4 our most experienced teachers into our5 lowest-performing schools. That's an6 issue. But if we improve the quality of7 the instruction, we can make a8 difference, which is why we've decided to9 focus while we work on the negotiation10 side in terms of the equity issue, that11 we wanted to focus on was the quality of12 instruction by focus on helping all13 teachers look at rigor, looking at using14 data to inform their practice and looking15 at how to differentiate their16 instruction. Simply put, that's what we17 have to do across this board if we're18 going to accelerate achievement, while at19 the same time we do have to work on this20 issue of being able to get some of our21 more qualified -- I mean, experienced22 teachers.23 Experience doesn't necessarily,24 though, mean that you have quality25 304 5/11/09 - WHOLE - BILLS 090216, 2171 instruction. There's more of a chance2 that you will, because when you start3 anything, any job, you fumble at the4 beginning, but I've seen some outstanding5 first- and second-year and third-year6 teachers and I've seen some teachers who7 have been teaching 10 and 11 and 12 years8 who need a lot of support.9 So I would ask us not to get10 caught up in sort of the -- this is the11 buzz word or this is the -- and let's12 look at why our children are performing,13 and there are myriad of reasons. That's14 one part. It's not the only. If I have15 to work on something right now, it's on16 improving the quality of instruction in17 every classroom. That's what's going to18 make a difference.19
Under the20 over-cliched concept that you just21 mentioned, is a part of that definition22 what the instructors are certified in and23 making a determination on what is a24 qualified teacher?25 305 5/11/09 - WHOLE - BILLS 090216, 2171 SUPERINTENDENT ACKERMAN:2 Right. Certainly having a teacher who3 knows his or her content, has been4 certified in that, is going to make a5 difference. And we know that we have a6 shortage of teachers who in certain7 content areas - math, science, special8 ed, English language learners - we know9 that we have shortages there, and those10 shortages tend to be identified more11 easily in the lowest-performing schools,12 because teachers who have seniority13 choose to go to the schools where there14 are not necessarily those kinds of15 challenges, because they can. They've16 been there, and that's part of what17 happens with tenure.18 Everything that I've heard in19 the testimony before us we are working20 on, either through the negotiations,21 which we cannot talk about, but we are22 aware of that. But there are other23 things that we can do and to, first of24 all, make sure we hire more qualified25 306 5/11/09 - WHOLE - BILLS 090216, 2171 teachers. We are building our own. We2 are looking at career changers.3 (Bell rung.)4 SUPERINTENDENT ACKERMAN: We're5 doing all of those things all at once.6 But I want you to know and7 understand that the most important thing8 that can happen for a child in any9 classroom is the quality of instruction10 between that teacher and those students,11 and that's where we are putting our12 priority while we work on some of these13 other things.14 COUNCILMAN JONES:15 Dr. Ackerman, so I should know that this16 is on your radar?17 SUPERINTENDENT ACKERMAN: It's18 beyond on our radar. But while we're --19 I'm not one to say it's either/or. I20 have to do all of those things at once.21 And so we are trying to make sure that we22 get qualified teachers and qualified23 teachers who are certified in their area24 of expertise for these young people.25 307 5/11/09 - WHOLE - BILLS 090216, 2171 We are working with the state2 to try to get reciprocity so that we can3 hire teachers from surrounding areas.4 Right now unless a teacher is certified5 in Pennsylvania, we cannot hire a teacher6 who may live right across the river in7 New Jersey, a teacher who could be8 experienced and we could pay them more9 money, without them having to go through10 the whole process of recertification.11 And as somebody who has moved around,12 believe me, that would be a deal-breaker13 for me if I've gone to school, gotten14 certification and had to start over15 again. But for those who want to come in16 the meantime, we're paying for those who17 want to be career changers or who want to18 go through that process again from19 another state while we're trying to work20 with the Pennsylvania Department of21 Education. We're paying for that.22 That's part of our incentive package for23 getting experienced teachers in.24 So it's a very complicated25 308 5/11/09 - WHOLE - BILLS 090216, 2171 process with lots of moving parts, and I2 don't want anybody in this room or who is3 listening to us to think it's as simple4 as it's just, Why don't they put more5 qualified teachers in the underperforming6 schools.7
This year8 your answer will suffice, because you've9 shared with me it is on your radar. The10 young people right here that are products11 of the public school too are going to12 note that I asked you this question this13 year and note under that to ask it again14 next year.15 SUPERINTENDENT ACKERMAN: I'm a16 woman of my word.17
I18 understand.19 Thank you.20 SUPERINTENDENT ACKERMAN: With21 lots of success behind me.22
You're24 welcome.25 309 5/11/09 - WHOLE - BILLS 090216, 2171 Councilwoman Brown.2
Yes. If3 we can shift our attention for a moment4 to charter schools. Share with us what5 criteria the District uses to decline6 charter school applications, please.7 SUPERINTENDENT ACKERMAN: I'm8 going to ask Ben Rayer to come up,9 because actually we're in the process now10 of renewing contracts, so this is a11 timely question.12 (Witness approached witness13 table.)14
Good afternoon,15 Councilwoman. My name is Ben Rayer. I16 oversee charter schools at the District.17 Is your question about new18 charter applications or renewals of19 charter schools?20
So as22 Superintendent Ackerman said, we are23 currently in the process of renewing ten24 charter schools this year, and under the25 310 5/11/09 - WHOLE - BILLS 090216, 2171 state's charter school law, there are2 actually six criteria that we're allowed3 to evaluate the charter school on, but to4 genericize that or to describe that5 generically, it's financial, operational6 and academic performance of the school,7 and from those three things, we make an8 evaluation, present that information to9 the School Reform Commission and then10 make decisions about renewing or not11 renewing the charter for a term of five12 years.13 In the process of new14 applications, it's a little different15 process, where the District accepts16 applications from interested parties to17 run charter schools, and the District18 just makes determinations about whether19 or not they think it's a quality20 application. So it's a broader process.21 The one thing we have talked22 about is wanting to become better23 partners with charter schools and to24 develop relationships where we can work25 311 5/11/09 - WHOLE - BILLS 090216, 2171 with high-performing charter schools to2 develop proposals to serve unique and3 innovative needs in the school system.4 So we opened six charter schools this5 year, and, for example, we have one that6 serves high school students who are7 primarily foster care students, who have8 a high history of dropout. So there's a9 unique program.10
We've also opened12 three charter schools that will help us13 with overcrowding in some regions of the14 City, and we've opened an early college15 access high school.16 So we've done things like that17 to develop a relationship where we're18 looking for innovation and entrepreneurs19 who have ideas that we may not execute on20 well or that we could use additional21 support in.22
I'm23 delighted to hear about what you call24 unique, innovative needs.25 312 5/11/09 - WHOLE - BILLS 090216, 2171 Madam Superintendent, please2 tell me your philosophy with regards to3 single-sex schools.4 SUPERINTENDENT ACKERMAN: I5 actually --6
And let me7 just share with you why I raise that8 question. I do know that we have the9 Latin Boys Charter School and I also know10 that there did not exist a middle school11 charter school strictly for girls, and I12 don't know if one is online. I mean, in13 my next life, what would I do? Open up a14 middle school for girls, for all the15 reasons we understand, in addition to16 which DHS affirmed the fact that more and17 more girls are entering the juvenile18 justice system and more and more there's19 a severe gap in services for adolescent20 girls. And so that's why I asked the21 question.22 SUPERINTENDENT ACKERMAN: Well,23 personally and professionally, I agree24 with you, and I'm hopeful through the25 313 5/11/09 - WHOLE - BILLS 090216, 2171 renaissance process that we can look at2 this as an opportunity to provide some3 more single-sex schools for some of our4 children, not only at the high school5 level but at the middle school level.6
Middle7 school level.8 SUPERINTENDENT ACKERMAN: Yes.9 So we're one on this.10
You are?11 SUPERINTENDENT ACKERMAN: One12 with you.13
So that14 moves to the next question around15 programs for teenage mothers. In your16 strategic plan, and 21 of your17 testimony, it states, "Early childhood18 centers in selected high schools will19 provide quality early care for children20 of high school students."21 How are those high schools22 selected? What type of criteria do you23 consider?24 SUPERINTENDENT ACKERMAN: We25 314 5/11/09 - WHOLE - BILLS 090216, 2171 started this year with one of our new2 high schools, Lincoln, because it3 actually -- the new school has a facility4 already built into the new school, and5 we'll look at others that have the6 facilities while we look for money to7 begin, because you need certain8 renovations to happen.9 So we're going to -- I think10 there are two schools, Lincoln and --11 what's the other school? And Fels for12 next year.13
So that's14 a total of what?15 SUPERINTENDENT ACKERMAN:16 That's two schools for next year that17 we're looking to begin this process.18 And then what we want to look19 at is the data, where is there a need for20 these high schools -- I mean there's21 service and support, and to make sure we22 strategically place those for the next23 five years in other high schools.24
Excuse me25 315 5/11/09 - WHOLE - BILLS 090216, 2171 for switching back to your charter school2 captain there.3 How many are performing at AYP?4
We just did an8 analysis of that. There are 63 charter9 schools operating in the City today, two10 of which are closing, so there'll be 6111 at the end of the year. There are -- and12 we actually did the analysis of over13 multiple years. There are 17 charter14 schools that have met AYP four or five of15 the past five years, and there are eight16 charter schools that have not met AYP in17 any or one of the past five years. And18 if you'd like to get the specifics, I can19 send you the data on all schools in the20 District in charter schools.21
My office22 gets a lot of questions about charter23 schools in terms of what's best suited24 for my child, what are the better charter25 316 5/11/09 - WHOLE - BILLS 090216, 2171 schools, and that information becomes2 instructive but also factual as we try to3 help parents make the best decisions for4 their kids.5 (Bell rung.)6
We'll be happy to7 provide that to you. And you can always8 direct people to us if they're looking9 for help on how to make decisions about10 that.11
Thank15 you, Councilwoman.16 Councilwoman Sanchez.17
Thank18 you, Madam Chair. 19 I wanted to echo Councilman20 Green's point. I think one of the21 reasons why there is so many questions in22 addition to the fact that we only have23 one day is the fact that we haven't had24 an opportunity to have a public25 317 5/11/09 - WHOLE - BILLS 090216, 2171 discussion in the last year. So one of2 the things that I'm going to ask, Madam3 Chair, is, I'm going to send my list of4 questions in writing, because I do want5 to add them for the record. But as the6 Chair of Education, as you know, we have7 quite a bit of themes and resolutions8 pending for discussion, so I want to put9 some of these questions on the record,10 but also want to encourage us next year11 to have more constant dialogue in a12 public forum so that we don't need to do13 this just during the budget session. And14 some of the items that are important to15 me is the whole -- and, again, I just16 wanted to preface that by saying I did17 meet with Dr. Ackerman and I do look18 forward to working with the19 Administration. 25 318 5/11/09 - WHOLE - BILLS 090216, 2171 And some of those questions2 rely around our English language learners3 and the fact that Dr. 8 I'm particularly concerned9 around what the process for the10 renaissance schools would be. 15 The Welcome Centers as it16 relates to immigrant families. I have17 one of the most diverse districts in the18 City and one where I -- probably one of19 the few districts that continues to grow20 in population. 23 Charter schools is also an24 issue that's very important. I know we25 319 5/11/09 - WHOLE - BILLS 090216, 2171 have a pending hearing on charter2 schools. And I want to publicly thank3 the SRC and the Administration for not4 only approving the current ones that are5 in the pipeline, one which will be6 located in Frankford, but doing it in a7 two-year process. I think that helps8 people. As a charter school founder, I9 can tell you that having the ability to10 plan -- we didn't have the ability to11 plan. 7 I'm interested in an8 articulated plan for libraries. 19 I know Councilwoman Blondell20 has a resolution pending on special21 needs. I know that the School District22 has done quite a bit of work on the23 counseling component, and it's24 unfortunate that we don't have enough25 321 5/11/09 - WHOLE - BILLS 090216, 2171 time to get into that, but I'm very2 encouraged about what I'm hearing around3 the counseling supports, and really just4 want to add that the issue of public5 engagement and increased transparency is6 one that this Administration continues to7 tout and I want to continue to encourage8 the SRC and others that -- as Helen9 mentioned, these passionate stakeholders10 and education activists really are the11 ones that help us get Harrisburg and the12 federal government to respond to our13 funding needs. )18
So I'll19 send all of these in writing, but I20 wanted to get them on the record and21 encourage us to have more public dialogue22 before the budget so that we don't23 bombard you with all these questions.24 But I do want to thank you.25 322 5/11/09 - WHOLE - BILLS 090216, 2171 And, again, Imagine 2014 gives us a2 vision, and all of us, both in Council3 and in the community, really want to see4 that happen, and the only way we can do5 that is by continuing to dialogue in a6 public forum with all of our7 stakeholders.8 So with that, Madam Chair, I9 will not ask questions, but I just wanted10 to put that on the record.11
Thank12 you very much.13 Councilwoman Brown, do you have14 additional questions?15
I do, but16 let me underscore interest raised by17 Councilwoman Sanchez, that I too have a18 number of resolutions I've introduced and19 when we're in a hearing format, it really20 allows us to flush out in a very21 detailed, thorough way our concerns22 around that particular issue in a23 laser-beam fashion. So I too will look24 forward to an opportunity to hash out25 323 5/11/09 - WHOLE - BILLS 090216, 2171 those issues that those resolutions2 address in a hearing format.3 Let's move now to arts and4 music. In your Imagine 2014 five-year5 strategic plan, it states that, and I6 quote, "make art and music classes7 available in all elementary schools."8 Nine years ago when I came9 here, it was abysmal in terms of young10 people's access to art and music. And I11 know that PCCY has been a leading voice12 to the extent that they actually13 organized a separate 501(c)(3) to deal14 with that particular issue.15 So give us an update on where16 you are with regards to filling vacancies17 in the School District in that subject18 area.19 SUPERINTENDENT ACKERMAN:20 Actually -- and we want to thank you for21 your work in this area in particular,22 because people tend to separate the arts23 from the core curriculum, and I see it as24 all of it is a part of the core25 324 5/11/09 - WHOLE - BILLS 090216, 2171 curriculum. So I thank you, and I can2 see that there's been movement here. As3 I go into the schools and I talk with the4 teachers, they are enjoying the fact5 that -- and the students, that they have6 art and music. We didn't have enough7 teachers, so we're aggressively trying to8 make sure we have enough art and music9 teachers for every school to have one or10 the other.11 But we also understand that12 while that's progress from nine years13 ago, that we want to expose our young14 people to an array of the comprehensive15 arts, and there's many more than music16 and art.17
Sure.18 SUPERINTENDENT ACKERMAN: And19 so what you will see in our new summer20 school program -- and I know that Helen21 Gym asked about what will the students22 see, what will parents see. This summer23 they will see a summer school program24 that includes not 20,000 but 45,00025 325 5/11/09 - WHOLE - BILLS 090216, 2171 students engaged in the morning in2 academic remediation and/or acceleration3 instructional activities, but in the4 afternoon have access to an array of5 comprehensive arts activities. For the6 first time, a child can go all day, in7 the morning academics, in the afternoon8 everything from hip hop to chess to art9 to you name it, dance. They're going to10 be able to have that available to them.11 So we're really pleased12 because -- and then you see in our plan13 we talk about the talent centers, because14 even when we have art and music teachers,15 what most students get, it's limited to16 in the elementary schools one hour a17 week. And so our talent centers, which18 we want to be open in the evening and on19 Saturdays, will allow young people to20 take their passion, their artistic21 passion, and to engage in those creative22 activities after school and on Saturdays.23 Because we know that young people who24 succeed academically, that one of the25 326 5/11/09 - WHOLE - BILLS 090216, 2171 reasons they're able to succeed2 academically is because their families or3 parents have the economic wherewithal to4 expose them to a variety of enrichment5 activities. Then they build on it. It6 serves as building blocks.7 COUNCILWOMAN BROWN:8 Absolutely.9 SUPERINTENDENT ACKERMAN: So10 for the first time this year, this11 summer, we will be able to offer our12 children summer enrichment activities13 that include the arts.14 Our teachers, we're hiring 50015 art teachers for this summer, as well as16 community-based artists and residents,17 writers and residents will be coming in.18 So I'm really pleased about the work that19 you've done in the past, and we're just20 building on that, saying that we're not21 going to stop at just art and music22 teachers during the academic year, but23 we're going to carry it into the summer24 and on Saturdays and evenings.25 327 5/11/09 - WHOLE - BILLS 090216, 2171
Absolutely5 huge.6 To that end, you mention7 there's a need for more teachers. We8 have the Moore College of Art, Happy9 Fernandez, former member of City Council,10 the Pennsylvania Academy of Fine Arts,11 University of the Arts. So I'm sure you12 and your team have thought about building13 but strengthening existing relationships14 with those institutions in the business15 of training creative people and to access16 them, because they've become a terrific17 resource in meeting that need.18 SUPERINTENDENT ACKERMAN:19 Right. And we have thought about that,20 even for the summer, very clearly. We're21 going to go through the Pennsylvania Arts22 and Education Partnership. They will23 find all of these artists that we'll24 need, and I know Dennis Creedon is25 328 5/11/09 - WHOLE - BILLS 090216, 2171 working on this.2 We're also working with a3 couple of community-based organizations4 to help feed local artists into the5 Pennsylvania -- where is Dennis? Come on6 up and talk about it.7 I know about it because I love8 it, but he knows about it because he does9 his work every day.10 (Witness approached witness11 table.)12
We're building13 relationships with many of the14 universities that are the providers of15 our future art and music teachers, and16 for the summer we're looking to hire17 students who have gone through their18 student teaching to actually give them an19 exposure in the District this summer so20 they can actually then be more prepared21 for September by working with our22 students this summer.23 But we're looking also to24 collaborate with a diversity of cultural25 329 5/11/09 - WHOLE - BILLS 090216, 2171 institutions and community-based arts2 organizations so that we have a true3 diversity of opportunities across the4 board for our children.5
Terrific.6 Congratulations.7 My bell hasn't rung yet, has8 it, Madam Chair?9 Title I, I asked about Title I10 last fall, and your office was extremely11 responsive and sent me a huge manual like12 that. I'm still waiting to get through13 it. And I thank Joe Meade for that, your14 new asset.15 SUPERINTENDENT ACKERMAN: You16 can't have him back.17
He's our18 loss, your gain.19 SUPERINTENDENT ACKERMAN: Yes.20
The21 stories I've gotten on Title I are, the22 School District has not maximized the23 availability of those dollars for24 non-profits that want to provide Title25 330 5/11/09 - WHOLE - BILLS 090216, 2171 I-related services. So the question2 becomes, of the Title I allocation, how3 much money was left, not spent, from last4 year? Can you answer that for us?5 SUPERINTENDENT ACKERMAN: I6 can, but I want to make sure that my7 number is correct. I know the ball park.8 I'll let the expert.9 How much was it?10 UNIDENTIFIED SPEAKER: About 1511 million rolled over.12
It rolls over. But13 I want to be clear. We --14 SUPERINTENDENT ACKERMAN: Did15 you hear the answer?16
Yeah, 15 million19 rolled over. But I want to quickly add,20 it has been our practice in the School21 District, the one that we've inherited,22 is to basically over-budget Title I; that23 is, to budget more Title I than we're24 going to receive in current funds so that25 331 5/11/09 - WHOLE - BILLS 090216, 2171 if any Title I category we under-spend,2 we basically roll forward the amount of3 unspent money which is equal to what we4 rolled forward the year before. So we5 don't have an accumulating unspent6 balance.7 There could be a year in which8 that balance would be eliminated, but if9 that were to happen, since we're10 budgeting more than we're getting in new11 money, we would then actually have to cut12 back on Title I-funded programs in the13 next year. So that's why we haven't14 disturbed that.15 Now, over that same period of16 time, basic Title I has increased. We17 got a substantial increase in Title I18 funding this year, and that's what we use19 to fund the empowerment program. And20 now -- and that was about 30 million.21 And now next year through the stimulus22 Title I, we're anticipating about 8123 million.24 Some of those monies have to be25 332 5/11/09 - WHOLE - BILLS 090216, 2171 set aside under federal mandate. For2 instance, of the Title I monies we3 receive, we have to give a proportionate4 share over to non-public schools. Eleven5 percent of our Title I money goes to6 non-public.7
Charter schools are13 actually LEAs. That is, they're14 freestanding -- legally recognized15 freestanding schools and they receive16 their own federal funding directly.17 We also are mandated to set18 aside money for enhancing teacher quality19 and for school improvement in certain20 designated areas, like tutoring and21 teacher training.22
And that's23 the area I'm concerned about, the24 tutoring. If you could simply elaborate25 333 5/11/09 - WHOLE - BILLS 090216, 2171 on -- is there some type of2 accountability, look-see system that3 examines the baseline of a student's4 academic performance and then reexamines5 that student at the back end to ensure6 that there's been some movement of the7 needle in their academic improvement?8 SUPERINTENDENT ACKERMAN:9 That's an area that certainly we need to10 work on, because I'm not sure that all11 parents know and understand that these12 funds are available for the extra13 support.14
Madam15 Superintendent, I would agree with that16 2,000 percent. They don't know, so they17 don't access. Therefore, their children18 don't perform. The dollars go unspent.19 SUPERINTENDENT ACKERMAN:20 Right.21
That's the22 angst here.23 SUPERINTENDENT ACKERMAN: And24 we plan to take care of that by making25 334 5/11/09 - WHOLE - BILLS 090216, 2171 sure that parents are notified before the2 school year starts, the first couple of3 weeks of school, that those resources are4 available for their children if they're5 in a Title I school that didn't meet AYP.6
So is that7 function handled centrally from 400 North8 Broad or is that the duty and9 responsibility of the principals to do10 the adequate outreach to make sure the11 word gets delivered?12 SUPERINTENDENT ACKERMAN: It13 should be both. It should be both.14
All right.15 SUPERINTENDENT ACKERMAN: And16 we'll make sure it's both this next year,17 because your question was mine a few18 months ago. It was my question a few19 months ago.20
Thank23 you, Councilwoman.24 We would like to have one25 335 5/11/09 - WHOLE - BILLS 090216, 2171 additional question. The Superintendent2 and CEO does have an appointment. We see3 a judge waiting for her. So we'll4 allow --5 SUPERINTENDENT ACKERMAN: To be6 sworn in, folks. I've been here almost a7 year and I haven't been sworn in yet.8
So if9 my colleagues will allow one question10 only, uno, one, one question only and11 then we can -- we regret that we could12 not have two days of hearings. Certainly13 it wasn't our concern. It was scheduled14 that way because of all the budget15 deliberations. So to everyone here, we16 regret that we had to push so much into17 one day instead of having two full days18 and with public testimony being separate19 from that, but it just didn't work out20 that way.21 So at least you know it's done.22 But, Councilman Green, one23 short, concise question and,24 Councilwoman --25 336 5/11/09 - WHOLE - BILLS 090216, 2171
Madam Chair,2 the condition was one question. It's in3 27 equal parts.4
We do5 have the judge here that we can bring6 forward.7
No.8 Actually, with that said, Madam Chair, I9 have some questions from the Parents10 United for Public Education which I will11 submit to the stenographer for the12 record, my own additional questions which13 I will submit to the stenographer for the14 record, as I am anxious to have15 Dr. Ackerman sworn in before we keep16 asking questions and change her mind.17
That's18 right. We agree. We can't let her go19 now.20
Thank23 you.24 Councilwoman Reynolds Brown.25 337 5/11/09 - WHOLE - BILLS 090216, 2171
Thank4 you very much.5 Having said that, we thank you6 all.7 This Committee of the Whole,8 these School District hearings will9 recess until 2:30 tomorrow. That's 2:3010 on 5/13.11 Thank you all.12 Thank you, Your Honor, for13 coming out.14 (Councilman Green's list of15 questions attached to transcript.)16 (Committee of the Whole17 recessed at 4:05 p.m.)18 - - -19 20 21 22 23 24 25 338 1 CERTIFICATE2 I HEREBY CERTIFY that the3 proceedings, evidence and objections are4 contained fully and accurately in the5 stenographic notes taken by us upon the6 foregoing matter on May 12, 2009, and that7 this is a true and correct transcript of same.8 9 10 ------------------------------11 JOSEPHINE CARDILLO12 RPR-Notary Public13 14 15 ______________________________16 MICHELE L. MURPHY17 RPR-Notary Public18 19 20 (The foregoing certification of this21 transcript does not apply to any reproduction22 of the same by any means, unless under the23 direct control and/or supervision of the24 certifying reporter.)25