THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION PUBLIC MEETING AGENDA JULY 14, 2022 Call to Order - Joyce S. Wilkerson, President Roll Call - Lynn Rauch, Esq., General Counsel Approval of Minutes - June 23, 2022 continued on June 30, 2022 Superintendent Remarks • Board of Education - Other Staffing Update, Larisa Shambaugh, Chief Talent Officer Presentations - Tax and Revenue Anticipation Notes - Uri Monson, Chief Finance Officer • TRAN Presentation Board of Education - Other Registered Speakers • General Speakers List Action Item 1. Authorization of the Issuance and Sale of Tax and Revenue Anticipation Notes of the School District of Philadelphia, Fiscal Year 2023 (Updated 7.15.2022)) Board of Education - Other Goals and Guardrails • Goal 3: Progress Monitoring Report Board of Education - Other Adjourn Email: schoolboard@philasd.org Twitter: @PHLschoolboard | Facebook: @PHLschoolboard
Superintendent Remarks - • Title: Staffing Update, Larisa Shambaugh, Chief Talent Officer Board of Education Meeting Date: 7/14/2022 Office Originating Request: Board of Education ATTACHMENTS: Description Type 7_14_22 Staffing Update Supporting Document
School District of Philadelphia 1 Foundation for Success: Staffing for Next School Year Title % Staffed for Next Year Change from Last Month Principal 97.7% ↑ 2.7% Assistant Principal 93.5% ↑ 0.5% Climate Manager 97.3% ↓ 0.6% Teacher 96.5% ↑ 2.7% Counselor 95.3% ↑ 2.6% Nurse 87.0% ↓ 1.0% Building Engineers 71.0% ↓ 1.9% General Cleaner 88.7% ↓ 1.8% Food Service Worker 81.7% ↓ 0.23 Special Educ Asst 88.2% ↓ 0.2% Student Climate Staff 72.5% ↓ 0.3% School Secretaries 97.5% ↑ 1.8% Bus Driver Updates to schedules in progress - will report in August -
School District of Philadelphia 2 Detailed Look: Teacher Staffing 96.5% School-Level Snapshot: ● 111 schools are fully staffed ● 61 schools are 95% staffed or greater (on average 1 or 2 vacancies) ● 23 schools are 90-94% staffed ● 18 schools are 85-90% staffed ● 9 schools are below 85% staffed right now Highlight ● State changed law to make it easier for experienced teachers from other states to come teach in Pennsylvania! Upcoming: ● Processing 600+ new teachers, including expanding onboarding office hours on certain weeknights and Saturdays ● Continue to host special education teacher job fairs on Fridays and work with contracted organizations to fill special education positions ● Support specific individual schools as needed including hosting specific on site job fairs
School District of Philadelphia 3 Interested in a Career at SDP? Apply now! www.TEACHinPHILLY.com www.WORKinPHILLY.com Join one of our upcoming events! Bilingual Counseling Assistant Virtual Job Fairs - July 21st at 11am August 11th at 11am IN PERSON EVENT Non-Instructional School-Based Roles: July 27th from 10am-1pm at South Philadelphia High School IN PERSON EVENT Non-Instructional School-Based Roles: August 10th – 10am-1pm at Gover Washington Middle School
Presentations - Tax and Revenue Anticipation Notes - Uri Monson, Chief Finance Officer - • Title: TRAN Presentation Board of Education Meeting Date: 7/14/2022 Office Originating Request: Board of Education ATTACHMENTS: Description Type 7_14_22 TRAN Presentation Supporting Document
SDP Five-Year Plan Update TRAN Description July 14, 2022
Key Updates since Budget Adoption - City ▪ City approved final budget – Relative to Adopted Budget, reduced District revenues by $29 million in FY23; $147m over the life of the Five Year Plan ▪ City denied final appeal in Duffield case – Challenge to City Real Estate Assessments process in FY18 – Will require the District to reimburse certain taxpayers ~$35 million (one-time) ▪ Parking Authority payment – On June 30, the Parking Authority wired a payment of $6.4 million to the School District 2
Key Updates since Budget Adoption- Commonwealth ▪ Final Budget signed on July 10 – Included increases in Basic Ed Funding and Level Up funding of $177 million – (compared to proposed increase of $381 million included in Adopted Budget) – Included increase in Special Education funding of $12.6 million – (compared to proposed increase of $29.8 million included in Adopted Budget) – Did not include changes to Charter tuition calculations for special education rates or cyber charters 3
Five Year Plan changes – Reset FY22 Year-end Fund Balance to reflect Parking Authority Payment and liability of Duffield case repayments – Reduced Projected City Tax Revenues to reflect final City Budget – Reduced Projected Commonwealth Revenues to reflect final Commonwealth Budget – Increased Charter costs to reflect retention of Charter Tuition calculation rules – Zeroed out “TBD Expenditures” which were dependent on getting full funding proposal approved – This represents a reduction in projected spending in District Operated schools of $1.33 billion over the life of the Five-Year Plan and reduced state reimbursements of $99 million – Adjusted Charter expenditures to reflect expenditure reduction – Between retention of existing Charter Tuition calculation rates and expenditure reductions, the result is a net increase in Charter costs of $452 million over the life of the Five-Year Plan). 4
Revised Five Year Plan FY23-FY27 Including Federal Relief Funds
TRAN: Cash-Flow Borrowing ▪ The School District does not receive its revenues consistently throughout the year – Current real estate taxes, which make up 24% of revenues, are primarily received in March ▪ To allow for regular cash flow throughout the year, the District borrows Tax and Revenue Anticipation Notes (TRANs) – Standard government practice to smooth cash flow – Funds must be borrowed and repaid within the same fiscal year – The District is seeking authorization to borrow $500 million in FY23 6
TRAN: FY23 Transaction ▪ The School District released a request for Bids in late May, 2022 ▪ 4 Bids received on June 14, 2022 ▪ Given ongoing uncertainty in the interest rate market, elected to move forward with a fixed rate transaction, with one drawdown of funds ▪ PNC was selected for the Note placement based on rate, acceptance of School District terms, and ability to fully fund the transaction ▪ Final interest rate will be determined on date of transaction ▪ Final Interest rate: 2.89% ▪ Total Estimated Interest: $13.77 million ▪ Total estimated costs of issuance: $175,000 7
Registered Speakers - • Title: General Speakers List Board of Education Meeting Date: 7/14/2022 Office Originating Request: Board of Education ATTACHMENTS: Description Type Speakers List Supporting Document
THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION ACTION MEETING SPEAKERS LIST JULY 14, 2022 Registered Speakers 1. Shanisha Mitchell, Community Member Topic: Student Focused Programming at CEA 2. Leah Clouden, Community Member Topic: Facilities/Education 3. Gail Clouden, Community Member Topic: Education 4. Kristin Luebbert, Parent Topic: Teacher Retention 5. Barbara Dowdall, Alliance for Philadelphia Public Schools Topic: School Libraries in the Summer 6. Erin Moody, Parent Topic: Change of Greenberg Start Time
Action Item - 1. Title: Authorization of the Issuance and Sale of Tax and Revenue Anticipation Notes of the School District of Philadelphia, Fiscal Year 2023 (Updated 7.15.2022)) Board of Education Meeting Date: 7/14/2022 To allow for regular cash flow throughout the year, the District borrows Tax and Revenue Anticipation Notes (TRANs). It is standard government practice to smooth cash flow when the timing of revenues do not match the timing of expenses. The funds must be borrowed and repaid within the same fiscal year. Office Originating Request: Board of Education ATTACHMENTS: Description Type TRAN - Executed Supporting Document
Goals and Guardrails - • Title: Goal 3: Progress Monitoring Report Board of Education Meeting Date: 7/14/2022 Office Originating Request: Board of Education ATTACHMENTS: Description Type Progress Monitoring Report Supporting Document
7/13/2022 Prepared by Evaluation, Research, & Accountability 1 School District of Philadelphia - Board of Education | Math Goal 3 | Spring 2022 | Progress Monitoring Review Cycle 4 of 18 | Page 1 Math Goal 3: Leading Indicator 3.1: The percentage of students in grades 3-8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. The percentage of students in grades 3-8 who are proficient on the state Math assessment will grow from 21.6% in August 2019 to 52.0% by August 2026 Leading Indicator 3.2: Closing the Gap: The percentage of students, by student group, in grades 3-8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. Contents Page 2 Leading Indicator Performance for Math Goal 3 Page 3 Leading Indicator Performance by Student Group and Grade Level Page 4 Leading Indicator Performance by Student Group
Page 5 Implementation Monitoring Report: MTSS Tier 1 Meetings Page 6 Endnotes Performance Color Legend Lower Performance; Further Below Target Higher Performance; Meeting the Target
7/13/2022 Prepared by Evaluation, Research, & Accountability 2 School District of Philadelphia - Board of Education | Math Goal 3 | Spring 2022 | Progress Monitoring Review Cycle 4 of 18 | Page 2 Math Goal 3 Leading Indicator: Overall Progress* Off-Track The percentage of students in grades 3-8 who are proficient on the state Math assessment will grow from 21.6% in August 2019 to 52.0% by August 2026 - The percentage of students At or Above Grade Level increased over the year by 7.5 percentage points. Overall, 3,373 more students were At or Above Grade Level in Spring than Fall. - Reasons for gains were new focus on math and systems being executed in grades 4-8. - Limited gains reflect being in year 1 of implementation of the major strategies. - Students are recovering from learning loss in math that occurred during the COVID-19 pandemic. Leading Indicator 3.1 The percentage of students in grades 3-8 who score at or above grade-level on the District's
within-year math assessment in Fall, Winter, and Spring each year. *In 2021-22, the cut point for scoring at or above grade level on Star Math was adjusted. This change impacted both the percentage of students scoring at or above grade level in 2021-22 and the Annual Targets for 2021-22 through 2025-26. Leading Indicator: District-Wide % At/Above Grade Level Grades 3-8, Star Math Assessment Period 2018-19¹ 2019-20² 2020-21³ 2021-22⁴ 2021-22 Annual Leading Indicator Target⁵ Distance to 2021-22 Annual Leading Indicator Target Distance to 2022-23 Annual Leading Indicator Target 2025-26 Final Leading Indicator Target Fall N/A 37.7% 34.6% 11.2% 33.8% -22.6 -28.5 61.0% Winter 1 N/A 43.3% 35.8% 15.0% 33.8% -18.8 -24.7 61.0% Spring N/A N/A 37.3% 18.6% 33.8% -15.2 -21.1 61.0% Spring 2022 Performance (School Performance Groups Based on Winter 1 2020 Performance) On Track Performance Group School Performance Group # Students Eligible⁶ # Students Participating⁷ % Students Participating⁷ # At/Above
Grade Level⁴ % At/Above Grade Level⁴ % At/Above Grade Level: Change From Winter 1, 2021-22⁸ Off Track (75 Schools)⁹ 18,777 16,377 87.2% 969 5.9% +2.0 NearTrack Performance Group Near Track (75 Schools)⁹ 25,470 23,621 92.7% 4,456 18.9% +4.0 Off Track Performance GroupOn Track (18 Schools)⁹ 7,315 6,666 91.1% 3,255 48.8% +6.6
7/13/2022 Prepared by Evaluation, Research, & Accountability 3 School District of Philadelphia - Board of Education | Math Goal 3 | Spring 2022 | Progress Monitoring Review Cycle 4 of 18 | Page 3 Grade 5Asian White Grade 4 Multi Racial/Other Grade 3 Native Hawaiian / Pacific Islander Grade 7 American Indian / Alaskan Native Grade 6Hispanic / Latinx Black / African American Grade 8 2021-22 Spring Performance 2021-22 Spring Performance Student Group # Students Eligible⁶ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ % At/Above Grade Level: Change From Winter 1, 2021-22⁸ Grade Level # Students Eligible⁶ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ % At/Above Grade Level: Change From Winter 1, 2021-22⁸ Overall 52,497 47,557 90.6% 8,856 18.6% +3.6 Overall 52,497 47,557 90.6% 8,856 18.6% +3.6 Black / African
American 24,026 21,370 88.9% 1,942 9.1% +2.5 Grade 3 9,082 8,403 92.5% 1,599 19.0% +1.8 Hispanic / Latinx 13,103 11,865 90.6% 1,281 10.8% +2.6 Grade 4 9,074 8,432 92.9% 1,679 19.9% +4.9 White 7,861 7,337 93.3% 2,728 37.2% +5.5 Grade 5 8,874 8,222 92.7% 1,699 20.7% +6.3 Asian 5,069 4,854 95.8% 2,376 48.9% +7.3 Grade 6 8,423 7,565 89.8% 1,324 17.5% +4.3 Multi Racial/Other 2,259 1,981 87.7% 497 25.1% +4.1 Grade 7 8,390 7,394 88.1% 1,406 19.0% +3.3 American Indian / Alaskan Native 105 87 82.9% 18 20.7% +8.7 Grade 8 8,654 7,541 87.1% 1,149 15.2% +0.6 Native Hawaiian / Pacific Islander 74 63 85.1% 14 22.2% -1.0
7/13/2022 Prepared by Evaluation, Research, & Accountability 4 School District of Philadelphia - Board of Education | Math Goal 3 | Spring 2022 | Progress Monitoring Review Cycle 4 of 18 | Page 4 Non- Special Education 2021-22 Spring Performance # Students Eligible⁶ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ % At/Above Grade Level: Change From Winter 1, 2021-22⁸ Overall 52,497 47,557 90.6% 8,856 18.6% +3.6 Special Education Non-Special Education 42,421 39,711 93.6% 8,541 21.5% +4.3 Special Education¹⁰ 10,076 7,846 77.9% 315 4.0% +1.8 Former English Learners2021-22 Spring Performance # Students Eligible⁶ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ % At/Above Grade Level: Change From Winter 1, 2021-22⁸ Never English Learners Overall 52,497 47,557 90.6% 8,856 18.6% +3.6 Former English Learners 1,188 1,123 94.5% 647 57.6% +8.8 Never English
Learners 42,159 37,900 89.9% 7,011 18.5% +3.5 English Learners English Learners 9,150 8,534 93.3% 1,198 14.0% +3.5 Non- Economically Disadvantaged 2021-22 Spring Performance # Students Eligible⁶ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ % At/Above Grade Level: Change From Winter 1, 2021-22⁸ Overall 52,497 47,557 90.6% 8,856 18.6% +3.6 Economically Disadvantaged Non-Economically Disadvantaged 13,550 12,445 91.8% 3,941 31.7% +4.8 Economically Disadvantaged 38,947 35,112 90.2% 4,915 14.0% +3.5
7/13/2022 Prepared by Evaluation, Research, & Accountability 5 School District of Philadelphia - Board of Education | Math Goal 3 | Spring 2022 | Progress Monitoring Review Cycle 4 of 18 | Page 5 Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin Implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? 1a. District communication of the What and Why 2a. Teachers participate in professional development 3a. Teachers are bought into the approach/strategy 4a. Teachers participate in key activities or use key resources 5a. Changes in student academic outcomes
1b. Availability of written guidelines and resources 2b. Support staff participate in professional development 4b. School leaders participate in key activities or use key resources 5b. Changes in student social-emotional outcomes 1c. Fully staffed schools (Teachers, School Leaders, Counselors, etc.) 2c. School Leaders participate in professional development 3b. Support staff are bought into the approach/strategy 4c. Support staff are providing support for implementation activities 5c. Changes in teacher retention and attendance 1d. Sufficient staffing to support implementation (Support staff) 2d. Teachers feel that Professional Development prepared them to implement strategies 5d. Changes in teacher satisfaction and belonging 1e. Adequate time for Professional Learning Cycles 2e. Support staff feel that Professional Development prepared them to implement strategies 3c. School Leaders are bought into the approach/strategy 4d. Key activities are taking place with
fidelity (e.g., frequency, duration, content) 5e. Changes in family (parent/guardian) satisfaction and belonging 1f. Adequate time for implementation 2f. School Leaders feel that Professional Development prepared them to implement strategies Implementation Report Color Legend Achieved In Progess Incomplete Not Started An orange triangle symbol indicates that there is currently insufficient data to assess this implementation indicator.
7/13/2022 Prepared by Evaluation, Research, & Accountability 6 School District of Philadelphia - Board of Education | Math Goal 3 | Spring 2022 | Progress Monitoring Review Cycle 4 of 18 | Page 6 ¹ Before 2019-20, aimswebPlus Math was available but not required, and individual schools decided on the administration. ² In 2019-20, Star Math was administered district-wide to students in grades 6-8. AimswebPlus Math was available but not required, and individual schools decided on the administration. At/Above Grade Level is the percentage of students who are at Tier 1 on aimswebPlus Math and received a composite score, as well as students who are At/Above Benchmark on Star Math. ³ In 2020-21, aimswebPlus Math was administered to students district-wide in grades K-5, and Star Math was administered to students district- wide in grades 6-8. For Special Education students in grades 6-8, some students took aimswebPlus Math instead of Star Math. At/Above Grade
Level is the percentage of students who are at Tier 1 on aimswebPlus Math and received a composite score, as well as students who are At/Above Benchmark on Star Math. ⁴ In 2021-22, Star Math was administered district-wide to students in grades K-8. At/Above Grade Level is the percentage of students who are At/Above Benchmark on Star Math. In addition, the percentile rank associated with scoring At/Above Grade Level increased from the 40th percentile to the 70th percentile. ⁵ In 2021-22, Annual Targets for Leading Indicator 3.1 were adjusted. Annual Targets for Leading Indicator 3.1 are set based on the likelihood of a student scoring Proficient/Advanced on the PSSA Math exam when scoring At/Above Grade Level on the within-year assessments. Starting in 2021-22, the percentile rank associated with scoring At/Above Grade Level increased from the 40th percentile to the 70th percentile,
meaning there is greater confidence that students who score At/Above Grade Level will score Proficient/Advanced on PSSA Math. The Annual Targets for Leading Indicator 3.1 were updated as a result of this percentile change. For more information on the relationship between a student's performance on Star Math and the PSSA Math exam, please see http://doc.renlearn.com/kmnet/r005379488c3817f.pdf. ⁶ Students are considered eligible if they were enrolled at their school on the last day of the testing window. In 2021-22, the Star Winter 1 assessment window ran from December 1, 2021 through December 23, 2021 and the Star Spring assessment window ran from May 16, 2022 through June 14, 2022. ⁷ Students are counted as participating if they completed a Star Math assessment. Only results from assessments taken within the official testing window are counted. ⁸ The metric '% At/Above Grade Level: Change From Winter 1 2021-22' represents the percentage point difference between the percentage of
students scoring At/Above Grade Level on Star Math (At/Above Benchmark) from the Winter 1 2021-22 assessment window to the Spring 2021- 22 assessment window. ⁹ School groups are based on Winter 1 2020-21 performance data. Any schools that were not operational in 2020-21 are excluded from the performance metrics for On, Near, and Off Track performance groups. ¹⁰ All students are required to participate except for students who are exempted based on their Individualized Education Program (IEP). For the Special Education student group, '% of Students Participating' includes all students, including those who are exempted, in the denominator.