THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION PUBLIC MEETING AGENDA MARCH 7, 2024 Call to Order - Reginald L. Streater, Esq., President Roll Call - Lynn Rauch Esq., General Counsel Approval of Minutes - February 8, 2024 Superintendent Remarks • Board of Education - Other Collective Bargaining Update Written Testimony Registered Speakers on General Topics • General Speakers List Action Item 1. Ratification of One Year Collective Bargaining Agreement with Philadelphia Federation of Teachers - Added 3.6.2024 Talent - Other Goals and Guardrails • Reading Goals 1 and 2 Presentation Board of Education - Other Adjourn Email: schoolboard@philasd.org Twitter: @PHLschoolboard | Facebook: @PHLschoolboard
Superintendent Remarks - • Title: Collective Bargaining Update Board of Education Meeting Date: 3/7/2024 Office Originating Request: Board of Education ATTACHMENTS: Description Type Collective Bargaining Update Supporting Document
March 7, 2024 Philadelphia Federation of Teachers Collective Bargaining Agreement Action Item Collective Bargaining Update
● On February 28, District and PFT leadership announced a tentative agreement extending the current collective bargaining agreement (CBA) for one year. ● PFT members voted to ratify the tentative agreement on March 6. ● Today’s action item asks the Board of Education to approve the extension of the CBA for the one-year period of September 1, 2024 to August 31, 2025. Timeline
Teachers Paraprofessionals PreK and Other Employees 9,834 3,201 978 Employees Represented by PFT
5% Across-the-board increase Increases 10-month teacher salary range to $54,146 - $107,495 Retention Bonus $1,200 retention and re-engagement bonus by June Step Increases Step increases according to salary schedules Designated Schools Teacher Retention Bonus $2,500 bonus to eligible teachers in designated schools in 2024 and 2025 Shared Commitment to Accelerate Philly District and PFT will collaborate to identify and implement shared interests Highlights of the Collective Bargaining Agreement
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Registered Speakers on General Topics - • Title: General Speakers List Board of Education Meeting Date: 3/7/2024 Office Originating Request: Board of Education ATTACHMENTS: Description Type General Speakers List Supporting Document
THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION SPECIAL ACTION MEETING SPEAKERS LIST MARCH 7, 2024 Registered Speakers 1. Horace Clouden, PCAC Topic: Guardrails 1 & 2 2. “Mama Gail” Clouden, Community Member Topic: Guardrails 1 & 2 3. Leah Clouden, Community Member Topic: Guardrails 1 & 2 4. Jill Atshuler, Community Member Topic: Problems Resulting from Teachers Speaking about the War in Gaza 5. May Freda Watson, Community Member Topic: Save the Children Primary Waitlist Speakers
Action Item - 1. Title: Ratification of One Year Collective Bargaining Agreement with Philadelphia Federation of Teachers - Added 3.6.2024 Board of Education Meeting Date: 3/7/2024 Action under consideration Resolved, that the Board of Education of The School District of Philadelphia hereby ratifies the one-year Collective Bargaining Agreement with the Philadelphia Federation of Teachers for the period of September 1, 2024 to August 31, 2025, and authorizes the President of the Board of Education or his designee, and the Superintendent to execute and deliver this Agreement on behalf of The School District of Philadelphia. A copy of this Agreement will be filed with the minutes of the Board of Education. Office Originating Request: Talent
Goals and Guardrails - • Title: Reading Goals 1 and 2 Presentation Board of Education Meeting Date: 3/7/2024 Office Originating Request: Board of Education ATTACHMENTS: Description Type Goals and Guardrails Presentation - Reading Goals 1 and 2 Supporting Document
1 Goals & Guardrails Progress Monitoring Goal 1: Reading Grades 3-8 Goal 2: Reading Grade 3 Tony B. Watlington, Sr. Ed.D. Superintendent Tonya Wolford, Ph.D. Chief Office of Evaluation, Research, and Accountability Jermaine Dawson, Ed.D. Deputy Superintendent Division of Academics March 7, 2024 1
Overview 1. Reading Performance Highlights 2. Where Have We Been 3. Where Are We Now 4. Current Activities and Focus 2 2
3 Reading Performance Highlights ● In Reading, the District is outpacing other large urban districts nationwide, and similar districts in Pennsylvania, in recovering from the pandemic. ● PSSA Reading performance in grades 3-8 was flat from 2021-22 to 2022-23. ● PSSA Reading performance in grade 3 increased from 2021-22 to 2022-23. ● Star Reading performance in grades 3-8 increased from Fall to Winter 2023-24 and from Winter 2022-23 to Winter 2023-24. ● All student groups saw increases in the percentage of students scoring At/Above Grade Level, including English Learners (+4.2 percentage points) and students with IEPs (+1.4 percentage points) between Fall and Winter 2023-24. 3
4 What the Research Says ● Reading proficiently by the end of 3rd grade is critical to a student’s future academic success. This is when instruction transitions from “learning to read” to “reading to learn.” ● Beginning in 4th grade, students need to build on foundational literacy skills to learn content across subject areas. ● There is a positive relationship between children’s early reading skills and high school graduation. Sources: National Assessment of Education Progress ; Annie E. Casey Foundation; Frontiers in Education 4
5 Where Have We Been?
Goal 1 PSSA ELA Grades 3-8 The percentage of students in grades 3-8 who scored Proficient or Advanced on the PSSA ELA remained stable (-0.3 percentage points) from 34.4% in 2021-22 to 34.1% in 2022-23. 6
The percentage of grade 3 students who scored Proficient or Advanced on the PSSA ELA rose from 28.1% in 2021-22 to 31.0% in 2022-23 (+2.9 percentage points). 7 Goal 2 PSSA ELA Grade 3
PSSA/PASA Grades 3-8 Performance by Primary Disability ➔ The percentage of students scoring Proficient or Advanced vary by primary disability type and range from 4.1% to 34.4%. ➔ 13.4% of students with High Incidence Disabilities (eg., autism, speech or language impairment) scored Proficient or Advanced on PSSA/PASA ELA. ➔ 10.2% of students with Low Incidence Disabilities (eg., hearing impaired, visual impairment, multiple disabilities) scored Proficient or Advanced on PSSA/PASA ELA. Note: Results are based on a recently published report which excludes students in primary disability groups with fewer than 20 students tested. 8
9 SDP Transition to Science of Reading for Grades K-3 Balanced Literacy CLI coaching partnership and establishment of 120 minute Literacy Block Supported teachers to become proficient at Balanced Literacy 2014-2017 Preparing to Shift to Science of Reading (SOR) District shift from Balanced Literacy to the Science of Reading ELA Team participated in Pathway to Literacy, AIM Academy, and webinars on the Science of Reading (SOR) 2017-2018 Implemented SOR practices at network level supported by Early Literacy Directors Redesigned curriculum and ELA block to include 15 minutes of phonemic awareness instruction Increased direct and explicit phonics instruction to 45 mins (K-2) 2019-2020 Continued professional learning and implementation of foundational skills instruction High frequency words with orthographic mapping and use of decodable texts, not leveled readers 2021 Foundational Skills Summer Institute SOR Virtual Literacy Institute Aligned PLC Guides to match focus on SOR Revised ELA
Instructional Guide with stronger alignment to Science of Reading Replaced word walls with sound walls 2022-2023 Goals 1 & 2 ELA Curriculum 9
10 Where Are We Now?
11 Goal 1 & 2 Leading Indicators Goal 1: The percentage of students in grades 3-8 who are proficient on the state ELA assessment Leading Indicator 1: The percentage of students in grades 3-8 who are At Target on the District’s within-year reading assessment Leading Indicator 2: The percentage of students in grades 3-8 with high growth on the District’s within-year reading assessment Goal 2: The percentage of 3rd grade students who are proficient on the state ELA assessment Leading Indicator 1: The percentage of students in grade 3 who are At Target on the District’s within-year reading assessment Leading Indicator 2: The percentage of students in grades K-2 who are At Target on the District’s required reading Curriculum-Based Measures New New 11
Indicator 1: At Target on Star Reading (Grades 3-8) 12
The percentage of students in grades 3-8 who scored At/Above Benchmark on Star Reading increased from 29.4% in Winter 2022-23 to 31.4% in Winter 2023-24 (+2.0 percentage points). Goal 1 Indicator 1 Star Reading: At Target 13 Larger increase from Fall to Winter this year compared to last year 13
The percentage of 3rd grade students who scored At/Above Benchmark on Star Reading increased from 32.5% in Winter 2022-23 to 34.8% in Winter 2023-24 (+2.3 percentage points). Goal 2 Indicator 1 Star Reading: At Target 14 Larger increase from Fall to Winter this year compared to last year 14
A higher percentage of students in grades 3-8 with higher attendance scored At/Above Benchmark on Star Reading in Winter 2023-24. Goal 1 Indicator 1 Star Reading: At Target 15 15
A higher percentage of students in grade 3 with higher attendance scored At/Above Benchmark on Star Reading in Winter 2023-24. Goal 2 Indicator 1 Star Reading: At Target 16 16
All race/ethnicity groups in grades 3-8 increased in the percentage scoring At/Above Benchmark from Fall to Winter 2023-24. Goal 1 Indicator 1 Star Reading: At Target 17 Goal 1 - Leading Indicator 1: Star Reading +4+3 +1 +4 +3+2+3 +5 +6 +4 +3 +4 +1 +4 +4 17
Grades 3-8 English Learners and students with IEPs increased in the percentage scoring At/Above Benchmark from Fall to Winter 2023-24. Goal 1 Indicator 1 Star Reading: At Target 18 Goal 1 - Leading Indicator 1: Star Reading +4+4+3 +1+1+1+3 +4 +4 +1 +1 +1 18
All race/ethnicity groups in grade 3 increased in the percentage scoring At/Above Benchmark from Fall to Winter 2023-24. Goal 2 Indicator 1 Star Reading: At Target 19 Goal 2 - Leading Indicator 1: Star Reading +5 +6 +9 -5 +4 +7+7 +6+6 +5 +2 +6 +3+3+2 19
Grade 3 English Learners and students with IEPs increased in the percentage scoring At/Above Benchmark from Fall to Winter 2023-24. Goal 2 Indicator 1 Star Reading: At Target 20 Goal 2 - Leading Indicator 1: Star Reading +7+4+4 +3 +1+2+4 +4 +7 +3 +1+2 20
Of current 4th graders in Winter 2023-24 (who were in 3rd grade in 2022-23), nearly one in five students (19.0%) moved up at least one performance level on Star Reading from the Winter 2022-23 assessment cycle. Goal 1 & 2 Indicator 1 Star Reading: At Target At/Above Benchmark On Watch Strategic Intervention Intensive Intervention At/Above Benchmark 28.2% On Watch 3.5% Strategic Intervention 6.0% Intensive Intervention 31.8% WHERE THEY STARTED Performance in 3rd Grade Winter 2022-23 WHERE THEY ARE NOW Performance in 4th Grade* Winter 2023-24 * <50 students who were in 3rd grade in Winter 2022-23 either repeated or skipped a grade in 2023-24 and are not current 4th Graders. 11.4% declined by at least one performance level 19.0% improved by at least one performance level 21 21
Goal 1 Indicator 2: Growth on Star Reading (Grades 3-8)
The percentage of students in grades 3-8 who had High Growth on Star Reading from Fall to Winter decreased from 39.4% in 2022-23 to 38.4% in 2023-24 (-1.0 percentage points). 23 Goal 1 Indicator 2 Star Reading Growth 23
Goal 2 Indicator 2: Proficiency on Reading Curriculum Based Measures (Grades K-2)
● All grades saw increases in performance on each required curriculum-based measure (CBM) from Fall to Winter 2023-24. ● This increase is consistent with changes from Fall to Winter in 2021-22 and from Fall to Winter in 2022-23. The percentage of students in grades K-2 who scored At/Above Benchmark on required Curriculum Based Measures increased from Fall to Winter 2023-24 (between +5.1 and 23.1 percentage points). Kindergarten Grade 1 Grade 2 Letter Naming (+10.7) Letter Sounds* Expressive Nonsense Words (+9.1) Letter Sounds (+17.0) Phoneme Segmentation (+23.1) Passage Oral Reading (+8.0) Phoneme Segmentation (+17.0) Expressive Nonsense Words (+16.0) Receptive Nonsense Words (+10.1) Passage Oral Reading (+5.1) Required CBMs for Grades K-2 with Fall to Winter percentage point change * Letter Sounds is only required in the Fall for Grade 1. 25 Goal 2 Indicator 2 Star Reading Curriculum Based Measures 25
26 Current Activities and Focus for the 2024-25 School Year
27 Rising Reading Specialists Collaborative: Classroom teachers who hold Reading Specialist Certificates learn about Science of Reading evidence based practices. Reading Specialist-In Service Development: Supplemental, intensive professional development support to fully released Reading Specialists. Science of Reading Principal Community of Practice: Principals collaborate and apply their new knowledge each month by participating in walkthroughs at a different leader’s school. Introduction to Structured Literacy Course (600 Participants): Introduces key features and content of the Science of Reading approach. Expeditionary Learning (EL) Education Foundational Skills institute (1,200 Participants): Four-day long institute for K-3 ELA teachers to create a series of lessons and activities that promote increasing student achievement in literacy grades K-3. Science of Reading Programming 27
New Curriculum Grounded in the Science of Reading 1. The Expeditionary Learning (EL) Education is a high quality instructional resource rated green by Ed Reports. Included is K–2 Reading Foundations Skills Block: This phonics-based curriculum is grounded in reading science. It helps students crack the alphabetic code, become fluent readers, and, ultimately, comprehend text. 2. The Expeditionary Learning (EL) Education Content-Based Literacy Modules: This knowledge-building curriculum uses trade books, authentic literature, and high-interest texts to support students in becoming critical thinkers and skilled readers and writers. 28
29 2024-25 ELA Curriculum Implementation Strategy ● Teachers in all grade levels will have access to and will implement a high-quality curriculum. ● Teachers and leaders in all grade levels will receive introductory and ongoing curriculum-based professional learning and support throughout the school year that is specific to their instructional resources including:. ○ District-wide professional learning ○ Professional Learning Communities ○ Leadership convenings ○ Summer learning and other supplemental learning opportunities 29