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Home My WebLink About06-12-2023 Empowerment Zone PresentationAbout the Zone June 12, 2023 What is the “Zone”? What is the Empowerment Zone? ●SBEZ schools are still public schools. While not a part of the corporation, SBEZ schools are a part of the myriad of schools choices within the wider South Bend community ●SBEZ is also what is known as a “Transformation Zone” ○Transformation Zones exist in other Indiana districts and numerous states across the country ●“Transformation Zones” are a tool to support groups of struggling public schools with resources and flexibility that are typically not available to other district schools, including: ○Increased state and federal funding ○Autonomy to implement new programs and to do so more quickly than is typically possible in the larger district ●“Transformation Zones” are also intended to provide examples of new innovations that the broader district may choose to implement 3 The Zone is a common model of autonomous district schools 4 For example, more flexibility and autonomy have allowed the Zone to: 5 Student supports ●Implement tools and systems for more supportive interventions (e.g., Promotion in Doubt) ●Increase social workers and/or other mental health supports in schools ●Implement the Q2 reset (e.g., code of conduct, vape detectors, clear backpacks) to reduce disciplinary incidents Instruction ●Implement a different school year calendar and daily school schedule to better meet the needs of students and staff ●Implement tiered high-quality curriculum ●Increase professional development for teachers ●Design summer school programming Resources ●Spend financial resources on what matters most for student outcomes ●Contract with third-party vendors to improve services such as transportation As a “transformation zone” the Zone is also an incubator for innovations that can benefit SBCSC 6 ●As a smaller and therefore nimbler portfolio of schools, the Zone is able to implement and pivot on policies and practices–and share lessons learned with SBCSC For example ●In 2022-23, the Zone implemented clear backpacks and a new code of conduct–which SBCSC has adopted, or is currently considering ●The Zone has demonstrated the feasibility of a weekly early release increased teacher professional development–teachers at SBCSC have expressed interest in a similar approach ●Looking ahead, SBCSC has asked the Zone to pilot PowerSchool for managing IEPs and 504 plans The Zone made progress in 2022-23, and there is more work to be done 7 ●As presented in the “State of the Zone” presentation on May 1st, the Zone made progress across the three domain areas: Leadership, Learning, and Resources ●This progress includes, for example: Learning ●BOY to EOY iReady growth in all schools, grades, and subgroups ●2021-22 to 2022-23 increase in proficiency across all schools in both ELA and Math ●Implementation of Promotion in Doubt intervention ●Increased professional development for teachers Resources ●Increased financial transparency and reporting ●Cut 2022-23 budget by $2.3M ●Further reduce 2023-24 budget by $3M Leadership ●New handbooks for clarity of expectations and support for employees, teachers, and students/families ●Building leader and teacher leader capacity with structured collaboration focused on Standards Partnership = Progress 8 Reflections from Zone leadership team point to among various reasons for this year’s progress, the partnership between SBEZ and SBCSC ●The Zone has implemented, and will continue to implement, changes based on the advice of SBCSC trustees, including: ○Articulated a clear strategy for increasing fully certified teachers at Zone schools ○Increased financial transparency and reporting ○Implemented central office efficiencies ●Serving as an incubator to evaluate best and emerging practices, the Zone has implemented programs and policies, and share key findings with SBCSC for consideration to increase equitable supports for all high-needs schools ●Collaboration between Zone and SBCSC counterparts at many levels have contributed to the Zone’s achievements this year, including: ○Thought partnership and professional development opportunities provided by Dr. Cummings ○Collaboration with Dr. White on school and student policies ○Close working relationship between the Special Education teams (now consolidating within SBCSC) Zone Finances Overview of Zone funding ●The Zone receives its funding from (1) standard state and federal grants, based on a pro rata share per the student population, and (2) special funding due to its status as a Transformation Zone ●Zone funds are held almost entirely by SBCSC (per 22-23 budget): ○SBCSC holds $35M (97% of Zone funds) ○The Zone’s 501(c)(3) holds $1.1M (3% of Zone funds) ●SBCSC executes all transactions from the $35M of Zone funds directly to vendors and other recipients (e.g., salaries and benefits, transportation) ○The Zone decides how to spend the money, but SBCSC completes the transactions on our behalf; the Zone has no direct access to these funds ●The Zone receives a separate, independent audit, which has had no findings during the last three years ○Zone funds are also included in SBCSC’s own audit, and indirectly in SBCSC’s budget approval process 10 School funding follows the student between schools and between districts State funds 2023 ●Basic Grant: $6235 ●Complexity $3775 ●SPED: $500-10,575 ●CTE: Varies per value of course $6,235 $6,235 11 Muessel Elementary Harrison Elementary Mishawaka School District $6,235 TOP FUNDING SOURCES SY22-23 (not comprehensive): ●State tuition support, including: ○Basic grant: $13M ($6,235/student) ○Complexity: $4M ($3,775/student) ○SPED: $1.2M ($500-$10,575/student) ●Other Funding Sources (State & Federal): (Zone only receives a pro-rata share based on ADM) ○ESSER II and III: $8.4M ○Title I: $1.4M ○SIG: $824K ●Additional Funding Specific to Zone’s SEL Programs ○Pride: $740K - Specific to Zone’s SEL programs ●The Zone continues to fundraise and received $460,000 in financial and in-kind donations in 2022-23 Where the money comes from 12 How the funding flows IDOE Federal funds allocation to LEA SBCSC allocation of funds (pro rata share of ADM) SBEZ (Pro rata share of ADM) SBCSC Local Education Agency Federal funds passed through IDOE Title Grants ESSER II and III IDEA SIG Additional smaller funds Allocation of funds (pro rata share of ADM) SBEZ Operating Fund (70% to salaries) State funds allocation to LEA State allocation per student includes: ●Basic Grant: $6,235 ●Complexity $3,775 ●SPED: $500-10,575 ●CTE: Varies per value of course Local taxes allocation to LEA 13 Zone spending: ~$6M to SBCSC for shared services (23-24 Projected) ●Context: ○The Zone’s students are approximately 14% of the district ○This payment is 18% of the Zone’s total budget ●The $6M primarily comes from the Zone’s pro rata share of Operations & Referendum Funds based on ADM ●The $6M paid to SBCSC covers: ○$3M for the district’s indirect costs (e.g., share of Superintendent, CFO, SBCSC operations departments) ○$3M in direct operations expenses (e.g., facilities, utilities, custodial) Direct operations expenses are fixed costs that SBCSC would incur whether the schools are run by the Zone or SBCSC. 14 The Zone is financially sustainable 15 ●We practice strategic resource management so we can focus on both sustainability and what matters most for improving student outcomes. ●In 2022-23, we cut spending by $2.3M by ○Decreasing central office staff positions ○Negotiating vendor contracts ○Decreasing number of purchasing accounts ●For 2023-24, we project reducing spending by an additional $3M ○Building a conservative balanced budget ○Reassessing transportation (savings of approximately $778,000) ●Despite cuts, we are maintaining a high level of student investment–averaging $11,700 per pupil, to ensure that we continue to meet needs of your students. Data about Student progress 2022-2023 Suspension (In School) School 2021-2022 2022-2023 Coquillard 54 6 Harrison 17 5 Navarre 345 135 Warren 2 12 Wilson 15 23 Total 433 181 (58.2%) Student behavior and disciplinary incidents have decreased since last year Suspension (Out of School) School 2021-2022 2022-2023 Coquillard 377 379 Harrison 183 155 Navarre 563 569 Warren 141 36 Wilson 124 191 Total 1388 1330 (18.0%) 17 Office Referrals School 2021-2022 2022-2023 Coquillard 1411 1315 Harrison 706 329 Navarre 1901 1320 Warren 120 59 Wilson 535 608 Total 4673 3631 (22.3%) 18 Student attendance also improved SBEZ Attendance Data School 2019 2020 2021 2022 Coquillard 92.80%80.40%85.40%85.90% Harrison 89.70%83.50%86.30%87.20% Navarre 92.40%89.60%83.30%85.10% Warren 91.20%76.60%80.70%84.80% Wilson 91.60%83.50%87.40%88.90% SBEZ Overall 91.30%84.00%85%86.50% iReady results 2022-2023 The iReady diagnostic provides several metrics to assess progress ●Placement Level: Where a student falls relative to the expectation for the grade and subject. ●Median Progress toward Annual Growth Goal: For any category, this measure shows the median percentage of growth toward the annual goal. Fifty percent of students will be above this value and fifty percent of students would be below this value. ●Percent of Students Meeting Annual Growth Goal: This measure shows what percentage of students have already met their annual growth goal. ●Percent of Students with Improved Placement: Shows how many students have moved at least one level forward. 20 2022-2023 iReady Benchmark Academic Data Goals #1: Reduce the number/percent of students 2 grade levels or more behind in reading and math; comparing the same children who took the iReady benchmark assessment in the fall, winter, and spring. #2: Increase the number/percent of students on/above grade level in reading and math; comparing the same children who took the iReady benchmark assessment in the fall, winter, and spring. XX= 5%+ improvement in between assessments XX = 1%-4% improvement in between assessments XX = No movement in between assessments XX = Negative movement in between assessments 21 Summary Overview 22 1.The number of Kindergarten to 8th grade students on grade level or above increased 3.9x from Fall to Spring in Reading and increased 8.6x in Math. 2.There are 289 fewer students that are 2 or more years below grade level in Reading and 343 fewer students in Math. 3.In Reading and Math, 48% and 37% of students, respectively, have met or exceeded their annual typical growth goal. iReady Comparison from 2021 to 2023: two or more grade levels below SBEZ School 2021 EOY 2022 EOY 2023 EOY Coquillard 32%43%42% Harrison 37%32%31% Navarre 81%86%80% Warren 31%31%24% Wilson 33%34%30% SBEZ Overall 46%48%43% SBEZ School 2021 EOY 2022 EOY 2023 EOY Coquillard 35%42%38% Harrison 36%35%32% Navarre 81%79%73% Warren 32%31%29% Wilson 39%36%33% SBEZ Overall 47%48%42% Xx = Increase from previous year Xx = Decrease from previous year 23 Reading Math iReady Comparison from 2021 to 2023: on or above grade level SBEZ School 2021 EOY 2022 EOY 2023 EOY Coquillard 12%13%18% Harrison 15%20%22% Navarre 5%4%3% Warren 26%36%30% Wilson 18%17%21% SBEZ Overall 14%15%18% SBEZ School 2021 EOY 2022 EOY 2023 EOY Coquillard 21%18%24% Harrison 21%23%26% Navarre 6%10%14% Warren 31%32%35% Wilson 22%25%27% SBEZ Overall 19%20%24% Xx = Decrease from previous year Xx = Increase from previous year 24 Reading Math May 1st iReady Comparison: Data presented on May 1st reflected only grades 3-8. Data shown as of May 22nd reflects grades K-8 Reading % Two or More Grade Levels Below School May 1, 2023 May 22, 2023 Coquillard 63%38% Harrison 48%32% Navarre 72%73% Warren 48%29% Wilson 49%33% SBEZ Overall 58%42% % Two or More Grade Levels Below School May 1, 2023 May 22, 2023 Coquillard 66%42% Harrison 46%31% Navarre 79%80% Warren 41%24% Wilson 44%30% SBEZ Overall 60%43% Math 25 Reading % On or Above Grade Level School May 1, 2023 May 22, 2023 Coquillard 15%24% Harrison 19%26% Navarre 14%14% Warren 32%35% Wilson 18%27% SBEZ Overall 18%24% % On or Above Grade Level School May 1, 2023 May 22, 2023 Coquillard 12%18% Harrison 17%22% Navarre 3%3% Warren 26%30% Wilson 12%21% SBEZ Overall 11%18% Math May 1st iReady Comparison: Data presented on May 1st reflected only grades 3-8. Data shown on May 22nd reflects grades K-8 26 SY2022-23 movement from 2 or more grade levels below by school: Reading Reading % 2 or More Grade Levels Below School Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Coquillard 77%71%38%Yes - Decreased % two or more grade levels below by 39% Harrison 67%56%32%Yes - Decreased % two or more grade levels below by 35% Navarre 85%81%73%Yes - Decreased % two or more grade levels below by 12% Warren 65%51%29%Yes - Decreased % two or more grade levels below by 36% Wilson 71%59%33%Yes - Decreased % two or more grade levels below by 38% SBEZ Overall 75%66%42%Yes - Decreased % two or more grade levels below by 33% 27 SY2022-23 movement from 2 or more grade levels below by grade: Reading % 2 or More Grade Levels Below Grade Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? K ---N/A 1 26%8%5%Yes - Decreased % two or more grade levels below by 21% 2 77%54%37%Yes - Decreased % two or more grade levels below by 40% 3 75%58%52%Yes - Decreased % two or more grade levels below by 23% 4 57%49%44%Yes - Decreased % two or more grade levels below by 13% 5 78%69%60%Yes - Decreased % two or more grade levels below by 18% 6 84%87%78%Yes - Decreased % two or more grade levels below by 6% 7 91%86%76%Yes - Decreased % two or more grade levels below by 15% 8 79%67%62%Yes - Decreased % two or more grade levels below by 17% Reading 28 SY2022-23 movement from 2 or more grade levels below by subgroup: Reading % 2 or More Grade Levels Below Group Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Black 82%73%47%Yes - Decreased % two or more grade levels below by 35% Two or More Races 67%57%36%Yes - Decreased % two or more grade levels below by 31% White 71%63%40%Yes - Decreased % two or more grade levels below by 31% Hispanic / Latino 71%65%44%Yes - Decreased % two or more grade levels below by 27% ELL 81%74%51%Yes - Decreased % two or more grade levels below by 30% Non-ELL 74%65%41%Yes - Decreased % two or more grade levels below by 33% SPED 89%86%68%Yes - Decreased % two or more grade levels below by 21% Non-SPED 72%62%56%Yes - Decreased % two or more grade levels below by 16% Male 75%68%42%Yes - Decreased % two or more grade levels below by 33% Female 75%66%43%Yes - Decreased % two or more grade levels below by 32% Reading 29 SY2022-23 movement from 2 or more grade levels below by school: Math % 2 or More Grade Levels Below School Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Coquillard 79%73%42%Yes - Decreased % two or more grade levels below by 37% Harrison 70%54%31%Yes - Decreased % two or more grade levels below by 39% Navarre 87%83%80%Yes - Decreased % two or more grade levels below by 7% Warren 67%55%24%Yes - Decreased % two or more grade levels below by 43% Wilson 75%48%30%Yes - Decreased % two or more grade levels below by 45% SBEZ Overall 78%65%43%Yes - Decreased % two or more grade levels below by 35% Math 30 SY2022-23 movement from 2 or more grade levels below by grade: Math % 2 or More Grade Levels Below Grade Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? K ---N/A 1 31%11%5%Yes - Decreased % two or more grade levels below by 26% 2 70%50%36%Yes - Decreased % two or more grade levels below by 34% 3 77%51%47%Yes - Decreased % two or more grade levels below by 30% 4 68%58%49%Yes - Decreased % two or more grade levels below by 19% 5 74%61%55%Yes - Decreased % two or more grade levels below by 19% 6 86%83%80%Yes - Decreased % two or more grade levels below by 6% 7 91%88%87%Yes - Decreased % two or more grade levels below by 4% 8 84%78%71%Yes - Decreased % two or more grade levels below by 13% Math 31 SY2022-23 movement from 2 or more grade levels below by subgroup: Math % 2 or More Grade Levels Below Group Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Black 86%71%47%Yes - Decreased % two or more grade levels below by 39% Two or More Races 73%58%36%Yes - Decreased % two or more grade levels below by 37% White 72%62%40%Yes - Decreased % two or more grade levels below by 31% Hispanic / Latino 73%64%44%Yes - Decreased % two or more grade levels below by 29% ELL 80%70%51%Yes - Decreased % two or more grade levels below by 29% Non-ELL 77%64%41%Yes - Decreased % two or more grade levels below by 36% SPED 91%82%68%Yes - Decreased % two or more grade levels below by 23% Non-SPED 75%62%36%Yes - Decreased % two or more grade levels below by 39% Male 74%64%43%Yes - Decreased % two or more grade levels below by 31% Female 83%68%42%Yes - Decreased % two or more grade levels below by 41% Math 32 SY2022-23 movement to on or above grade level by school: Reading % On or Above Grade Level School Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Coquillard 10%10%24%Yes - Increased % on or above grade level by 14% Harrison 8%14%26%Yes - Increased % on or above grade level by 18% Navarre 7%10%14%Yes - Increased % on or above grade level by 7% Warren 12%20%35%Yes - Increased % on or above grade level by 23% Wilson 6%12%27%Yes - Increased % on or above grade level by 21% SBEZ Overall 8%12%24%Yes - Increased % on or above grade level by 16% Reading 33 SY2022-23 movement to on or above grade level by grade: Reading % On or Above Grade Level Grade Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? K 11%29%60%Yes - Increased % on or above grade level by 49% 1 3%11%30%Yes - Increased % on or above grade level by 27% 2 1%10%18%Yes - Increased % on or above grade level by 17% 3 9%19%26%Yes - Increased % on or above grade level by 17% 4 9%12%16%Yes - Increased % on or above grade level by 7% 5 8%10%12%Yes - Increased % on or above grade level by 4% 6 6%7%9%Yes - Increased % on or above grade level by 3% 7 5%6%14%Yes - Increased % on or above grade level by 9% 8 9%18%20%Yes - Increased % on or above grade level by 11% Reading 34 SY2022-23 movement to on or above grade level by subgroup: Reading % On or Above Grade Level Group Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Black 6%9%21%Yes - Increased % on or above grade level by 15% Two or More Races 9%21%27%Yes - Increased % on or above grade level by 18% White 10%14%27%Yes - Increased % on or above grade level by 17% Hispanic / Latino 8%13%24%Yes - Increased % on or above grade level by 16% ELL 4%8%15%Yes - Increased % on or above grade level by 11% Non-ELL 9%13%26%Yes - Increased % on or above grade level by 17% SPED 4%5%11%Yes - Increased % on or above grade level by 7% Non-SPED 9%14%27%Yes - Increased % on or above grade level by 18% Male 7%11%23%Yes - Increased % on or above grade level by 16% Female 9%13%25%Yes - Increased % on or above grade level by 16% Reading 35 SY2022-23 movement to on or above grade level by school: Math % On or Above Grade Level School Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Coquillard 4%4%18%Yes - Increased % on or above grade level by 14% Harrison 3%6%22%Yes - Increased % on or above grade level by 19% Navarre 1%2%3%Yes - Increased % on or above grade level by 2% Warren 5%19%30%Yes - Increased % on or above grade level by 25% Wilson 1%5%21%Yes - Increased % on or above grade level by 20% SBEZ Overall 2%5%18%Yes - Increased % on or above grade level by 16% Math 36 SY2022-23 movement to on or above grade level by grade: Math % On or Above Grade Level Grade Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? K 2%16%44%Yes - Increased % on or above grade level by 42% 1 2%7%29%Yes - Increased % on or above grade level by 27% 2 1%4%12%Yes - Increased % on or above grade level by 11% 3 1%5%15%Yes - Increased % on or above grade level by 14% 4 4%11%20%Yes - Increased % on or above grade level by 16% 5 3%6%10%Yes - Increased % on or above grade level by 7% 6 1%1%2%Yes - Increased % on or above grade level by 1% 7 0%1%1%Yes - Increased % on or above grade level by 1% 8 1%5%8%Yes - Increased % on or above grade level by 7% Math 37 SY2022-23 movement to on or above grade level by subgroup: Math % On or Above Grade Level Group Fall ‘22 Winter ‘22 Spring ‘23 Met Goal? Black 1%2%15%Yes - Increased % on or above grade level by 14% Two or More Races 3%11%22%Yes - Increased % on or above grade level by 19% White 3%7%19%Yes - Increased % on or above grade level by 16% Hispanic / Latino 3%6%16%Yes - Increased % on or above grade level by 13% ELL 0%3%11%Yes - Increased % on or above grade level by 11% Non-ELL 3%6%19%Yes - Increased % on or above grade level by 16% SPED 1%2%7%Yes - Increased % on or above grade level by 6% Non-SPED 2%6%20%Yes - Increased % on or above grade level by 18% Male 3%7%19%Yes - Increased % on or above grade level by 16% Female 1%3%16%Yes - Increased % on or above grade level by 15% Math 38 Next steps 40 Where are we in the process? ●Dr. Cummings, Dr. Lewis, and SBCSC and SBEZ boards ●May 2: Presentation to SBCSC board served as the formal kickoff as to the future of the Zone ●May 9th: The Zone hosted a public forum at Navarre Middle School ●May 15th: The Zone Board met with the SBCSC Board of Trustees during its executive session ●May 16th: The Zone Board discussed the matter during public session ●May 19th: SBEZ provided school tours to South Bend Common Council ●June 7th: The Zone hosted a virtual public forum ●June 12th: The Zone will make a presentation to the South Bend Common Council ●June 21st: The SBCSC Board will formally discuss and vote to take action on the matter ●June 26th: The Zone Board will vote to take action on the matter