REGIONAL EDUCATIONAL COLLABORATION Designing a roadmap for hybrid regionalization for Orange, Mahar and Petersham 9/13/2015 DRAFT 1

CHARGE OF THE K-12 MAHAR REGIONALIZATION PLANNING COMMITTEE representing all towns charged to explore hybrid regionalization model DRAFT 9/13/2015 2

(SUGGESTED) GOALS of REGIONALIZATION Educational Build educational collaboration to benefit students Develop shared central office team Fiscal Make the best possible use of educational dollars available Maximize state revenue for education Avoid duplication of services Governance Take initial steps towards possible full regionalization Maintain local control of elementary schools DRAFT 9/13/2015 3

POSSIBLE OUTCOMES OF THIS PROCESS Hybrid K-12 Mahar Regional District Orange and Petersham: K-12 Wendell and New Salem: 7-12 New Regional District Orange / Petersham Elementary Regional District Shared Central Office Supervisory Union (Orange, Petersham, Mahar) Supervisory Union (Orange and Petersham) No change in organizational structures 9/13/ DRAFT

HOW WOULD A NEW OR REVISED REGIONAL DISTRICT BE FORMED? Hybrid K-12 Mahar Regional School District Required: revised Regional Agreement Required: majority town meeting votes in Orange, Petersham, Wendell and New Salem Required: DESE approval Orange / Petersham K-6 Regional School District Required: new Regional Agreement Required: majority town meeting votes in Orange and Petersham Required: DESE approval 9/13/ DRAFT

HOW WOULD A PETERSHAM / ORANGE OR PETERHAM / ORANGE / MAHAR SUPERVISORY UNION BE FORMED? Required: positive votes of appropriate district school committees (Orange and Petersham, or Orange, Petersham and Mahar) Would not require town votes Would not require vote of Union 28 School Committee Would not require vote of Swift River School Committee Would not require a revised Regional Agreement 9/13/ DRAFT

INCREMENTAL COLLABORATION: designing a process that has multiple options administrative decisions sharing of back-office functions school committee decisions forming a superintendeny union with another district hiring a joint SPED Director (or comparable position) town meeting decisions joining or withdrawing from a regional school district regional district decisions DRAFT 9/13/2015 7

PARTNERS IN THIS PLANNING PROCESS Mahar, Orange and Petersham superintendents Mahar, Orange and Petersham school committees Mahar K-12 Regionalization Planning Team W. Mass. Legislative Team Orange and Petersham town administrators Massachusetts Association of Regional Schools Department of Elementary and Secondary Education Teachers and educational personnel DRAFT 9/13/2015 8

ROLE OF MARS Roadmaps to Regionalization Changing view of DESE (response to our work!) DRAFT 9/13/2015 9

REVIEWING ADVANTAGES Educational making better use of educational resources available able to oversee education of children from K-12 Fiscal eliminating duplication of administrative services (multiple state reports etc.) a larger organization may have increased resilience during on-going budget crisis possible increased state revenues, grant monies, transition grants, savings on health insurance Governance One school committee instead of three fewer meetings devoted to management, more devoted to educational improvement DRAFT 9/13/

REVIEWING CHALLENGES Educational Designing an improved administrative structure maintaining current significant emphasis on elementary schools Fiscal allocating elementary school costs in a fair and consistent way allocating shared elementary/secondary costs in a fair and consistent way assessment allocation: ensuring that no town suffers harm possible increased costs (e.g. salary differential) Governance local control / centralization elementary school governance school committee composition DRAFT 9/13/

POSITIVE EDUCATIONAL VISION shared educational leadership for Orange and Petersham (and Mahar) 6 th grade students attend Mahar Orange moves forward with plans for renovation of existing buildings back-office functions centralized at Mahar (or other municipality) maintenance of local educational governance of elementary schools DRAFT 9/13/

NEXT STEPS / KEY QUESTIONS Educational What would a shared administrative team look like? What would happen to School Choice in a K-12 Region? Should Orange 6 th grade classes move to Mahar? Fiscal Allocation plan between elementary schools. Allocation plan between elementary and secondary. What will we do about health insurance? What about the Chapter 70 Formula? Governance School committee governance. Elementary school governance. DRAFT 9/13/

TIME AND NEGOTIATION Not likely to be a quick process many partners many obstacles negotiation takes time No guarantee of success, but… the current arrangement is not viable Solutions can be designed that bridge organizational structures (e.g. new admin structure could be implemented in a variety of ways) DRAFT 9/13/

KEY QUESTION #1: Envisioning a shared administrative team What is the ideal configuration for a shared central office team to oversee education at Mahar, Orange Elementary, and Petersham Central? DRAFT 9/13/

EXISTING ADMINISTRATIVE TEAMS 14.2 FTES DRAFT 9/13/

PROBLEMS WITH THE EXISTING ADMINISTRATIVE STRUCTURE Neither central office nor building level teams are sustainable over time No office or person is responsible for the K-12 system (and students) as a whole It’s not the way someone would design a system DRAFT 9/13/

A NEED FOR VERTICAL AND HORIZONTAL ALIGNMENT curriculum professional development programs increased central office capacity to: apply for and oversee grants DRAFT 9/13/

THREE NEW SCENARIOS all three reduce total administrative team size by 1.2 FTEs all three maintain significant oversight of elementary schools all three combine two special education director positions into one DRAFT 9/13/

RESULT: INCREASED EDUCATIONAL FOCUS All three scenarios make better use of existing educational resources All three create one system-wide administrative team All three ensure increased consistency, alignment and collaboration DRAFT 9/13/

KEY QUESTION #2: Searching for savings… Can an expanded K-12 Mahar Regional School District find significant savings, increased revenues, and/or avoided new costs? DRAFT 9/13/

SAVINGS, AVOIDED COSTS, INCREASED REVENUES Would an expanded regional school district be able to obtain health insurance at a reduced cost? What are the estimated gains from new transportation reimbursement? Would grant revenues increase because of new central office capacity to seek and win grants? Would ‘leveling-up’ of salaries outweigh gains from other savings and increased revenues? DRAFT 9/13/

PROCESS FOR EXPLORING HEALTH INSURANCE OPTIONS Obtain preliminary cost analysis and plan rate comparison (Orange municipal, Petersham municipal, Mahar Regional, GIC) Estimate net gains (if any) to be had If sufficient, begin process of negotiations with all associations and with towns form negotiating team contract with legal counsel to help lead process DRAFT 9/13/

KEY QUESTION #2: Sharing costs… What costs should be shared between the elementary and secondary systems? How should those costs be allocated? DRAFT 9/13/

PROCESS FOR DESIGNING ALLOCATION PLAN FOR SHARING COSTS BETWEEN ELEMENTARY AND SECONDARY SYSTEMS Determine which services will be shared Dependent upon administrative team model Dependent upon governance structure (e.g. joint contracting, supervisory union, hybrid region, full region) Determine appropriate percentages of use (and cost) for each system (elementary and secondary) Build a spreadsheet to calculate shared costs Structure a process for periodic review and revision of shared services and costs DRAFT 9/13/

NEXT STEPS: LOOKING FOR GREEN LIGHT FROM PLANNING COMMITTEE, SCHOOL COMMITTEES Continue to refine new admin team structure Explore insurance options (would be costs for legal counsel and rate comparison) Develop allocation plan for new admin team model superintendents discuss and allocate percentages K-12 Regional Planning Team reviews As shared governance structure is defined, similar model is used to share other costs DRAFT 9/13/

YEAR ONE (SY 10-11) - Planning Planning Research ideal administrative team configuration for combined Mahar / Orange / Petersham Research best models and practices for incorporating 6 th grade into middle school Research best use of Orange elementary buildings for preK – 5 th grade classes Research Mahar Central Office assuming school budget and HR functions for Orange and Petersham Mahar, Orange and Petersham explore sharing SPED Director K-12 Legislative pursue DESE approval for differential elementary school funding within a regional school district Pursue Transition Funding for Regionalization Implementation Petersham and Orange share SPED and ELL Director DRAFT 9/13/

YEAR TWO (SY 11-12) - Implementation Legislative Planning Implementation Shared Central Office administrative team for Mahar, Orange and Petersham Re-configuration of Orange elementary classes and buildings (6 th grade to Mahar) Formal regionalization of Orange Elementary and Petersham Central in to Mahar K-12 DRAFT 9/13/

YEAR THREE (SY11-12) - ? DRAFT 9/13/

KEY QUESTION #1: Envisioning a shared administrative team What is the ideal configuration for a shared central office team to oversee education at Mahar, Orange Elementary, and Petersham Central? DRAFT 9/13/

A NEED FOR VERTICAL AND HORIZONTAL ALIGNMENT curriculum professional development programs increased central office capacity to: apply for and oversee grants DRAFT 9/13/

EXISTING ADMINISTRATIVE TEAMS 14.2 FTES DRAFT 9/13/

THREE NEW SCENARIOS all three reduce total administrative team size by 1.2 FTEs all three maintain significant oversight of elementary schools all three combine two special education director positions into one DRAFT 9/13/

SCENARIO 1 13 FTEs DRAFT 9/13/

SCENARIO 1 Key changes from existing Two SPED director positions combined into one Secondary building level team remains at three Elementary superintendent position becomes assistant superintendent for elementary schools Mahar curriculum director position becomes Mahar director of student services Curriculum coordination is carried out by two positions: director of secondary education, and assistant superintendent for elementary schools DRAFT 9/13/

SCENARIO 2 13 FTEs DRAFT 9/13/

SCENARIO 2 Key changes from existing Two SPED director positions combined into one Secondary building level team remains at three Elementary superintendent position becomes assistant superintendent for elementary schools Mahar curriculum director position becomes K-12 assistant superintendent for curriculum and accountability Director of special education also oversees student services DRAFT 9/13/

SCENARIO 3 13 FTEs DRAFT 9/13/

SCENARIO 3 Key changes from existing Two SPED director positions combined into one All building principals report directly to the superintendent One position oversees curriculum and program development for entire system Separate directors for SPED and student services DRAFT 9/13/

RESULT: INCREASED EDUCATIONAL FOCUS All three scenarios make better use of existing educational resources All three create one system-wide administrative team All three ensure increased consistency, alignment and collaboration DRAFT 9/13/

ADVANTAGES TO ORANGE ELEMENTARY SCHOOLS 9/13/2015 DRAFT 41

ORANGE… The newly designed organizational structure of centralized administrative responsibility for district accountability, curriculum, technology, student services, special education, business operations, and professional development would allow for the following opportunities: 9/13/ DRAFT

BUILDING SUPERVISION : The building principals would be relieved of the district responsibilities to allow for more increased interaction and supervision of teaching and instruction, classroom practices, and district initiatives. 9/13/ DRAFT

TEACHING AND LEARNING: Principals would have increased time to supervise and support student learning. More time could be focused on student progress monitoring, providing direct feedback to teachers concerning student achievement, at-risk students, instructional strategies, and time on task. There would be improved follow through and support for classroom projects, programs, and targeted instruction. 9/13/ DRAFT

CURRICULUM: More centralized administrative support would allow principals time to assist grade level teams to improve instructional delivery, assessment strategies, differentiated instruction, and support programs for all students. There would be an administrator with dedicated time to facilitate curriculum and instructional review based on student data and achievement. 9/13/ DRAFT

TECHNOLOGY: The integration of technology, teaching, and learning would be greatly enhanced through centralized technology administration. Principals would have increased time to support and assess effective instructional practices that incorporate technology, curriculum and student learning. 9/13/ DRAFT

BUSINESS FUNCTIONS :. Having all business, financial, grants management functions centralized allows principals time for program monitoring, evaluation, and improvement 9/13/ DRAFT

PROFESSIONAL DEVELOPMENT : Teachers would have increased opportunity to collaborate with Petersham teachers to more effectively implement Best Practices in our schools. Collaboration with Mahar staff would allow for PreK-12activities to better meet the social and emotional needs of children and their families. 9/13/ DRAFT

ADVANTAGES TO MAHAR STUDENTS 9/13/2015 DRAFT 49

ADVANTAGES TO PETERSHAM: Principal as educational leader 9/13/2015 DRAFT 50

PETERSHAM CENTER SCHOOL The newly designed organizational structure of centralized administrative responsibility for curriculum, professional development and special education services would allow the building principal the opportunity for the following: 9/13/ DRAFT

PERSONNEL : the Principal would have increased personal interaction with all staff giving direct and immediate feedback and consultation along with more frequent supervision and evaluation. 9/13/ DRAFT

PROGRAM REVIEW : the Principal would have time to assess student learning and progress/meet with teachers about at risk students/evaluate effectiveness of current and proposed programs. Improved follow through and support for classroom projects, programs and new ideas. 9/13/ DRAFT

PROFESSIONAL DEVELOPMENT : centralized design would afford Petersham teachers an opportunity to collaborate with other grade level professionals in the development of educational improvement initiatives. 9/13/ DRAFT

CURRICULUM : Allows the principal time to assist teachers to improve the curriculum delivery/assessment strategies/differentiated instructional for all students. Curriculum review, instruction, implementation and support from central office to facilitate articulation with Mahar. 9/13/ DRAFT

COMMUNITY: Principal would have the time to increase outreach to parents and community 9/13/ DRAFT

ADVANTAGES TO PETERSHAM: Principal as educational leader Improved oversight of educational personnel Increased time for program review Opportunities for collaborative professional development Curriculum Community DRAFT 9/13/

PETERSHAM: IMPROVED OVERSIGHT OF PERSONNEL The Principal would have increased personal interaction with all staff Direct and immediate feedback and consultation to staff More frequent supervision and evaluation DRAFT 9/13/

PETERSHAM: MORE TIME FOR PROGRAM REVIEW Assessment of student learning Meeting with teachers to discuss at-risk students Evaluation of effectiveness of current and proposed educational programs Additional support for classroom projects, programs and new ideas DRAFT 9/13/

PETERSHAM: IMPROVED PROFESSIONAL DEVELOPMENT Petersham teachers will be able to collaborate with grade-level peers in other schools on a regular basis Centralized oversight will ensure alignment and effective coordination between schools DRAFT 9/13/

PETERSHAM: WORKING WITH THE COMMUNITY The principal will have more time to increase outreach to parents and community members DRAFT 9/13/

KEY QUESTION #2: Searching for savings… Can an expanded K-12 Mahar Regional School District find significant savings, increased revenues, and/or avoided new costs? DRAFT 9/13/

SAVINGS, AVOIDED COSTS, INCREASED REVENUES Would an expanded regional school district be able to obtain health insurance at a reduced cost? What are the estimated gains from new transportation reimbursement? Would grant revenues increase because of new central office capacity to seek and win grants? Would ‘leveling-up’ of salaries outweigh gains from other savings and increased revenues? DRAFT 9/13/

PROCESS FOR EXPLORING HEALTH INSURANCE OPTIONS Obtain preliminary cost analysis and plan rate comparison (Orange municipal, Petersham municipal, Mahar Regional, GIC) Estimate net gains (if any) to be had If sufficient, begin process of negotiations with all associations and with towns form negotiating team contract with legal counsel to help lead process DRAFT 9/13/

KEY QUESTION #2: Sharing costs… What costs should be shared between the elementary and secondary systems? How should those costs be allocated? DRAFT 9/13/

PROCESS FOR DESIGNING ALLOCATION PLAN FOR SHARING COSTS BETWEEN ELEMENTARY AND SECONDARY SYSTEMS Determine which services will be shared Dependent upon administrative team model Dependent upon governance structure (e.g. joint contracting, supervisory union, hybrid region, full region) Determine appropriate percentages of use (and cost) for each system (elementary and secondary) Build a spreadsheet to calculate shared costs Structure a process for periodic review and revision of shared services and costs DRAFT 9/13/

NEXT STEPS: LOOKING FOR GREEN LIGHT FROM PLANNING COMMITTEE, SCHOOL COMMITTEES Continue to refine new admin team structure Explore insurance options (would be costs for legal counsel and rate comparison) Develop allocation plan for new admin team model superintendents discuss and allocate percentages K-12 Regional Planning Team reviews As shared governance structure is defined, similar model is used to share other costs DRAFT 9/13/