Cambridge Civic Journal Forum

May 13, 2013

Letter from Marc McGovern and Richard Harding, Co-chairs of the Budget Subcommittee of the Cambridge School Committee

Filed under: City Council,School Committee,schools — Tags: , , — Robert Winters @ 9:53 am

As Co-Chairs of the Budget Subcommittee of the School Committee, we are writing to express our complete disappointment in the actions taken by a handful of City Councilors who, on May 9, 2013 voted against next year’s school department budget. The school department budget process began over 8 months ago. During that time, numerous public meetings were held to gain community input. Meetings were also held by school councils made up of parents, teachers and administrators who made recommendations to the administration regarding budget priorities. Meetings were held with principals, the teachers’ union, the special education parent advisory council and others to gain budget insight. Many difficult and challenging conversations were had over these months culminating in a balanced budget that was voted unanimously by the School Committee.

It should be noted that these councilors did not express their reasons for voting against the budget at the time of the meeting. Some of the councilors asked only a few questions, never indicating that they would take such action. Since the meeting, three of the five councilors have provided information as to their concerns, none of which relate to the budget itself. The two major concerns expressed were controlled choice and charter school enrollment. These are two important issues and we do not question that they are worth discussion. What is confusing to us, however, is how will voting against the budget help better understand either of these issues? The truth is, it won’t. Families send their children to charter schools for various reasons. Every public school district in the country is aware of this issue and works to keep students in district, Cambridge is no different. In regard to controlled choice, the School Committee, the administration and the public have been working hard on this issue for the past two years, starting with a working group led by Patty Nolan and Richard Harding, and now a subcommittee of the whole led by Alice Turkel and Fred Fantini. Over 20 meetings have been held and as recently as May 7, 2013 the School Committee held a public meeting to review over a dozen recommendations as to how to improve controlled choice. If this issue was of such concern to these councilors that they took this unprecedented step, why didn’t they come to any of these meetings? Why didn’t they raise this concern sooner? Why didn’t they write an email, make a phone call or sit down for coffee to discuss these concerns? Their lack of communication makes us wonder if these are real concerns or just political posturing.

Let us be very clear, the political maneuvering that was carried out at this meeting will do absolutely nothing to help address these concerns. The councilors have done nothing to help bring us together as city leaders. What they did do, is drive a wedge between the school community and the city community. What they did do was potentially damage contract negotiations. What they did do was show that making a political statement was more important than insulting, disrespecting and undermining several months of work by parents, teachers, principals and school administrators. If that is not bad enough, they did it all without any communication, warning or chance for the superintendent or School Committee to be prepared. This was a complete and utter blindside to all who worked so hard.

What is also confusing is that since the School Committee passed the budget several weeks ago, not one of these councilors contacted us with any concerns or questions. Even prior to the meeting, none of these councilors pulled us aside and asked for explanations or gave any indication that they might vote against the budget.

It is important for the public to know that the City Council does not have the authority, nor is it their role, to vote specific budget allocations up or down. The Council must vote on the budget as a whole. So to make a political point these councilors voted down the entire budget which included funding for an additional autism classroom for our autistic children. They voted down adding additional school psychologists, inclusion specialists, athletic trainers, and additional staffing for our new upper schools. They voted down adding an additional Special Start classroom and funding the Wrap Around Zone at the Fletcher Maynard Academy modeled after the Harlem Children’s Zone. They voted down funding for professional development for our teachers, for paying our teachers, and for providing school improvement funds. They voted down funding for additional community outreach, and against our partners: Cambridge School Volunteers, City Sprouts, Science Club for Girls, and Breakthrough.

We stand with our parents, teachers, superintendent and School Committee colleagues who worked so hard on the proposed budget which we believe will help move our district forward.

Hopefully, with some time to catch our collective breath, more rational heads will prevail and these Councilors will see that their actions were more damaging than helpful.

Sincerely,
Marc McGovern and Richard Harding
Co-Chairs of the Budget Subcommittee of the Cambridge School Committee

May 10, 2013

FY2014 School Department Budget Stalled by City Council

Filed under: City Council,School Committee,schools — Tags: , , — Robert Winters @ 9:14 am

The Cambridge City Council at its FY2014 Budget Hearing on May 9 failed to approve the School Department Budget of $150,989,445 on a 3-4-1-1 vote [YES – Decker, Maher, Davis; NO – Simmons, Kelley, Cheung, vanBeuzekom; PRESENT – Toomey; ABSENT: Reeves]. The budgeted amount represents a 4.1% increase over the previous year and is in line with the increases of other City departments. This should require at least one more meeting of the Finance Committee to take up the FY2014 Budget and, presumably, another meeting of the School Committee to respond to the rejection of its budget. [Update – The Budget was not rejected, but held in the Finance Committee pending the resolution of a variety of questions. It was subsequently discharged on May 20 without any of these questions being addressed.]

Under the Charter, the City Council may reduce any submitted departmental budgets but they may not increase them. On the other hand, requests can be made through the City Manager to adjust and resubmit budgets. Cambridge being Cambridge, it’s likely that the budget rejection is based on a desire to spend MORE money rather than less money. It is the responsibility of the Cambridge School Committee to determine how money is allocated within the School Department budget. The City Council can only vote on the bottom line. If the intention of the City Council is to now involve itself in specific School Department budget items, this represents a radical departure from what is permitted under the Charter and calls into question the role and responsibilities of the School Committee. – RW

Reference: Cambridge Chronicle story

January 19, 2012

Cambridge Public Schools Academic Challenge Plan

Filed under: School Committee,schools — Tags: , — Robert Winters @ 2:00 pm

Jan 17, 2012 – The Cambridge Public Schools Academic Challenge Plan for the new upper schools is now available. You can view it at http://rwinters.com/school/AcademicChallenge2012Jan16.pdf. You may also wish to read the Appendices at http://rwinters.com/school/AcademicChallengeAppendices.pdf.

Personally, I’m primarily interested in the plans for mathematics in the upper schools and the high school, and it’s hard to discern from this plan what exactly will happen. There appears to be a rigidity of thought regarding sticking with "differentiated instruction" without any mention of what might happen if the difference in skills within a classroom turns out to be too great. There can be a breaking point where all the "professional development" in the world cannot yield appropriate instruction for all students. This report indicates only that "the Math Academic Honors option will offer students the choice of selecting honors on a unit-by-unit basis rather than enrolling students in a separate honors course." A quick read seems to suggest that the plan is to merely direct advanced mathematics learners to supplement their education with online options – something that advanced mathematics learners may well be doing regardless of the plans of the Cambridge Public Schools.

The plan will be presented at the January 17 School Committee meeting (starting 6:00pm).

Additional Public Comment will be received at the Tuesday, January 24 School Committee meeting (starting 6:00pm).

The plan will be voted on in early February.

I am very interested to hear what others may have to say about this plan. – Robert Winters

My Follow-Up Comments & Questions (based on the Jan 17 presentation):

1) I would like to hear more details about the "Subject Acceleration Protocol". It sounds almost like an IEP (individualized education program) for advanced learners. What are the possible choices that could be proposed for such students who are several years above grade level?

2) What will happen if the plans for systemwide "differentiated instruction in heterogeneous classrooms" fails to deliver on its promises and the result is primarily chaos and mediocrity? The plan leans heavily on teachers to carry out this plan – and the teachers were barely consulted in the development of the plan. It’s easy to claim that "professional development" can prepare all teachers to carry this out, but the reality may prove otherwise. Is there a backup plan?

3) The Scholars Challenge outlined in the proposal is terribly vague. Much of it sounds like things I thought any school system would already be doing routinely.

4) The Math Honors Option seems somewhat contrived – an acknowledgement that the Cambridge Public Schools must do something with accelerated students while remaining strapped to the mast of its ideology. One School Committee member noted that it’s a very real possibility that there will be two kinds of students – one group who chooses the honors option for every unit where this is permitted and another group who never choose the honors option. The system abhors sorting students by ability, but the students will likely do it on their own (and have no problem doing so).

5) Might there be a conflict between the Math Honors Option and the Subject Acceleration Protocol? I can easily imagine students first choosing the (embedded) honors option and then deciding to seek a more appropriate solution via the Subject Acceleration Protocol. Will acceleration be denied by school staff in order to make the embedded honors option work?

6) How exactly will the Math Honors Option be engineered? Will the Honors students gather in a separate room for these selected units? One School Committee member seemed horrified at the thought – even though this may be the only practical and sensible way to engineer this option. What will happen if there’s a great disparity in the number of students choosing the Honors option? Is there sufficient flexibility in the design to manage this?

7) What will be the protocol for dealing with noncooperative/disruptive students in heterogeneous classrooms? You can talk about beliefs and "habits of scholarship" and "creative environments conducive to learning", but you cannot wish away problematic behavior.

8) What exactly is meant by culturally competent teaching? How does this differ from what teachers do now?

9) Is there a transition plan for students who will be in the 7th or 8th Grade this coming fall? [The new upper schools will consist of Grades 6, 7, and 8.]

10) How does the new plan mesh with the high school curriculum and protocols?

11) Most people will agree that choice of electives and "leveling" of classes becomes appropriate at some point. What is this point? The underlying belief in this Academic Challenge Plan is that such choices are not appropriate at Grades 6, 7, and 8 (and earlier). Is Grade 9 and the beginning of high school the point where student choice becomes permissible?

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