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Three Year Review of District Initiatives September 2008 After a national search partially funded by the Pittsburgh Foundation, Mark Roosevelt was named Superintendent of the Pittsburgh Public Schools (“PPS”) in August, 2005. Mr. Roosevelt is a graduate of the Broad Superintendents Academy (http://www.broadacademy.org). At seven extended (4-day) weekend sessions, the Broad Academy trains potential large district superintendents from diverse backgrounds including the military and the public and private sectors (http://www.broadacademy.org/about/services/training.html#1). The requirement for Superintendent Certification was waived by the State of Pennsylvania in order for Mr. Roosevelt to assume the position of superintendent of the PPS. Over the last three years Mr. Roosevelt has introduced numerous changes to the PPS, including the announcement of “Excellence for All,” his plan for public school reform ( http://www.pghboe.net/1431106514449180/site/default.asp); the closing of 22 elementary and middle schools; the formation of eight Accelerated Learning Academies (ALA’s); contracting with Kaplan, Inc. to prepare a district-wide, standardized curriculum; securing initial funding for the Pittsburgh Promise; closing Schenley High School; and developing a high school reform plan that includes replacing some comprehensive high schools with smaller, 6-12th grade, theme-based schools. Excellence for All- Results on PSSA test goals have been mixed (see PURE Reform’s website tab “Featured Topics”). Information has been requested from the District as to progress on other goals such as reduction in the dropout rate (see PURE Reform’s website tab “Questions about High School Reform”). Elementary and Middle School Closures- In 2006, with 50,000 seats for about 30,000 students, the Superintendent closed 22 elementary and middle schools. Decisions were said to be based on academic performance and underutilized capacity with consideration given to a new metric developed by the Rand Corporation, the School Performance Index (“SPI”). The SPI was intended to evaluate the extent of student improvement in particular schools (http://www.rand.org/commentary/120405PPG.html). However, since 2006 little has been heard of the SPI, and one of the Pittsburgh public schools receiving the lowest SPI ranking (Westinghouse High School) (http://www.post-gazette.com/pg/05318/606178.stm) was reportedly among the most improved high schools over the following three years (http://www.post-gazette.com/pg/08207/899427-298.stm). This year to year variability raises questions about the role of measures like the SPI in making permanent decisions such as which schools, or at least which buildings, to close. Kaplan Curriculum- In 2006, despite concerns raised by parents and teachers, Mr. Roosevelt recommended and the district accepted an $8.4 million contract with Kaplan K-12 Learning Services in an effort to bring a uniform curriculum to the entire district. After teacher complaints and disappointing results, revisions were made in the arrangement to return some of the responsibility for curriculum to the district. It is not clear how the uniform curriculum will coordinate with the move toward “themed” schools. Accelerated Learning Academies (ALA’s)- In September 2006, eight K-8 schools were designated ALA’s. The intent was that a longer school day (45 additional minutes), a longer school year (10 additional days) and highly qualified teachers and principals who chose to be assigned to these schools, would provide intensive instruction aimed at raising reading and math test scores by the end of the 2008-09 school year. The complete power point presentation about the ALA’s is at http://www.pps.k12.pa.us/14311059122535553/lib/14311059122535553/alapres1-31-06.pdf. Community Education Partners (CEP)- In January 2007, the Pittsburgh Public Schools’ board voted to contract with CEP, a Nashville company headed by former Tennessee GOP chairman Randle Richardson, to run a school at the site of Clayton Elementary School on the North side for the most disruptive students. (http://www.post-gazette.com/pg/07025/756645-53.stm). The district agreed to pay CEP $5.7 million a year for 6 years. CEP’s stated intention is to return these students to their regular schools within 180 days. As of March 2008, only 250 students were attending the CEP run school even though enrollment was scheduled to increase to 432 students by June 2008. However, according to Dr. Kay Cupples, the district's executive director of support services, if officials had followed through with that ramp-up, "it would have become a dangerous situation" because that number of students couldn't be managed (http://www.post-gazette.com/pg/08081/866821-85.stm). Between September 2007 and February 2008, there were 35 incidents at the school reported to the police (http://www.pittsburghcitypaper.ws/gyrobase/PrintFriendly?oid=oid:41994). In March 2008, board member Theresa Colaizzi asked administrators to provide a report on CEP's performance to date. PURE Reform has requested information about CEP’s performance evaluation and report it on the PURE Reform website. Pittsburgh Emerging Leadership Academy (PELA)- In September 2007, Mr. Roosevelt announced that the PPS acquired a $1.8 million grant from the Broad Foundation (the same foundation that funds the Superintendents’ Academy that Mr. Roosevelt attended). PELA is a principal development program that provides aspiring principals with one year training, including guidance from veteran principals. The Pittsburgh Promise- In December 2007 Mark Roosevelt and Mayor Luke Ravenstahl coordinated with the University of Pittsburgh Medical Center (“UPMC”) to create an endowment to provide scholarships for higher education for PPS students, providing $5000/year for up to four years for any student that attends a Pittsburgh public or charter high school from 9th-12th grades and meets requirements including graduating with a certain GPA ( 2.25 for 2009 graduates and 2.5 for 2010 graduates) http://www.post-gazette.com/pg/08262/913179-100.stm?cmpid=latest.xml) and attends any public university or trade school in Pennsylvania or any private university or trade school in Allegheny County. The scholarship is scheduled increase to $10,000/year in 3-5 years. UPMC’s commitment is in the form of an initial $10 million in funding and a $90 million challenge grant dependent on matching funds being raised by the district. UPMC, which as a nonprofit does not pay city or school taxes, withdrew its initial request for an agreement that would have given it tax credits for Promise contributions if laws were changed to require UPMC to pay city or school taxes. The Pittsburgh Foundation was retained to administer the Promise. PURE Reform has requested information on the effect the Pittsburgh Promise is expected to have on enrollment. Schenley High School Closure- In October 2007, Mr. Roosevelt announced his intention to close Schenley High School due to the cost of abating asbestos and renovating the building. A task force appointed by the district in 2005 had recommended that the school be renovated. Many community members (including engineers, architects, green building experts, educators parents and students) responded that the district will not benefit, either financially or academically, by the dismantling of Schenley High School and the closure of the building (see PURE Reform’s website, “Links” tab), but in June 2007 the board voted 5 – 4 to close the building. Note as to the cost of the Schenley renovation: Binding bids for the Schenley project were never obtained, but in May 2008 the Superintendent estimated the renovation cost at $76M (http://www.post-gazette.com/pg/08141/883230-298.stm). With state support under PlanCon (about 14% per the district) bringing the renovation figure down to $66M, annual payments for 25 years at a 5% interest rate would have been about $4.7M. Assuming a 50 year useful life (estimates ranged from 50 - 100 years) and building capacity of 1300 students, the cost (4.7M x 25 years) per student year (50 years x 1300 students) would have been $807 per student year (less than $5 per student per school day). While alternative capital projects for other buildings were billed by the district as more cost effective, no calculations were provided as to the cost per student year of Schenley versus other capital projects, and the cost of at least one of these other projects (the CAPA merger described below) is now expected to exceed the original figures more than 20%. If similar increases occur across the board in the alternative projects, the cost of those projects may approach or even exceed the cost of renovating Schenley, all for buildings with a much shorter useful life than the Schenley building. High School Reform- Mr. Roosevelt’s High School Reform revolves around reducing the number of comprehensive high schools and the creation of smaller, grade 6-12, theme-based schools. However, so far the only new theme-based or grade 6-12 schools created or announced have been “between the rivers.” Many questions have been raised by the community (see PURE Reform’s website tab “Questions about High School Reform”), and the merger of the middle and high school arts programs (Rogers and CAPA) was enacted against the recommendations of a task force appointed by the district. A comprehensive 5 to 10 year plan for facilities has yet to be released. The Plan for High School Excellence-Five Year Road Map- In June 2008, Mr. Roosevelt released a Five Year Road Map for high school reform. The following goals were stated for years 2006-07 to 2011-12: Introductory Year 2006-07 • Continuously evaluate student enrollment and demographic trends, particularly as new school options become available, to best achieve the Vision for school Redesign • Create Vision and Core Principles of High School Excellence • Establish the Office of High School Excellence • Release comprehensive, multi-year high school reform plan • Convene the High School Reform Task Force • Institute the 5 Foundational Initiatives 1) Managed Instruction 2) Coordinated Professional Development 3) Coaches in every building 4) School Leaders Functioning as Instructional Leaders 5) Use of Diagnostic Data Year One 2007-08 • Develop, implement and evaluate plan for Career and Technology Education (CTE) • Evaluate the impact of New School options on sports and extracurricular activities and create action plan for the district • Form IB Committee to determine permanent location • Respond to recommendation to relocate students from Schenley • Modify long-term suspension policy • Implement Lighthouse Project with YMCA at Westinghouse • Open CEP School at Clayton • Begin 9th Grade Nation program and Implement Civics: Be the Change curriculum • Create the Pittsburgh Pledge • Implement Read 180 and Math Support • Secure funding for the Pittsburgh Promise • Engage North Side and Homewood communities and create action plans regarding Oliver, Perry and Westinghouse, including CTE programming Year Two 2008-09 • Open Robotics CTE Academy at Peabody • Open University Prep 6-12 School at Milliones • Recruit and hire new Executive Director of High Schools • Open Reizenstein as the temporary location for Schenley students • Review results of Magnet Audit and develop action plan for secondary schools; anticipate launch in 2010-11 school year • Engage West End and South Side communities and create action plans regarding Langley, Brashear, and Carrick, including CTE programming Year Three 2009-10 • Merge Rogers CAPA with CAPA downtown to form CAPA 6-12 with Arts CTE • Open Science and Technology 6-12 Academy at Frick • Open IB 6-12 temporarily at Reizenstein • Launch Business, Information Technology and Finance CTE Academy at Carrick • Implement new school counseling model • Formalize Engineering Technology CTE Academy at Allderdice Year Four 2010-11 • Launch Transportation and Logistics Academy at Brashear • Launch Consumer Sciences CTE Academy at Location TBA Year Five 2011-12 • Open Construction and Trades CTE Academy at Location TBA • Open Health Careers Academy at location TBA ADDENDUM: November 14, 2008 Pittsburgh Public Schools Review, Year Four To Date Strategic Plan- On September 30, 2008 the district released a draft of a Strategic Plan to implement its Excellence for All initiatives. The plan was released for a 30 day public review process from September 30, 2008 through October 31, 2008. PURE Reform reviewed the plan and sent a complete list of questions to the administration and the school board (see PURE Reform Comments under “Links”). A+ Plus Schools also reviewed the strategic plan and released its own set of questions regarding the plan (also available under “Links”). On November 5, 2008, the district released its final draft of the Strategic Plan for presentation to the school board. Few of the questions submitted by PURE reform or the issues raised by A+ Schools were addressed in the final draft. Pittsburgh Promise- Two years ago the Pittsburgh Promise, a scholarship program that provides up to $5k per year (expected to increase to $10k per year in the future) to Pittsburgh public and charter high school graduates for post-secondary education, was introduced to the public (see the 3 year review above). In October 2008, three separate foundations pledged $13 million to the scholarship program, some of which is to be paid in future years. The Heinz Foundation pledged $6 million, the Buhl Foundation pledged $3 million and the Pittsburgh Foundation pledged $3 million. Promise officials stated that the scholarship program was at this point almost halfway to the fundraising goal of $15 million for 2008-09 that is necessary to collect full matching funds of $10 million available for the year from donor UPMC. Some structural changes were announced this year regarding the use of Promise. Recipients can now use these funds for room, board and book expenses rather than for tuition costs only. A question remained as to the extent to which post-secondary institutions will treat Promise money as “last dollar” funding rather than reducing aid the student would otherwise receive. Pittsburgh Promise presentations to the public took place during the month of November (see PURE Reform’s Announcements tab). Principal training- The Pittsburgh Public Schools administration has agreed to accept the aid of High School Futures, a team of educators that will assist in instructing the city’s high school teachers and principals in education practices over the next five years. Instead of restructuring troubled schools or recruiting new principals, High School Futures works to boost the effectiveness of current staff members The organization is made up of the following people from various fields in education (most members have connections to Mark Roosevelt from Massachusetts or the Broad Foundation): Jonathon D. Saphier- founder of Massachusetts-based Research for Better Teaching Inc. and co-author of "The Skillful Teacher: Building Your Teaching Skills" Steven C. Leonard- a 2002 graduate of the Broad Superintendents Academy and assistant superintendent of curriculum and instruction for the Taunton Public Schools in Massachusetts Eva Ostrum- the group's founder and a former school administrator in Boston and Philadelphia Elizabeth A. City- director of instructional strategy at Harvard University's Executive Leadership Program for Educators Will Jordan- associate professor of urban education at Temple University The Pittsburgh Post-Gazette reported that “High School Futures will cover its initial costs in Pittsburgh with about $4.4 million in private grant money, though the district will have to pay its teachers and principals $975,000 through 2012-13 to attend extra training sessions. The consultants have lofty goals -- a 10 percentage point annual gain in reading proficiency, math proficiency, graduation rate and college matriculation rate, beginning in the second year of the project at each high school.” The Post-Gazette also reported that “during his long career, Dr. Leonard twice has been the subject of controversy” and that Eva Ostrum left a principal's position at Springfield High School in Montgomery County in July 2007 after only about six months, citing philosophical differences with the district administration (http://www.post-gazette.com/pg/08301/923185-53.stm). Schenley at Reizenstein- Schenley 10th-12th grade students moved to the Reizenstein facility in September of 2008. 9th grade IB students remained at Frick. Other students who would otherwise have been assigned to Schenley were assigned to 9th grade at the new University Prep school. Recommendations are pending from the IB site selection committee and from the Superintendent for a permanent location for the IB 6-12 high school. Science-Technology School- In June 2008 the board approved plans for a new science and technology school at the Frick facility in Oakland. The superintendent indicated that it would cost about $14 million to convert the Frick building into a sci-tech school for 550 students in grades six through twelve. The school is the brainchild of Carnegie Mellon students, all from the Heinz School of Public Policy and Management. It is to open in fall 2009 with 250 students in grades six through nine, with additional grades to be added in later years. The magnet application period for the school was set for Nov. 1 to Dec. 10 with a weighted lottery scheduled for the week of Dec. 17. The sci-tech lottery gives all applicants at least one chance at admission. One additional chance is given for each of the following: qualifying for free or reduced-price lunches; scoring proficient on the state math and reading tests; scoring in the top half of their classes on the math test; having a school attendance rate higher than 90 percent; and, for ninth grade applicants, for having attended special STEM programs at Pittsburgh Carmalt PreK-8 or Pittsburgh Lincoln K-8. These schools' populations are 45 percent and 98 percent black, respectively (http://www.post-gazette.com/pg/08306/924550-52.stm) . The Post-Gazette reported that “[p]roject manager Sam Franklin said the school's innovations would include a curriculum called "Dream. Discover. Design." Emphasis would be placed on setting goals, carrying out research and applying knowledge, an approach to keep students interested and prepare them for the workplace. An "honors diploma" is to be awarded to students who take selected courses, like "advanced research methods" and "advanced postsecondary preparation," and complete an "executive experience" in collaboration with a university or community group. Students are to work at their own pace, with the possibility of graduating a year earlier or a year later than usual. After ninth grade, students are to concentrate in the life, computer, environmental or engineering sciences Board members have lauded the design team's vision but have also raised various concerns, including whether the school will drain the district's best students and teachers from other buildings. Parent Engagement-The PPS continued to offer “Parent Engagement Tuesdays”. These meetings are designed to encourage more parent participation in Pittsburgh’s public schools and are being administered by PPS employee Mark Conner. The meetings are held at a different location and at a varied time of day each Tuesday to enable attendance of parents with different schedules (see Announcements page for schedule). Topics for these meetings will be the same for the four meetings each month. Pure Reform will attend and report on some of these meetings (see PURE Reform Blog, Parent Engagement for K-8). Magnet Program Report- In October 2008, Metis Associates, a New York consulting firm, called for significant changes to the Pittsburgh Public Schools' magnet programs. The firm stated that the current offerings are not adequately addressing economic demand or realities. In addition, it called for better staffing, marketing and evaluation of magnet operations and improved magnet leadership. The firm reported that some magnets have had a difficult time recruiting qualified teachers and cited a general lack of rigor in magnet curricula. The firm, which the school board retained in March at a cost of up to $221,000, also cited disturbing variations in magnet quality and principals' commitment to the programs. The district stated that it will work to implement the firm’s findings and that already it is in the process of making some improvements, such as opening the new Sci-Tech high school and upgrading Carrick High School’s business and finance program to magnet status (http://www.post-gazette.com/pg/08301/923185-53.stm). Bonuses for Principal Performance- Also in October 2008 the first bonuses were awarded under a new compensation incentive program for principals and acting principals. Under this program an annual bonus of up to $10,000 is available based on student achievement (as shown for example on state standardized test scores). An additional bonus of up to $2000 is available in recognition of factors such as the principal’s support for the superintendent’s initiatives and community engagement Four of the five principals who received no bonus have been reassigned to different positions. The Post-Gazette reports that the grants are funded in part by a 5 year $7.4 million grant from the US Department of Education (although even if each of the district’s 71 principals received the full $12,000 bonus for 5 years running the total bonus amount of $4.26 million would be less than the $7.4 million grant) (http://www.post-gazette.com/pg/08290/920290-298.stm ). Opportunity for comment- PURE Reform has compiled this summary to assist stakeholders in the Pittsburgh Public Schools (PPS) in understanding the many changes that have been introduced to our schools since Mark Roosevelt has taken over as superintendent. It is the intention of PURE Reform to pursue transparency and encourage dialogue regarding the reform of the PPS. Please visit our blog at http://purereform.blogspot.com/ to contribute to the discussion.

Three Year Review of District Initiatives

September 2008

After a national search partially funded by the Pittsburgh Foundation, Mark Roosevelt was named Superintendent of the Pittsburgh Public Schools (“PPS”) in August, 2005. Mr. Roosevelt is a graduate of the Broad Superintendents Academy (http://www.broadacademy.org). At seven extended (4-day) weekend sessions, the Broad Academy trains potential large district superintendents from diverse backgrounds including the military and the public and private sectors (http://www.broadacademy.org/about/services/training.html#1). The requirement for Superintendent Certification was waived by the State of Pennsylvania in order for Mr. Roosevelt to assume the position of superintendent of the PPS.

Over the last three years Mr. Roosevelt has introduced numerous changes to the PPS, including the announcement of “Excellence for All,” his plan for public school reform ( http://www.pghboe.net/1431106514449180/site/default.asp); the closing of 22 elementary and middle schools; the formation of eight Accelerated Learning Academies (ALA’s); contracting with Kaplan, Inc. to prepare a district-wide, standardized curriculum; securing initial funding for the Pittsburgh Promise; closing Schenley High School; and developing a high school reform plan that includes replacing some comprehensive high schools with smaller, 6-12th grade, theme-based schools.

Excellence for All- Results on PSSA test goals have been mixed (see PURE Reform’s website tab “Featured Topics”). Information has been requested from the District as to progress on other goals such as reduction in the dropout rate (see PURE Reform’s website tab “Questions about High School Reform”).

Elementary and Middle School Closures- In 2006, with 50,000 seats for about 30,000 students, the Superintendent closed 22 elementary and middle schools. Decisions were said to be based on academic performance and underutilized capacity with consideration given to a new metric developed by the Rand Corporation, the School Performance Index (“SPI”). The SPI was intended to evaluate the extent of student improvement in particular schools (http://www.rand.org/commentary/120405PPG.html). However, since 2006 little has been heard of the SPI, and one of the Pittsburgh public schools receiving the lowest SPI ranking (Westinghouse High School) (http://www.post-gazette.com/pg/05318/606178.stm) was reportedly among the most improved high schools over the following three years (http://www.post-gazette.com/pg/08207/899427-298.stm). This year to year variability raises questions about the role of measures like the SPI in making permanent decisions such as which schools, or at least which buildings, to close.

Kaplan Curriculum- In 2006, despite concerns raised by parents and teachers, Mr. Roosevelt recommended and the district accepted an $8.4 million contract with Kaplan K-12 Learning Services in an effort to bring a uniform curriculum to the entire district. After teacher complaints and disappointing results, revisions were made in the arrangement to return some of the responsibility for curriculum to the district. It is not clear how the uniform curriculum will coordinate with the move toward “themed” schools.

Accelerated Learning Academies (ALA’s)- In September 2006, eight K-8 schools were designated ALA’s. The intent was that a longer school day (45 additional minutes), a longer school year (10 additional days) and highly qualified teachers and principals who chose to be assigned to these schools, would provide intensive instruction aimed at raising reading and math test scores by the end of the 2008-09 school year. The complete power point presentation about the ALA’s is at http://www.pps.k12.pa.us/14311059122535553/lib/14311059122535553/alapres1-31-06.pdf.

Community Education Partners (CEP)- In January 2007, the Pittsburgh Public Schools’ board voted to contract with CEP, a Nashville company headed by former Tennessee GOP chairman Randle Richardson, to run a school at the site of Clayton Elementary School on the North side for the most disruptive students. (http://www.post-gazette.com/pg/07025/756645-53.stm). The district agreed to pay CEP $5.7 million a year for 6 years. CEP’s stated intention is to return these students to their regular schools within 180 days. As of March 2008, only 250 students were attending the CEP run school even though enrollment was scheduled to increase to 432 students by June 2008. However, according to Dr. Kay Cupples, the district's executive director of support services, if officials had followed through with that ramp-up, "it would have become a dangerous situation" because that number of students couldn't be managed (http://www.post-gazette.com/pg/08081/866821-85.stm). Between September 2007 and February 2008, there were 35 incidents at the school reported to the police (http://www.pittsburghcitypaper.ws/gyrobase/PrintFriendly?oid=oid:41994). In March 2008, board member Theresa Colaizzi asked administrators to provide a report on CEP's performance to date. PURE Reform has requested information about CEP’s performance evaluation and report it on the PURE Reform website.

Pittsburgh Emerging Leadership Academy (PELA)- In September 2007, Mr. Roosevelt announced that the PPS acquired a $1.8 million grant from the Broad Foundation (the same foundation that funds the Superintendents’ Academy that Mr. Roosevelt attended). PELA is a principal development program that provides aspiring principals with one year training, including guidance from veteran principals.

The Pittsburgh Promise- In December 2007 Mark Roosevelt and Mayor Luke Ravenstahl coordinated with the University of Pittsburgh Medical Center (“UPMC”) to create an endowment to provide scholarships for higher education for PPS students, providing $5000/year for up to four years for any student that attends a Pittsburgh public or charter high school from 9th-12th grades and meets requirements including graduating with a certain GPA ( 2.25 for 2009 graduates and 2.5 for 2010 graduates) http://www.post-gazette.com/pg/08262/913179-100.stm?cmpid=latest.xml) and attends any public university or trade school in Pennsylvania or any private university or trade school in Allegheny County. The scholarship is scheduled increase to $10,000/year in 3-5 years. UPMC’s commitment is in the form of an initial $10 million in funding and a $90 million challenge grant dependent on matching funds being raised by the district. UPMC, which as a nonprofit does not pay city or school taxes, withdrew its initial request for an agreement that would have given it tax credits for Promise contributions if laws were changed to require UPMC to pay city or school taxes. The Pittsburgh Foundation was retained to administer the Promise. PURE Reform has requested information on the effect the Pittsburgh Promise is expected to have on enrollment.

Schenley High School Closure- In October 2007, Mr. Roosevelt announced his intention to close Schenley High School due to the cost of abating asbestos and renovating the building. A task force appointed by the district in 2005 had recommended that the school be renovated. Many community members (including engineers, architects, green building experts, educators parents and students) responded that the district will not benefit, either financially or academically, by the dismantling of Schenley High School and the closure of the building (see PURE Reform’s website, “Links” tab), but in June 2007 the board voted 5 – 4 to close the building.

Note as to the cost of the Schenley renovation: Binding bids for the Schenley project were never obtained, but in May 2008 the Superintendent estimated the renovation cost at $76M (http://www.post-gazette.com/pg/08141/883230-298.stm). With state support under PlanCon (about 14% per the district) bringing the renovation figure down to $66M, annual payments for 25 years at a 5% interest rate would have been about $4.7M. Assuming a 50 year useful life (estimates ranged from 50 - 100 years) and building capacity of 1300 students, the cost (4.7M x 25 years) per student year (50 years x 1300 students) would have been $807 per student year (less than $5 per student per school day). While alternative capital projects for other buildings were billed by the district as more cost effective, no calculations were provided as to the cost per student year of Schenley versus other capital projects, and the cost of at least one of these other projects (the CAPA merger described below) is now expected to exceed the original figures more than 20%. If similar increases occur across the board in the alternative projects, the cost of those projects may approach or even exceed the cost of renovating Schenley, all for buildings with a much shorter useful life than the Schenley building.

High School Reform- Mr. Roosevelt’s High School Reform revolves around reducing the number of comprehensive high schools and the creation of smaller, grade 6-12, theme-based schools. However, so far the only new theme-based or grade 6-12 schools created or announced have been “between the rivers.” Many questions have been raised by the community (see PURE Reform’s website tab “Questions about High School Reform”), and the merger of the middle and high school arts programs (Rogers and CAPA) was enacted against the recommendations of a task force appointed by the district. A comprehensive 5 to 10 year plan for facilities has yet to be released.

The Plan for High School Excellence-Five Year Road Map- In June 2008, Mr. Roosevelt released a Five Year Road Map for high school reform. The following goals were stated for years 2006-07 to 2011-12:

Introductory Year 2006-07

• Continuously evaluate student enrollment and demographic trends, particularly as new school options become available, to best achieve the Vision for school Redesign
• Create Vision and Core Principles of High School Excellence
• Establish the Office of High School Excellence
• Release comprehensive, multi-year high school reform plan
• Convene the High School Reform Task Force
• Institute the 5 Foundational Initiatives

1) Managed Instruction
2) Coordinated Professional Development
3) Coaches in every building
4) School Leaders Functioning as Instructional Leaders
5) Use of Diagnostic Data

Year One 2007-08

• Develop, implement and evaluate plan for Career and Technology Education (CTE)
• Evaluate the impact of New School options on sports and extracurricular activities and create action plan for the district
• Form IB Committee to determine permanent location
• Respond to recommendation to relocate students from Schenley
• Modify long-term suspension policy
• Implement Lighthouse Project with YMCA at Westinghouse
• Open CEP School at Clayton
• Begin 9th Grade Nation program and Implement Civics: Be the Change curriculum
• Create the Pittsburgh Pledge
• Implement Read 180 and Math Support
• Secure funding for the Pittsburgh Promise
• Engage North Side and Homewood communities and create action plans regarding Oliver, Perry and Westinghouse, including CTE programming

Year Two 2008-09

• Open Robotics CTE Academy at Peabody
• Open University Prep 6-12 School at Milliones
• Recruit and hire new Executive Director of High Schools
• Open Reizenstein as the temporary location for Schenley students
• Review results of Magnet Audit and develop action plan for secondary schools; anticipate launch in 2010-11 school year
• Engage West End and South Side communities and create action plans regarding Langley, Brashear, and Carrick, including CTE programming

Year Three 2009-10

• Merge Rogers CAPA with CAPA downtown to form CAPA 6-12 with Arts CTE
• Open Science and Technology 6-12 Academy at Frick
• Open IB 6-12 temporarily at Reizenstein
• Launch Business, Information Technology and Finance CTE Academy at Carrick
• Implement new school counseling model
• Formalize Engineering Technology CTE Academy at Allderdice

Year Four 2010-11

• Launch Transportation and Logistics Academy at Brashear
• Launch Consumer Sciences CTE Academy at Location TBA

Year Five 2011-12

• Open Construction and Trades CTE Academy at Location TBA
• Open Health Careers Academy at location TBA

ADDENDUM:

November 14, 2008 Pittsburgh Public Schools Review, Year Four To Date

Strategic Plan- On September 30, 2008 the district released a draft of a Strategic Plan to implement its Excellence for All initiatives. The plan was released for a 30 day public review process from September 30, 2008 through October 31, 2008. PURE Reform reviewed the plan and sent a complete list of questions to the administration and the school board (see PURE Reform Comments under “Links”). A+ Plus Schools also reviewed the strategic plan and released its own set of questions regarding the plan (also available under “Links”). On November 5, 2008, the district released its final draft of the Strategic Plan for presentation to the school board. Few of the questions submitted by PURE reform or the issues raised by A+ Schools were addressed in the final draft.

Pittsburgh Promise- Two years ago the Pittsburgh Promise, a scholarship program that provides up to $5k per year (expected to increase to $10k per year in the future) to Pittsburgh public and charter high school graduates for post-secondary education, was introduced to the public (see the 3 year review above). In October 2008, three separate foundations pledged $13 million to the scholarship program, some of which is to be paid in future years. The Heinz Foundation pledged $6 million, the Buhl Foundation pledged $3 million and the Pittsburgh Foundation pledged $3 million. Promise officials stated that the scholarship program was at this point almost halfway to the fundraising goal of $15 million for 2008-09 that is necessary to collect full matching funds of $10 million available for the year from donor UPMC.

Some structural changes were announced this year regarding the use of Promise. Recipients can now use these funds for room, board and book expenses rather than for tuition costs only. A question remained as to the extent to which post-secondary institutions will treat Promise money as “last dollar” funding rather than reducing aid the student would otherwise receive. Pittsburgh Promise presentations to the public took place during the month of November (see PURE Reform’s Announcements tab).

Principal training- The Pittsburgh Public Schools administration has agreed to accept the aid of High School Futures, a team of educators that will assist in instructing the city’s high school teachers and principals in education practices over the next five years. Instead of restructuring troubled schools or recruiting new principals, High School Futures works to boost the effectiveness of current staff members The organization is made up of the following people from various fields in education (most members have connections to Mark Roosevelt from Massachusetts or the Broad Foundation):

Jonathon D. Saphier- founder of Massachusetts-based Research for Better Teaching Inc. and co-author of "The Skillful Teacher: Building Your Teaching Skills"

Steven C. Leonard- a 2002 graduate of the Broad Superintendents Academy and assistant superintendent of curriculum and instruction for the Taunton Public Schools in Massachusetts

Eva Ostrum- the group's founder and a former school administrator in Boston and Philadelphia Elizabeth A. City- director of instructional strategy at Harvard University's Executive Leadership Program for Educators

Will Jordan- associate professor of urban education at Temple University

The Pittsburgh Post-Gazette reported that “High School Futures will cover its initial costs in Pittsburgh with about $4.4 million in private grant money, though the district will have to pay its teachers and principals $975,000 through 2012-13 to attend extra training sessions. The consultants have lofty goals -- a 10 percentage point annual gain in reading proficiency, math proficiency, graduation rate and college matriculation rate, beginning in the second year of the project at each high school.” The Post-Gazette also reported that “during his long career, Dr. Leonard twice has been the subject of controversy” and that Eva Ostrum left a principal's position at Springfield High School in Montgomery County in July 2007 after only about six months, citing philosophical differences with the district administration (http://www.post-gazette.com/pg/08301/923185-53.stm).

Schenley at Reizenstein- Schenley 10th-12th grade students moved to the Reizenstein facility in September of 2008. 9th grade IB students remained at Frick. Other students who would otherwise have been assigned to Schenley were assigned to 9th grade at the new University Prep school. Recommendations are pending from the IB site selection committee and from the Superintendent for a permanent location for the IB 6-12 high school.

Science-Technology School- In June 2008 the board approved plans for a new science and technology school at the Frick facility in Oakland. The superintendent indicated that it would cost about $14 million to convert the Frick building into a sci-tech school for 550 students in grades six through twelve. The school is the brainchild of Carnegie Mellon students, all from the Heinz School of Public Policy and Management. It is to open in fall 2009 with 250 students in grades six through nine, with additional grades to be added in later years.

The magnet application period for the school was set for Nov. 1 to Dec. 10 with a weighted lottery scheduled for the week of Dec. 17. The sci-tech lottery gives all applicants at least one chance at admission. One additional chance is given for each of the following: qualifying for free or reduced-price lunches; scoring proficient on the state math and reading tests; scoring in the top half of their classes on the math test; having a school attendance rate higher than 90 percent; and, for ninth grade applicants, for having attended special STEM programs at Pittsburgh Carmalt PreK-8 or Pittsburgh Lincoln K-8. These schools' populations are 45 percent and 98 percent black, respectively (http://www.post-gazette.com/pg/08306/924550-52.stm) .

The Post-Gazette reported that “[p]roject manager Sam Franklin said the school's innovations would include a curriculum called "Dream. Discover. Design." Emphasis would be placed on setting goals, carrying out research and applying knowledge, an approach to keep students interested and prepare them for the workplace. An "honors diploma" is to be awarded to students who take selected courses, like "advanced research methods" and "advanced postsecondary preparation," and complete an "executive experience" in collaboration with a university or community group. Students are to work at their own pace, with the possibility of graduating a year earlier or a year later than usual. After ninth grade, students are to concentrate in the life, computer, environmental or engineering sciences Board members have lauded the design team's vision but have also raised various concerns, including whether the school will drain the district's best students and teachers from other buildings.

Parent Engagement-The PPS continued to offer “Parent Engagement Tuesdays”. These meetings are designed to encourage more parent participation in Pittsburgh’s public schools and are being administered by PPS employee Mark Conner. The meetings are held at a different location and at a varied time of day each Tuesday to enable attendance of parents with different schedules (see Announcements page for schedule). Topics for these meetings will be the same for the four meetings each month. Pure Reform will attend and report on some of these meetings (see PURE Reform Blog, Parent Engagement for K-8).

Magnet Program Report- In October 2008, Metis Associates, a New York consulting firm, called for significant changes to the Pittsburgh Public Schools' magnet programs. The firm stated that the current offerings are not adequately addressing economic demand or realities. In addition, it called for better staffing, marketing and evaluation of magnet operations and improved magnet leadership. The firm reported that some magnets have had a difficult time recruiting qualified teachers and cited a general lack of rigor in magnet curricula. The firm, which the school board retained in March at a cost of up to $221,000, also cited disturbing variations in magnet quality and principals' commitment to the programs. The district stated that it will work to implement the firm’s findings and that already it is in the process of making some improvements, such as opening the new Sci-Tech high school and upgrading Carrick High School’s business and finance program to magnet status (http://www.post-gazette.com/pg/08301/923185-53.stm).

Bonuses for Principal Performance- Also in October 2008 the first bonuses were awarded under a new compensation incentive program for principals and acting principals. Under this program an annual bonus of up to $10,000 is available based on student achievement (as shown for example on state standardized test scores). An additional bonus of up to $2000 is available in recognition of factors such as the principal’s support for the superintendent’s initiatives and community engagement Four of the five principals who received no bonus have been reassigned to different positions. The Post-Gazette reports that the grants are funded in part by a 5 year $7.4 million grant from the US Department of Education (although even if each of the district’s 71 principals received the full $12,000 bonus for 5 years running the total bonus amount of $4.26 million would be less than the $7.4 million grant) (http://www.post-gazette.com/pg/08290/920290-298.stm ).

Opportunity for comment- PURE Reform has compiled this summary to assist stakeholders in the Pittsburgh Public Schools (PPS) in understanding the many changes that have been introduced to our schools since Mark Roosevelt has taken over as superintendent. It is the intention of PURE Reform to pursue transparency and encourage dialogue regarding the reform of the PPS. Please visit our blog at http://purereform.blogspot.com/ to contribute to the discussion.