Cambridge Public Schools

Elementary Schools
Consolidation and Improvement Plan

A. Background

The Cambridge Public Schools consists of fifteen (15) elementary schools within thirteen school building facilities, and one high school comprised of five small schools. Approximately 7,175 students are enrolled K-12. Elementary enrollment in school year 2001/2002 is 5,073, and at individual elementary schools currently ranges from under 190 students to over 450 students; one building facility which houses two schools contains over 600 students. The number of teachers assigned to each elementary school ranges from twenty-two (22) to sixty-three (63) teachers.

Elementary enrollments have declined at an average annual rate of 3.1% over the past five years, and are projected to continue to decline for the next five years. At a proposed target of 20 students average per classroom, only 73.7% of actual classroom capacity is utilized. There are between 1,800 (class size of 20) and 3,200 (class size of 25) empty elementary classroom seats in our 15 schools. Thirty-eight percent (38%) of elementary classrooms have class sizes of 15 or less, while 32% have class sizes of 20 or more – a striking variance.

A diverse City rich in resources, and with the highest per pupil expenditure in the State, Cambridge continues to wrestle with declining enrollment, student achievement below desired levels, and issues of educational equity and excellence.

Elementary schools in Cambridge have long been based on a Grade K-8 model, although there have been K-5, K-6, K-4 and 5-8 schools at various times over the years. The K-8 structure appears founded on the belief that this model allows for continuity in both curricular sequence and in relationships between students and educators (and between older students and younger students) as children mature and develop from primary age to early adolescence. This model has worked with inconsistent results in past years, although deeply embraced by many educators and parents throughout the City.

On analysis, it appears that the implied beneficial effects of the K-8 model may not actually serve in the overall best interests of many Cambridge students, given certain current realities and actual educational outcomes.

• There is on-going and growing concern around student achievement across all schools at all grade levels, which the K-8 structure, small class sizes, and a wealth of educational resources have not been effective in resolving. This is perhaps best evidenced in annual Student Data Reports, which over time have shown gains in some areas, but unsatisfactory results in others.

• Efforts to strengthen curriculum and instruction and foster higher academic achievement among all students is a high priority at all schools. The middle grades have been specifically identified as an area requiring renewed focus, both to enhance student achievement, as well as to increase enrollment.

• Relatively low overall student enrollment in middle grades does not support an effective middle school structure from curricular, staffing, and programmatic perspectives. For example, it is not possible to do effective block scheduling or to offer electives. Grade 6-8 teachers in individual school have few (if any) peers in the school in the same subject areas to consult with, plan and team. In some instances, it is necessary for teachers to teach two subjects (e.g. Science and Math). In addition, consistency in the curriculum offered by individual schools varies throughout the district.

• The redesign of CRLS into five small schools has highlighted the widely disparate educational preparedness of graduating 8th graders, as they converge from the current 15 separate elementary schools into the City’s one high school.

• The annual kindergarten registration process under Cambridge’s Controlled Choice student assignment plan has, for several years, given ample evidence of schools that are consistently over-chosen (more applicants than seats available) while other schools are consistently under-chosen. This has contributed to size, student performance and resource equity issues among the 15 schools, as well as wide variances in socio-economic and racial/ethnic enrollment among schools. Improving socio-economic diversity in all schools is the primary focus of Cambridge’s recently revised Controlled Choice Plan, which was amended in December, 2001.

• The Cambridge Public Schools Five-Year Financial Plan, developed to provide an economic framework for future educational resource allocation planning, contains a projected $860,000 funding deficit in FY 2003-04. One of the goals of this elementary consolidations plan is to generate savings to cover that deficit and avoid small incremental budget cuts in many schools, and to provide additional savings that can be allocated to educational improvements in schools by reorganizing and downsizing the number of elementary schools and elementary school classrooms.

These and other factors indicate the need to rethink, redefine, and restructure Cambridge’s current elementary school K-8 model and reallocate associated resources in a manner that:

• Facilitates the growth/creation of schools with strong educational programs that serve to attract and retain students within our schools, and thus increase enrollment.

• Assures availability of high quality elementary educational programs that are reflective of diverse educational interests and learning styles for all students and families throughout the City of Cambridge.

• Strengthens middle school education and more effectively supports consistency in student preparation for high school.

• Supports educational and organizational goals and objectives relating to curriculum & instruction; student achievement; special needs; and bilingual education.

• Provides a stable environment for schools and for the district.

• Provides for efficient use of educational facilities and cost-effective allocation of financial resources to support focus on excellence in teaching and learning.

B. Proposed Elementary School Consolidation and Improvement Plan 

Create K-5 Elementary Schools and Grade 6-8 Middle Schools 

It is proposed that effective September 1, 2003 the fifteen Cambridge Elementary Schools be restructured from the Grade K-8 model to Grade K-5 Elementary Schools and Grade 6-8 Middle Schools. Under this plan, there will be ten (10) Grade K- 5 Elementary Schools and three (3) Grade 6-8 Middle Schools affording geographic access to high quality education in neighborhoods throughout the City. Five schools and one program will close or be merged with other K-5 schools. This proposed restructuring will support the short and long term educational, student achievement, and financial objectives outlined in this plan. 

Why Grade K-5 Elementary Schools? 

The proposed new Grade K-5 structure will allow the staff and leadership in those schools to focus on primary education K-2 and intermediate education grades 3-5. This sharpened focus will enable schools to strengthen their programs by concentrating educational resources, time and expertise. Principals and teachers will be better able to focus on quality teaching and curriculum content. Elementary scheduling conflicts will be decreased when middle school program needs may be considered separately from needs in Grades K-5. Literacy and math blocks will be easier to accommodate. 

In addition, the new Grade K-5 structure is aligned with and supports the new instructional support model developed by the Instructional Leadership Team. Schools will be able to identify their professional development needs and received focused support from curriculum coaches/mentors at primary and intermediate grades. 

K-5 schools will allow principals, staffs, and school improvement councils to maintain and expand programs that are currently successful and/or develop other improvement initiatives that will better meet the needs of their growing populations. Cambridge Public School parents will continue to choose from a variety of elementary offerings including Amigos Two-Way Language Immersion Program; Core Knowledge programs; Multi-graded programs; Standard programs; Single-graded programs; and other programs as may be developed in the future. 

For most students, the intermediate years (grades 3-5) are critical to ensuring future developmental success in reading and writing. Under the K-5 structure, primary grades K-2 will continue their balanced approach to literacy and other developmentally appropriate instructional practices. Intermediate programs for grades 3-5 will be given priority and will be strengthened. 

Why Grade 6-8 Middle Schools? 

Our vision is to develop middle school programs in the city of Cambridge that are academically excellent, developmentally responsive; and socially equitable. Each of the three new middle schools will offer academically rigorous curriculum with enrichment opportunities. 

The implementation of a common grade configuration of middle schools will allow increased focus on grade 6,7 and 8 curriculum content and instruction, and result in improved academic achievement, positive personal development and enhanced citizenship skills. Research suggests that the grade 6-8 configuration is the most popular middle grade level program configuration and appears to be the grade configuration with the greatest degree of success in the implementation of exemplary middle school characteristics. The proposed grade 6-8 middle schools will benefit Cambridge students by: 

• Creating teaching and learning environments based on the recognition of the unique developmental needs of childhood and adolescence and the establishment of schools that cater to these needs. 

• Creating teaching and learning environments where there will be greater consistency in instruction and assessment practices between schools.

• Facilitating implementation of recommendations developed by participants in the 2001/2002 Middle School Leadership Task Force, including new opportunities to: 

- Implement a variety of instructional and assessment strategies; 
- Improve curricular relevancy; 
- Increase parent communication and involvement strategies; 
- Provide teachers with targeted professional development geared towards the middle school; 
- Facilitate disciplinary teaming. 

• Providing middle school students an opportunity to build relationships among a greater arena of peers, with beneficial effects continuing into high school years. 

• Reducing inequities in facilities and funding between middle grade programs. 

It is envisioned that Cambridge’s new middle schools will carry high expectations, high standards, and high levels of support for every student. The three middle schools will be small learning communities of 480 students each, providing safe and supportive teaching and learning environments which facilitate excellent instruction in every classroom and provide a clear and cohesive curriculum sequence with clear benchmarks for student work across all grade levels. 

The proposed Elementary School Consolidation and Improvement Plan would be implemented as follows effective September 1, 2003: 

The following schools will become Grade K-5 Elementary Schools: 

*(The Fletcher/Maynard Academy has previously been given “special status” as a K-8 school with smaller class sizes. It is recommended that this school be provided the option of electing either to remain a K-8 school for the duration of its “special status”, or to change to a K-5 structure concurrently with the other elementary schools.) 

The following K-8 schools and programs will close and/or merge with other K-5 schools: 

The following school buildings will be converted to Grade 6-8 Middle Schools: 

• The Longfellow School will be closed. The K-5 Amigos School, currently located in the Kennedy building, and the K-5 Ola’ Program from the Harrington School will be merged, and relocated to the Longfellow building. 

• The Haggerty School will be merged with the K-5 Fitzgerald School, at the Fitzgerald building facility. 

• The King Open School will be relocated to the Haggerty School building. 

• The Harrington, King, and Tobin Schools will be changed to Grade 6-8 Middle Schools. 

• All changes will be effective September 1, 2003 for the 2003/2004 school year, with intensive planning and implementation occurring during the 2002/2003 school year. 

Each K-5 elementary school will consist of either 280 students (Cambridgeport, King Open), or 380 students (Amigos, Baldwin (Agassiz), Fitzgerald, Fletcher/Maynard, Graham & Parks, Kennedy, Morse, and Peabody). All schools will have an average class size of 20 students. The intent is to foster small learning communities with equitable, diverse, student enrollment among all schools, in context with the individual capacity of each school building. 

• The Amigos, Baldwin (Agassiz), Fitzgerald, Fletcher/Maynard, Graham & Parks, Kennedy, Morse and Peabody Schools will have four (4) Kindergarten classrooms, and three classrooms per grade for Grades 1-5 (a total of 19 classrooms in each school). 

• The Cambridgeport School and King Open School will have three (3) Kindergarten classrooms, and eleven (11) Grade 1–5 classrooms for a total of fourteen (14) classrooms. 

• Multi-grade or other grade configurations at the Cambridgeport, King Open, and Graham & Parks will be determined by each school. 

• The three new Middle Schools (Harrington, King, Tobin) will have 24 classrooms each with projected student enrollment of 480 students per school, and an average class size of 20 students. There are projected to be eight classroom teachers at each grade level. In addition, special education self-contained classes will be assigned to the schools, which will slightly increase enrollment by 10—30 students. 

C. Student Assignment 

Grades K-5 

Students in Grades K-4 in elementary schools during the 2002/2003 school year will be assigned to the new Grade K-5 schools for the 2003/2004 school year as follows: 

• Students in the ten schools that are changing from K-8 to K-5 (Amigos, Baldwin (Agassiz), Cambridgeport, Fitzgerald, Fletcher/Maynard, Graham & Parks, Kennedy, King Open, Morse, and Peabody) will remain assigned to their schools at the locations previously specified within this plan. 

• Students in the Haggerty School will be assigned to the Fitzgerald School (merger). 

• Students in the Ola’ Program (Harrington) will be assigned to the Amigos School (merger). 

• Students in schools that are no longer K-5 (Harrington, King, Longfellow, Tobin) will make three choices for assignment from among the new K-5 schools, and will be assigned in accordance with the Controlled Choice Plan based on spaces available in these schools. 

• Students wishing to transfer from their assigned school will follow the standard transfer process in accordance with the Controlled Choice Plan. 

• Students on wait lists as of the end of the 2002/2003 school year will be considered for transfer after all students in the above schools are assigned. 

It should be noted that the proposed Elementary School Consolidation and Improvement Plan increases the number of Grade 1-5 slots in eight of the new K-5 school by one additional classroom at each grade level, thereby providing a minimum 20 additional seats at each grade level in those schools. 

Grade 6-8 Middle School Assignment 

Students entering Grades 5-7 in the 2002/2003 school year will be assigned to Grades 6-8 at the new Middle Schools as follows: 

• The process for assignment of students to any one of the three new Middle Schools will closely follow the existing kindergarten assignment process under the Controlled Choice Plan. The process would include the use of a range of diversity factors and assignment preferences that will result in a multi-faceted diversity in each school and will provide all students with equitable educational opportunities and with improved achievement. 

• Fifth grade students entering 6th Grade would make three choices in March of each year. 

• Students entering Grades 6-8, for the 2003/2004 year only, will need to make their choices in March of the preceding school year. 

• As in the kindergarten assignment process, assignments would be made by computer lottery, using socio-economic status as a factor, and having the option to use race or ethnicity, in a narrowly tailored manner, as a diversity factor in order to avoid the harms of racial/ethnic isolation and to provide students the benefits of learning from students who are of different racial and ethnic backgrounds. The percentage of special education population at Middle Schools will be monitored to maintain a natural proportion in middle grades. 

• Sibling and proximity preferences will apply, as in the kindergarten process. 

• The hardship appeals process set forth in the Controlled Choice Plan would also be in place for middle school assignments. 

• In February 2003, before the opening of the new middle schools in September 2003, the staff and leadership of the new middle schools will have been selected and will conduct open houses at their new school sites for all incoming students and their families. Other transition activities for families, students and staff will be determined and also occur during school year 2002/2003 in preparation for the opening of the new middle schools in September 2003. 

• In February of each year thereafter, each of the middle schools will conduct Open House activities for all incoming sixth graders, along with other informational and outreach activities. 

Kindergarten Assignment 

The student assignment process for entering kindergarten students will remain the same as the current process under the Cambridge Controlled Choice Plan. We note that while the overall number of kindergarten classes has been reduced from 42 to 38 to reflect enrollment needs, the number of kindergarten classes has been increased in eight of the ten new K-5 Elementary Schools, and five of those eight have historically been “overchosen” schools (Baldwin (Agassiz), Cambridgeport, Graham & Parks, Morse and Peabody). Therefore, the plan shifts 100 additional kindergarten openings into schools that have been in high demand in past years. This will increase the number and percentage of students receiving their first choice, and one of their three choices, in the annual kindergarten registration process. 

D. Special Education Self-Contained Classrooms and Continued Implementation of Inclusion Model 

Placement decisions for students with special needs will be determined by maximizing all efforts towards ensuring strong building based Teams. Site-based Management Teams will consist of inclusion specialist, school psychologist, adjustment counselor or social worker and speech and language pathologist. The site-based Teams will facilitate continuity of specialized services, extension of opportunities for students to access general education curriculum, and work toward achieving natural proportions and minimizing the number of school transitions for students. 

Student support options will be facilitated by the Middle School model allowing for strong interdisciplinary teaming, differentiated instruction, thematic-based learning and teaching in an extended block. 

E. Bilingual Education Programs 

Bilingual Education — K–5 

The Ola Program K-5 will be merged with the Amigos School. The Korean Modified Bilingual Program K-5 (Ahn Young) will continue at the Morse School. The Chinese Modified Bilingual Program K-5 (Ni Hao) will be relocated to the Baldwin (Agassiz) School. The Haitian Bilingual Program K-5 (Lamitye) will remain at the Graham & Parks School. 

Bilingual Education — Middle Schools 

Grade 6,7,8 bilingual programs will be located as follows: The Grade 6-8 Haitian Bilingual program will be based at the Tobin Middle School; the Grade 6-8 Chinese and Korean Bilingual programs will be based at the King Middle School; and the Grade 6-8 Amigos/Ola Bilingual program will be located at the Harrington Middle School. 

F. Extended Day Programs 

The Cambridge Public School Department spends over $500,000 on extended-day school programs. In September 2001 the Cambridge Public School convened an Out-Of – School council mandated by the Massachusetts Department of Education. The council drafted the following mission statement. 

Cambridge Public School’s Out-of-School-Time (OST) Mission
To provide Cambridge Public School students with equitable, inclusive, and responsive opportunities for academic and recreational enrichment and support in a safe and nurturing environment beyond traditional school hours and during the summer. Activities will be aligned with CPS Mission/ Goals and the Agenda for Children’s Supervised Activities Initiative. Furthermore, partnerships with community-based organizations and the Department of Human Services are encouraged. 

The Elementary School Consolidation and Improvement Plan will equitably distribute existing funds across all 10 elementary and each of the three middle schools. Schools will implement programs incorporating basic ideas and feedback in the recent report entitled Learning Beyond School: Developing the Field of AfterSchool Education by Gil Noam, Gina Biancarosa, and Nadine Dechausay. 

*The Fletcher/Maynard has $150,000 allocated for Extended Day. Due to their “Special Status” classification this funding is not altered in this proposal. 

G. Staffing Impact and Plan 

As described previously, the K-5 elementary schools will have one of two staffing structures: (1) The Cambridgeport and King Open schools will continue as multi-graded schools and each have 3 kindergarten teachers and 11 grade 1-5 teachers. (2) The Amigos/Ola, Baldwin (Agassiz), Fitzgerald, Fletcher/Maynard, Graham & Parks, Kennedy, Morse and Peabody schools will each have 4 kindergarten teachers, and three classrooms per grade for a total of 15 grade 1-5 teachers. 

In addition, each K-5 elementary school will be assigned: 

• A Principal and Assistant Principal 
• A school secretary 
• A Family Resource Liaison 
• Special needs staff and bilingual staff in accordance with student needs 
• Art, Music and Physical Education teaching staff allocated based number of classrooms to be served. 
• A full-time Library/Media Specialist 
• A .50 FTE World Languages teacher (new allocation) 
• One additional teaching position equivalent to be allocated as determined by the school as part of its School Improvement Plan (SIP). This will be in addition to the existing SIP funding allocations. An initial priority will be in the area of staff development. 

The grade 6-8 Middle Schools will have a total of 24 classroom teachers assigned, eight for each grade level, in the core areas of Language Arts, Mathematics, Science, and History/Social Studies. The Principal and staff will determine how to structure the teacher teams in each building, but based on the enrollment target of 20 students per classroom, a team of four teachers would potentially be responsible for 80 students. 

In addition, each Grade 6-8 Middle school will be assigned: 

• A Principal and Assistant Principal 
• A School secretary 
• A Family Resource Liaison 
• Special needs staff and bilingual staff as necessary 
• Three full-time World Language teachers 
• A full-time dedicated Art teacher 
• A full-time dedicated Music teacher 
• A full-time Library/Media Specialist 
• Two full-time Physical Education/Health teachers 
• A full-time Technology teacher 
• A full-time guidance/counseling specialist (restructured from existing Office of Special Education staffing) 

One additional teaching position equivalent to be allocated as determined by the school as part of its School Improvement Plan. This will be in addition to the existing SIP funding allocations. An initial priority will be in the area of staff development. 

Teacher Assignment 

Cambridge Public Schools administration has had discussions with the Cambridge Teachers Association regarding this elementary school consolidation and improvement plan and will continue to seek input from the Cambridge Teachers Association in order to make this process a supportive and positive experience for all teachers. 

K-5 Elementary Schools 

The plan, as currently envisioned, would provide that current professional status K-5 classroom teachers at the ten (10) remaining K-5 elementary schools (Amigos/Olá, Baldwin (Agassiz), Cambridgeport, Fitzgerald, Fletcher/Maynard, Graham & Parks, Kennedy King Open, Morse and Peabody) would remain assigned to those schools. Haggerty School professional status K-5 classroom teachers will be assigned to the merged Fitzgerald/Haggerty School. All other K-5 professional status classroom teachers (i.e., those currently at the Harrington, King, Longfellow and Tobin) would be eligible for placement in new classrooms at the remaining K-5 elementary schools or at the new middle schools. Placement of individual teachers would be made in accordance with the collective bargaining agreement with the Cambridge Teachers Association and recommendations of school Principals. 

Middle Schools 

All Grade 6, 7 and 8 teaching positions at the new middle schools (Harrington, King and Tobin) will be filled in accordance with the collective bargaining agreement with the Cambridge Teachers Association. The school administration will continue to seek input from the Cambridge Teachers Association about details of this process. 

K-5 Elementary School Structure

The reconfigured K-5 elementary schools will have K-5 enrollments projected at 380 students per school, based on 20 students per classroom, with two schools smaller; the King Open at 280 due to the space limits of the school building it is assigned to (Haggerty), and the Cambridgeport at 280 due to the space limits of the school building it is assigned to (Fletcher). In addition to the K-5 enrollment, special education selfcontained classes will be assigned to various schools, which will increase enrollment slightly (10-20 students). In the event that the Fletcher/Maynard elects to join the other elementary schools as a K-5 school, it would have a planned enrollment of 323 due to “special status” enrollment caps (see below). The ten (10) Grade K – 5 elementary schools will be structured as follows: 

See Appendix A for a Chart showing the existing and proposed number of classrooms at each grade level grouping. Appendix B shows the classroom spaces to be utilized in each school building, including projected special education classrooms. 

The notes in the above chart reference other changes recommended in the plan that impact on the following schools: 

The recommended classroom structures for the above elementary K-5 schools are one of the following: 

If the declining enrollment trend stabilizes and/or reverses in elementary schools, there is sufficient space in several of the schools to add an additional kindergarten and corresponding grade 1-5 classrooms in the future. In such an event, a school with five (5) kindergartens would have a projected enrollment of 500 students. 

Grade 6–8 Middle Schools Structure

The three Grade 6-8 middle schools will be structured as follows: 

See Appendix A for a Chart showing the existing and proposed number of classrooms at each grade level grouping. Appendix B shows the classroom spaces to be utilized in each school building, including projected special education classrooms. 

H. School Leadership 

Principals and Assistant Principals will have primary responsibility for the educational and administrative leadership of each school. In implementing this plan, stability in leadership will be an important factor, with qualifications and interests considered with educational goals, opportunities and needs. Announcement of those designated to lead the proposed elementary and middle schools would immediately follow plan approval, as a critical part of plan implementation. 

I. Implementation Planning and Communications 

A Steering Committee of key personnel will be immediately convened to plan, coordinate, and develop the implementation of the Elementary School Consolidation and Improvement Plan. In addition, a Communications Committee consisting of school administration, CTA leadership, and teacher representatives from each school will be established to assure open exchange and communication of ideas and plans among staff. 

J. School Community-Building Process 

A detailed plan to facilitate school community building will be developed as students, staff, school leaders and parents join together to build new K-5 and Middle School communities. 

K. Professional Development 

Elementary school administrators and staff will continue to build on best practices, notably the success of the primary literacy, writing, and early numeracy programs. District professional development focus will support initiatives in reading, writing, and math or teachers of grades 3-5. District and school-based K-5 professional development continue to implement the Special Education Strategic Plan components specific to the inclusion and the general educator. 

All elementary, middle, and high school professional development will be based on one or more of the MA DOE Principles of Effective Teaching; currency in the curriculum, effective planning and assessment of curriculum and instruction, effective management of classroom environment, effective instruction, promotion of high standards and expectations for student achievement, promotion of equity and appreciation of diversity. 

Middle school administrators and staffs will participate in district and school based professional development founded in quality teaching, and creating effective teams prepared to create an exemplary middle school. A long and short term training plan will be developed, by district and school based educators, to maximize guide the creation of the three middle schools and honor proposed time lines. The professional development design will align with the National Middle School Association, National League of Middle Schools, Carnegie Report: Turning Points, and Turning Points 2000, and the recommendations of the 2001-2002 Middle School Leadership Team, to support the successful creation of CPS three middle schools. 

L. Financial Impact

One of the purposes of this plan is to address our declining enrollment by downsizing the number of elementary schools and develop a more cost-effective operating model that can help to: 

- Offset a projected $750,000 deficit in the FY03-04 budget, as projected in our Five Year Financial Plan, 

- Generate savings that can be reallocated to high priority educational services and/or programs in schools, 

- Generate savings that can be allocated to the goals of improved professional development and increased professional development time for teachers. 

The estimated budgetary savings from this plan in FY03-04 are detailed in Appendix 4. The following is a summary of projected savings: 

In addition, the relocation of administrative offices out of the current rental space at 159 Thorndike St. into space in schools is projected to save another $205,453 in rental, utility and custodial costs in FY04-05. However, this will be offset by one-time relocation costs in FY04-05, and therefore the operating savings will not occur until FY05-06. 

As was stated in the FY02-03 budget document, the level of savings generated by this plan, which will first be used to offset a projected deficit in FY03-04, and can then be reallocated to the priority areas indicated at the beginning of this section, cannot be generated through the traditional budget process that requires a number of incremental reductions in many schools and programs. 

If the consolidation plan were not to be adopted, and declining enrollment combined with limited financial resources at the state and local level were to continue to drive the annual budget process, we foresee continuing to make classroom teacher reductions, instructional aide reductions, specialist teacher (art, music, physical education, world languages) reductions, high school teacher reductions, administrator and support staff reductions, etc. each year over the next few years. This, in our opinion, would continue to contribute to the de-stabilization of schools and take staff and parent attention away from instruction, and focus instead on how to survive the annual budget process. We believe such a process is not in the best interests of the students we are trying to serve. 

In developing this proposal, a K-8 grade structure model with 12 schools was also considered. The estimated position savings from that plan was 21 FTE teacher positions, 10 fewer than in the recommended model, although the administrative savings was higher (one less school). Also, the resulting schools had a much more significant size range, from 320 to 560. 

Proposed Use of Savings Generated from Plan 

It is recommended that the savings generated from this plan be utilized as follows: 

M. Facilities & Transportation 

School buildings that will be used to house the new Middle Schools will require minor renovations such as: up-sizing primary grade bathroom fixtures, removal of cubbies, installation of additional lockers, and similar items. Also, we anticipate needing to add one science lab to each middle school. Generally, there is a standard design for most classrooms, except kindergarten, and customization for upper grades is not significant. We will direct summer maintenance project funding to these priorities, except that we anticipate requesting capital funds from the City’s capital budget allocations for the science labs. 

Transportation is currently provided for students in grades K-6 who live more than one mile from their school, with grade 7-8 students accommodated on a space available basis. With the move to grade 6-8 Middle Schools, we recommend that all middle school students living one mile or more from their school be transported. We estimate that the cost of this can be absorbed by the savings produced by going from 15 to 10 K-5 elementary schools. The starting and ending times for schools will be reviewed next year to determine the most efficient tiering system. It is likely that the middle schools will all have the same time schedule, with two time schedules for the K-5 elementary schools. 

N. Administrative Relocations to Elementary Buildings 

It is recommended that the central administrative offices located in rental space at 159 Thorndike St., and certain other support offices be relocated to existing school facilities by no later than September, 2004 following the elementary school consolidations in September, 2003. This will enable us to concentrate our energies on the elementary/middle school changes during the next 15 months, and move the offices following that. Savings from this relocation out of rental space will be reallocated to school programs. 

During school year 2003-04, we will make specific determinations as to which central office and other support office functions will be relocated to specific elementary or middle school buildings. It is estimated that the equivalent of 25 classroom spaces would be required for the relocation of administrative and support offices, including storage requirements. Various offices will be relocated to different school buildings to accomplish this move. The number of classroom spaces available for such uses is displayed in Appendix 2. In addition to offices currently located at 159 Thorndike St., we plan to relocate the Family Resource Center from the high school to an elementary or middle school. We also are investigating the possibility of hosting a Collaborative classroom site for special education students, which would bring outside tuition students back into Cambridge and reduce tuition costs. 

 

O. Summary 

This Elementary School Consolidation and Improvement Plan is designed to thoughtfully and effectively address both short and long-term systemic educational, student achievement, enrollment, and financial challenges faced by the Cambridge Public Schools and the City of Cambridge as a whole, and to solidly position our schools and students for future success. It is our belief that schools should be intellectually stimulating places where students are eager to learn, teachers are eager to teach, and parents and community feel welcomed as partners in education. With a strong organizational structure and educational foundation in place, we look forward to the future. 

P. Appendices 

1) K-5 and 6-8 Middle School Model – Enrollment and Classroom Staffing
2) Building Capacities, School Locations and Classroom Spaces 
3) Specialist Staffing Projections 
4) Elementary Consolidation and Improvement Plan Financial Analysis
5) Updated Five Year Financial Plan
6) Bibliography

“A diverse City, rich in resources, and with the highest per pupil expenditure in the State, Cambridge continues to wrestle with declining enrollment, student achievement below desired levels, and issues of educational equity and excellence.”

“The three middle schools will be small learning communities of 480 students each, providing safe and supportive teaching and learning environments which facilitate excellent instruction in every classroom and provide a clear and cohesive curriculum sequence with clear benchmarks for student work across all grade levels.”

“Under the K-5 structure, primary grades K-2 will continue their balanced approach to literacy and other developmentally appropriate instructional practices. Intermediate programs for grades 3-5 will be given priority and will be strengthened.”

“These and other factors indicate the need to rethink, redefine, and restructure Cambridge’s current elementary school K-8 model...”

BIBLIOGRAPHY

MIDDLE SCHOOL RESOURCES

Becker, H. J. (1990, February). Curriculum and instruction in middle-grade schools. Phi Delta Kappan, 71(6),450-457.

Carnegie Council on Adolescent Development. (1989, 2000). Turning Points: Preparing American Youth for the 21st Century. Report of the Task Force on Education of Youth Adolescents. New York: Carnegie Corporation. 

Clark, S. N., & Clark, D. C. (1993, May). Middle level school reform: The rhetoric and the reality. Elementary School Journal, 93(5), 447-460. Education in the middle grades: A national survey of practices and trends. (1990, February). Phi Delta Kappan, 71(6), 435-437.

Epstein, J. L., & Mac Iver, D. J. (1990). Education in the middle grades: Overview of national practices and trends. Report No. 45. Baltimore: Center for Research on Elementary and Middle Schools. (ERIC Document Reproduction Service No. ED 330 082) 

Epstein, J. L., & Salinas, K. C. (1992). Promising programs in the middle grades. Reston, VA: National Association of Secondary School Principals. 

Flowers, N., Mertens, S. B., & Mulhall, P. F. (2000, November). How teaming influences classroom practices. Middle School Journal, 32(2), 52-59. 

Galassi, John P., et al. (1999). Emerging results from a middle school professional development school: The McDougle-University of North Carolina collaborative inquiry partnership groups. Peabody Journal of Education, 74(3&4), 236-53. 

George, P., Weast, J., Jones, L., Priddy, M., & Allred, L. (2000, January). Revitalizing middle schools: The Guilford County process. Middle School Journal, 31(3), 3-11. George, Paul S., (2000/2001). The Changing Context of Education: The Evolution of Middle Schools. Educational Leadership, 58(4). 

Hough, D. (1995, January). The elemiddle school: A model for middle grades reform. Principal, 74(3), 6-9. 

Jackson, A., & Davis, G. (2000). Turning points 2000: Educating Adolescents in the 21st Century. New York, NY: Teachers College Press. 

Killion, J. (1999). What works in the middle: Results-based staff development. Oxford, OH: National Staff Development Council. (ERIC Document Reproduction Service No. ED 430 939) 

Lee, V. E., & Smith, J. B. (1993, July). Effects of school restructuring on the achievement and engagement of middle grade students. Sociology of Education, 66(3), 164-187. 

Lesko, N. (1994, Summer). Back to the future: Middle schools and the turning points report. Theory Into Practice, 33(3), 143-148. 

National Middle School Association (1982, 1992). This we believe. Columbus, OH: National Middle School Association. [ERIC Document Reproduction Service No. ED226 513]. 

National Middle School Association (1995). This we believe: Developmentally responsive middle level schools. Columbus, OH: National Middle School Association. [ERIC Document Reproduction Service No. ED 390 546]. 

Rutherford, Barry and Shelley H. Billig. (1995). Eight lessons of parent, family and community involvement in the middle grades. Phi Delta Kappan, 77(1), 64-68. 

Sabo, D. J. (1995, Spring). Organizational climate of middle schools and the quality of student life. Journal of Research and Development in Education, 28(3), 150-160. 

Scales, P. (1993). Do middle schools work? In a word YES! PTA Today, 19(1), 16-17. 

Scales, P. C., & McEwin, C. K. (1994). Growing pains: The making of America’s middle school teachers. Columbus, OH: National Middle School Association; Carrboro, NC: Center for Early Adolescence. (ERIC Document Reproduction Service No. ED 381 497) 

Schaefer, C. M. (1995, January). Revisiting a model middle school. Principal 74(3), 18- 20. 

Wavering, M. J. (1995). Educating young adolescents: Life in the middle. New York: Garland Publishing Company. 

Wigfield, A., & Eccles, J. (1994). Children’s competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. Journal of Early Adolescence, 14(2), 107-138. 

ADDITIONAL ONLINE MIDDLE SCHOOL RESOURCES

American Association of School Administrators. Updated Middle Schools Manifesto Calls for Focus on Teaching, Learning. [Online]. Available: http://www.aasa.org/publications/ln/11_00/11-09-00middle.htm 

Edna McConnell Clark Foundation. Resources on Middle School Student Achievement and School Reform. [Online]. Available: http://www.emcf.org/programs/student/student_resources.htm 

Felner, Robert D., et. al. The Impact of School Reform for the Middle Years: Longitudinal Study of a Network Engaged in Turning Points-Based Comprehensive School Transformation. [Online]. Available: http://www.pdkintl.org/kappan/kfel2973.htm 

Hopkins, G. (1997). Grade configuration: Who goes where? Education World [Online]. Available: http://www.education-world.com/a_admin/admin017.shtml 

Lipsitz, Joan, et. al. What Works in Middle-Grades School Reform. [Online]. Available: http://www.pdkintl.org/kappan/klip973.htm 

Middleweb. (2002). Exploring Middle School Reform. [Online]. Available: http://www.middleweb.com/ 

National Middle School Association. (n.d.). NMSA Research Summary #4: Exemplary middle schools. [Online]. Available: http://www.nmsa.org 

National Middle School Association. (2000). NMSA Research Summary #18: Parent involvement and student achievement at the middle level [Online]. Available: http://www.nmsa.org 

Norton, J., & Lewis, A. C. (2000, June). Middle-grades reform. Phi Delta Kappa International [Online]. Available: http://www.pdkintl.org/kappan/klew0006.htm 

Paglin, C., & Fager, J. (1997). Grade configuration: Who goes where? By Request Series. Portland, OR: Northwest Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 432 033) [Online]. Available: http://www.nwrel.org/request/july97/article3.html 

Southern Regional Education Board (1999, June). Leading the way: State actions to improve student achievement in the middle grades. [Online]. Available: http://www.screb.org 

U.S. Department of Education. (2000). In the middle: Characteristics of public schools with a focus on middle schools. Office of Educational Research and Improvement: Washington, DC. [NCES 2000-312]. [Online]. Available: http://nces.ed.gov/pubs2000/2000312.pdf 

Cambridge Public Schools
Five Year Financial Plan

For Fiscal Years
FY 2002-03 - FY 2006-07

Prepared By: Office of Management Services
Revised – May 24, 2002

1. Five-Year Financial Plan – Summary 
2. Five-Year Expenditure Projections 
3. Five-Year Revenue Projections 
4. Five-Year Staffing Projections 
5. Five-Year Comparative Rates of Change 

Cambridge Public Schools Five-Year Financial Plan 

Introduction 

This document presents the initial efforts of the Cambridge Public Schools to formulate a long-range financial framework for supporting the educational mission and goals of the school district over the five year period beginning in Fiscal Year 2002-03 (July 1, 2002 – June 30, 2003) and ending in Fiscal Year 2006-07 (July 1, 2006 – June 30, 2007). It also is intended to serve as a financial planning tool to facilitate development of the School Department Operating Budget, required by state law to be authorized annually by the School Committee, the City Manager, and the City Council. 

This financial plan differs from the annual budget process in the following ways: 

• Financial estimates of Revenues and Expenditures are projected (estimated) for a five-year period rather than the one-year budget period required for all government entities in Massachusetts. 

• In addition to the usual estimates of salaries, health insurance, energy, transportation, special education tuitions, inflation and similar cost increases or decreases, the plan includes an estimate of future costs of long-range strategic educational initiatives recommended by the Superintendent and administration and approved by the School Committee. In this Plan, these initiatives are identified as follows: 

1. Special Education 5-Year Strategic Plan: this plan was developed in 2000-01 and initially implemented in 2001-02 in response to a state program review that identified a number of areas of under-performance and lack of adherence to state regulations governing the provision of services to students. In the first year of implementation (FY2001-02), $750,000 in new and re-allocated resources was directed toward improved services in special education programs. Over the next four years, an estimated $1.2 million in new general fund resources is projected to support special education programs in elementary schools and the high school. Federal and state grant funds and internal reallocations will also support these initiatives. 

2. Rindge School of Technical Arts (RSTA) Program Development: following a state program review in 2000-01 that resulted in probation or de-certification of several of our Chapter 74 vocational-technical programs at RSTA, the Superintendent and School Committee developed and approved a restructuring and development plan to rebuild several programs and add new programs to restore our Chapter 74 approval and attract students. In February 2002, several months ahead of schedule, the state notified us that we were Chapter 74 approved for five programs and an exploratory program. We are now proceeding with development of five additional programs for September of 2002 implementation, and are allocating $400,000 in new budget funds for that purpose. Over the following three years, we estimate an additional $ 550,000 will be allocated. In addition, the City capital budget, as well as internal re-allocations, has provided almost $750,000 in renovations and equipment funding, and an additional $1,100,000 is projected over the next year. 

3. School Improvement Plan Funding: the School Committee has, over the past few years, approved significant increases in budget allocations made directly to schools to support initiatives in their School Improvement Plans. These initiatives must coincide with the district-level priority goals for each fiscal year, which have included Literacy improvement as the primary goal for each of the past three years. 

The SIP funding plan initiated by the School Committee is intended to provide each school, at a minimum, with approximately enough money in their SIP budget to fund a teacher position, to be used in accordance with the school’s plan and consistent with district priority goals. This is in addition to the staffing provided through other district policies and resources. One of the reasons for this funding level is to enable schools to allocate resources within their own budgets for priorities, rather than make annual requests to the Superintendent and School Committee through the budget process for small items that vary by school and for which there are no policy allocations. 

We estimate that annual allocations of approximately $58,000/year for the next five years will reach the planned funding level for all schools. 

4. Elementary School Consolidation and Improvement Plan: in response to district-wide declining enrollment, as well as several underenrolled schools, the Superintendent initiated an RFP (Request for Proposals) process in the Fall of 2001, requesting schools to come forward with proposals for; a) Program Improvement Initiative, and b) School Mergers. 

In the former case, several schools submitted proposals and the Tobin School was awarded a development grant (internal) of $100,000/year for three years to develop a Math/Science magnet program to improve student academic performance and attract students to the school. We also anticipate applying for federal Magnet Grant funds to support the initiative. 

In the latter case, no schools came forward, and therefore the School Committee has directed the Superintendent to prepare a plan to consolidate the elementary schools and reduce the number of schools from 15 to 12 by school year 2003-04. The savings generated from this plan are estimated at $2.6 million and are intended to offset a projected budget deficit in FY03-04 of approximately $860,000, as well as redirect funds to program improvements in all elementary schools. 

5. District Improvement Plan: the District Improvement Plan (DIP) was initiated by the Superintendent and issued in the latter part of SY2000-01. Supportive funding of $100,000 was allocated in the FY2001-02 budget, under the direction of the Office of Student Achievement & Accountability, which had overseen the development of the DIP. This funding is focused on providing “seed money” to leverage existing resources in the implementation of changes in instructional programs, driven by analysis of student performance data from a variety of assessments, and directed toward district priority goals, primarily Literacy, Mathematics, and Inclusion. We project allocating an additional $150,000 in this area, beginning in FY03-04. 

6. District Technology Plan: this plan was initiated in FY1998-99 and was delayed for one year due to funding shortfalls. In FY03-04 there is one technology technical assistant position to be funded, and in FY04-05 and FY05-06 we anticipate allocating an additional $50,000 in each year for computer equipment upgrading and replacement. 

7. Facilities Improvements and Renovations: the School Department has a 10-year Capital Improvements Plan that is designed to bring on new bond-funded capital projects as old bond issues are paid off. In FY04-05, there is a drop of principal and interest payments on the 10- year New Haggerty School bond issue, and in FY05-06 there is another significant decrease due to completion of payments on the New Agassiz School bond issue. We plan to initiate new projects requiring bonding during those years. 

The revenue estimates for the next three years are significantly lower than over the past five years due to general economic conditions. We are projecting that state aid will be flat through FY03-04, and that the only source of increased revenue will be the local property tax rate. An average annual growth rate of 3.1% is projected for general fund revenues during this five-year period. 

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