Document Salem_doc_3f92c83049

Office of the Superintendent The Salem Public Schools City of Salem 29 Highland Avenue, Salem, Massachusetts 01970 E-Mail : stephenrussell@salemk I 2.org Tel. (978) 740-1212 Fax (978) 740-3083 TTY (978) 740-122s Superintendents Budget Narrative & Mission Statement Fiscal Year 201,4 The mission of the Salem Public Schools is to provide each student who enrolls with a sound education, which will prepare that student well for: Personal growth, continuingformal and inþrmal learning, productive work, and active, well-informed participation in self-government upon graduation. As understood by the Salem Public Schools, a sound education consists of a mastery of Traditional basic skills, a higher level learning of the ways to lead a healthy, active life, and of the required curriculum. It also includes: Acquiring the fundamental traits of respect for others, self-control, and having opportunities throughout the educational process þr self- expression by acquiring skill in the creative arts, athletics and other aspects of awell-rounded life. The narrative version of the FY 14 school department budget is being brought forward within the context of the changes and challenges that our schools and community are facing during ayear of "Response and Implementation". Sec 4 - 1 ---PAGE BREAK--- 2 In addition to the "work of the day", these changes and challenges include o The changes in the leadership of the school system with the appointment of Assistant Superintendent Kate Carbone and Director of Human Resources, Martine Albama. The changes in leadership at the Bowditch School with the appointment of Interim Principal Victoria Shams and the return of Interim Principal Diane O'Donnell to the Horace Mann School. o The district's commitment to participation in the MA DESE's Accelerated Improvement Planning process and Bentley Turn- Around Plan o The district-wide implementation of the new DESE teacher/administrator evaluation system and the WIDA system for the support of English Language Learners. o The "renovation" of the school district's website. A"fteeze" placed on all FY 13 expenditures to offset a portion of increases in contractual agreements. The FY 14 budget proposal has been developed against this backdrop ofthese ongoing changes and challenges. As proposed, the FY 14 school budget request totals $54,696,000. This figure represents a53,177,000 increase in general appropriations funding equal to an over-all increase of 6.20/o,81% of which is dedicated to meeting our contractual obligations. Our budget priorities include: o Funding the equivalent of three year teacher/staff contracts (20 I 2- I 5) o A focus on a "level services" budget sustaining the present educational initiatives underway. That is, maintaining personnel/programs at current FY 13 levels. o The completion of a 3-year lease agreement (with an associated increases in costs), for the Salem Community Charter School. o Addressing small increases in special education tuitions and increased electrical use with the Saltonstall School coming back on- line. o Sec 4 - 2 ---PAGE BREAK--- J o Utilizing approximately $5 million dollars in state and federal grant funds through School Redesign and Race to the Top grants to provide training and support services. In the year ahead you can also expect us to continue to maintain high expectations for our diverse student population, a culture of "not settling for less" and ongoing communication with you, the members of the Community of Salem. We need your continued involvement in this important work. The following pages contain further detail regarding the operation of school services. Further budgetary information may also be found on the schools website: http://www.salemkl2.org. Thank you for your interest and consideration. The full school budget can be found at: Stephen Russell, Ed. D. Superintendent of Schools Sec 4 - 3 ---PAGE BREAK--- Salem Public Schools - Facilities & Enrollment The City's public school facilities are made up of 5 K-5 elementary schools, two K-8 schools, one gr 6-8 middle school and one comprehensive senior high school that include an automotive technology center. The school district also supports the Early Childhood Education Center, the Salem Community Charter high school and the Salem Prep alternative high school- During the past several years our public school enrollments have shown little growth in enrollment and are expected to remain constant or to continue at present levels over the next five years. The City is receiving Massachusetts School Building Authority reimbursement equal to 78 percent of eligible project costs for the Saltonstall Elementary and Collins Middle School Green Repair renovation projects. These projects total $50.5 million and are addressing building envelope (windows, roofing) and heating and cooling issues. The Saltonstall project is expected to be completed in July, 2013 íntime for the2013-14 school year. The Collins Middle School project will be completed dwing the spring of 2014. Public School Enrollments The following table presents actual enrollments in the Cþ's public and Salem Community Charter School's and projected enrollment for FY 2014. Gity of Salem, Massachusetts School Enrollments as of October 1 Est FY 2007 Fy 2008 Fy 2009 Fy 2010 Fy 2011 Fy 2012 Fy 2013 Fy 2014 PreK&K Elementary l-5 Middle 6-8 High School 9-12 Sped-Out of District Charter School 439 1,662 935 1,365 138 542 1,667 904 1,347 [PHONE REDACTED] 916 1,255 104 511 1,749 1,044 1,275 100 525 1,953 982 1,233 0 479 1,933 915 1,232 75 50 477 1,960 927 1,250 76 50 502 1872 1 005 I 169 76 50 ' Total 4,539 4,586 4,612 4,679 4,693 4,694 4,740 4674 Sec 4 - 4 ---PAGE BREAK--- In addition, the City of Salem is a member of the North Shore Regional Vocational-Technical School District that serves 280 Salem students and 16 North Shore communities. Salem is also amember of the Northeast Educational Collaborative that serves 40 of our students who have special educational/learning needs. Sec 4 - 5 ---PAGE BREAK--- FY 2ot4 School District and salem community charter school summary Cost Center Budget Description BF&O Business and Finance BF&O Human Resources BF&O Operations and Maintenance BF&O Resource Officer/Crossing Guards BF&O General lnsurance Business, Finance & Operations Budget Section Function 3 1470 4 7420 19 42tO 20 1230 2t 5200 22tO 2305 2305 2305 3s10 FY 13 Budget FTE 8.8 2.0 29.5 35.0 75.3 FY 13 Budget Budget I,348,973 454,000 3,870,544 161,650 280,000 6,055,L67 FY 14 Budget FTE Request 9.0 2.O 29.7 3s.0 % Change FY 14 Budget FTE $ Request 23% I,443,698 o.o% 463,876 0.7% 3,992,363 o.o% 763,027 #Drv/o! 280,000 O.SYo 6,232,964 75.7 0.4 Change FTE 0.2 o.2 s Change 94,725 9,876 77,819 7,377 177,797 1,76,529 (732,677) 75,628 226,059 2,913 288,452 367 763,085 26,428 22,665 21,234 3,845 2,961 (78,7321 761,853 396,290 t,t67 30,760 48,377 305,92r 5,105 29,667 8L7,28L 5 % Change 7.0% 2.2% 7s% 0s% 0.0% 2.9% Regular Day Regular Day Regular Day Regular Day Regular Day Regular Day Student Support SVCS Student Support SVCS Student Support SVCS Student Support SVCS Student Support SVCS Student Support SVCS Student Support SVCS Student Support SVCS School Leadership-Principa ls Elementary Education Middle School Education High School Education Athletics Special Education Early Childhood Guidance Services Health Services ESL/ELL Tutors/Tra nslators Salem Prep 19.8 189.3 51.5 99,0 2.0 361.6 2t.o 184.0 50.5 98.5 2.0 356.0 7 8 9 10 18 1 2 5 6 13 74 15 24 I,790,805 70,437,239 2,927,159 6,00s,993 477,248 21,620,44 39,235 421,71,7 906,877 471,750 247,597 715,444 99,762 748,822 2,448,982 6.0% -2.8% -79% -o.s% 0.0% O.Oo/o 0.o% 0.0% -27.0% #Drv/0! -40.o% -L0.4% -2.5% o.o% -33% -2.0% 17.9% 0.0% 0.0% -t.L% 1,907,334 10,298,562 2,996,787 6,232,0s2 474,167 21,908,896 38,602 7,184,796 933,299 493,815 268,827 7I9,289 702,123 70,090 3,210,835 15,740,844 40,484 7,619,420 891,983 2,!92,272 172,495 553,290 2L,200,729 6.5% -13% 2.6% 3.8% 0.6% L.3o/o 7.0% 180.9% 29% 4.8% 8.6% 3.3% 3.0% -52s% 3L.t% 2.6% 3.0% 1,s% 5.7% 76.3% 3.0% 5.7% 4.Oo/o 7.2 (s.3) (1.0) (0.s) (s.6) SC& Dist School Committee SC& Dist Superintendent/Asst. Supt. SC& Dist Technology/lnformation Management SC& Dist District Wide Programs SC& Dist Library Services SC& Dist Professional Development SC& Dist Textbooks SC& Dist PIC School Committee & D¡str¡ct Leadership Salem Comm Charter Schl SCCS 1.0 4.0 10.0 5.4 11.0 3.0 34.4 13.6 (7.0) (0.8) (0.3) 3.8 14.21 17 72 16 77 23 25 114 1110 72tO 1450 2220 2340 2353 24IO 7270 1.0 4.0 10.0 7.4 11.0 (2.0) (2.0) (4.0) 5.0 38.4 22 2305 13.6 1,011,111 15,344,554 39,3r7 1,588,660 843,606 t,976,297 767,390 523,629 20,383,447 o.o% L,060,257 49,t46 4.9/o 230s 2305 27tO 3200 2305 2305 230s 281.7 1.0 23.5 73.7 32.0 8.0 11.0 370.9 274.7 1.0 22.7 73.4 35.8 8.0 11,0 366.5 846.3 (13.4) -L.6% 53,613,680 2,094,529 4.L% Total 859.8 51,519,151 Sec 4 - 6 ---PAGE BREAK--- School Budget Summary By Function Y" Variance FY 2014 FY 2013 FY 2012 FY 2011 FY 2010 vpe Total I,005,265.00 I,065,117.00 2,168,303.00 3,300,931.00 4,162,010.00 861,079.00 26.1% 2000 Personnel 29,807,670.00 3'1,400,947.00 34,543,681.00 36,782,644.00 38,011,821.00 1,229,177.00 1000 Admin Personnel Exo Total 3000 Other Student Services Personnel Exp Total 5000 Fixed Charges Personnel Exp Total 9000 Programs other Districts Personnel 400.00 1 869.00 7'l 936.00 6'1 143.00 2 18.00 5.00 1,109,266.00 1,178,0'10.00 1,239,300.00 6'1,290.00 136,844.00 136,844.00 126,844.00 (10,000.00) 832,549.00 172.716.00 792 896,401.00 168.716.00 1,431,000.00 737.303.00 2,027,628.00 1.273.303.00 2,522,457.00 1,639,553.00 494,829.00 366,250.00 24A% 28.8% 3.3o/o 1.2o/o 5.2% -7.3o/o 1 31 1,448,369.00 2,294,228.00 1,557,551.00 2,327,090.00 3,742,597.00 3,884,641.00 1,246,110.00 1,314,854.00 1,366,1¡t4.00 51,290.00 3.9% 2.4o/o 1.6% 194,000.00 160,650.00 162,027.00 1,377.O0 0 9% 281,000.00 281,000 00 28'1,000.00 - 0 0% 1,377.00 0.3% 4000 Operations & Maint Personnel 1,653,828.00 1,667,906 00 1,461,6'10.00 1,449,569.00 1,484,468.00 34,899.00 3 51 895.00 920.00 002 002 002 975.00 Total 71 .00 134,640.00 281,000.00 134,000.00 281.000 00 415,640.00 4'15,000.00 475,000.00 441,650.00 443,027.00 Total Total Personnel Exp 33,877,056.00 11,998,944.00 35,656,805.00 1 1 ,343,1 95.00 000.00 948 822.00 385.00 38,739,557.00 10,880,443.00 385.00 41,598,501.00 9,920,650.00 897.00 .00 43,420,O73.00 10,193,607 00 1,821,572.00 272,957.00 -4.7% 4.4% 2.8o/o 00 4. Sec 4 - 7 ---PAGE BREAK--- ADOPTED BUDGET - General Fund Appropr¡at¡ons Salem School District & Salem Gommunity Charter School (sccs) FY 2013 School District 50,508,040.00 Charter School 1,011,111.00 TOTAL s s1,s19,151.00 ! Olarter Sdrool 2% ¡ Sdrool Disù¡ct 9896 ADOPTED BUDGET - General Fund Appropriations Salem School District & Salem Gommunity Gharter School (sccs) FY 2014 School District Charter School 52,553,423 1,060.257 TOTAL S s3,613,680.00 I Orartef Sdrool TX I Scfiool District 98% Sec 4 - 8 ---PAGE BREAK--- ADOPTED BUDGET GENERAL FUND. SCHOOLS r Student Support I BF&O t2% 39% 2% ¡ sc& Dist Leader 5% r Regular Da/ 42/o FY 2013 GENERÂL FUND BF&O Regular Day SC & D¡st Leader sccs Student Support 6,055,L67 2r,620,114 2,448,982 1,011,111 20,383,447 TOÏAt s 51.519.ls1.00 ADOPTED BUDGET GENERAL FUND. SCHOOLS ¡ Student 9Ðport ¡ BF&O 12% 2% ¡ sc& o¡st ¡ Regular Day 4t% Leader 6% FY 2014 GENER.AL FUND BF&O Regular Day SC & Dist Leader sccS Student SuDDort 6,232,964 21,908,896 3,210,835 r,060,257 2r,200,728 TOTÂL S 53,613,680.00 Sec 4 - 9 ---PAGE BREAK--- ADOPTED BUDGET GENERAL FUND . SGHOOLS FY 2013 GENERAL FUND Pesonnel Exoenses 40,749,732 9,718,308 TOTAr s 50,508,040.00 ¡ Expens6 19X Personnêl aL9l ADOPTED BUDGET GENERAL FUND- SCHOOLS FY 2014 GENERAL FUND Pereonnel Expenses 42,732,1-5A 9.82L.26s TOTAL s 52,553,423.00 I Erpenses L9% ¡ Personnel 8196 Sec 4 - 10 ---PAGE BREAK--- School Finance: Chapter 70 Program FY14 Preliminary Chapter 70 Aid and Net School Spending Requirements January 23,2013 Pursuant to section 6 of chapter 70 of the General Laws, the Commissioner of Elementary and Secondary Education is issuing the preliminary estimates of Chapter 70 school aid and net school spending requirements for FY14. These estimates are based on House l, Governor Patrick's proposed state budget for the coming fiscal year. The proposal increases aid from g4.l7l billion to $4.397 billion, an increase of 5226 million or 5.4 percent. Every operating district receives at least $25 in additional aid per student, andI79 operating districts receive increases so that they can keep pace with increases in their foundation budgets. Here are some of the key points about the proposal: The aggregate wealth model used in the formula since FY07 continues to be in effect and for the first time is fully implemented. For municipalities with required contributions above their targets, the equity component of the formula is fully phased in by reducing the requirement is reduced by LOO% of the gap. L79 operating districts receive foundation aid to ensure that they do not fall below their foundation budgets. Foundation budgets are raised by an inflation factor of 1-.55 percent. The foundation rate for out of district special education is increased by S10,000, from 525,848 to 535,848. Enrollment grew by .6 percent although forty seven percent of districts saw increases of as much as eleven percent. About half of this increase is due to the removal of the enrollment cap on pre-kindergarten regular education students. Lanesborough and Cheshire join Northern Berkshire as newvocationaldistrict members. Ayer joins Nashoba Valley. Dighton and Rehoboth re-join Bristol Plymouth. These are preliminary estimates subject to change as the House and Senate deliberate on the budget. Our purpose in providing these estimates at this time is to assist cities and towns in their own budget preparations for FY14. We advise you to construct your local budgets with sufficient flexibility to accommodate the changes that typically occur in the state budget process. The Commissioner will issue the final, official school spending requirements as soon as the Governor and Legislature approve either the FY14 state budget or an earlier local aid resolution. Those final numbers will then match the FY14 cherry sheets to be issued by the Department of Revenue. The Department of Elementary and Secondary Education has prepared the following materials to assist local officials in understanding the state aid calculations and local contribution requirements in this year's Chapter 70 program: a a a Sec 4 - 11 ---PAGE BREAK--- Summary chart, showing foundation enrollment, foundation budget, Chapter 7O aid, and required local contributions for each school district Summary chart for regional school districts, showing foundation enrollment and required local contribution for each member of the district. . Powerpoint presentation, describing the major components of the formula. o White paper, describing the major components of the formula in greater detail. o Complete formula spreadsheet, showing the detailed calculations for each municipality and district. This above information can be found at the following website: Questions about the Chapter 70 program should be directed to: Melissa King [EMAIL REDACTED] [PHONE REDACTED] Roger Hatch [EMAIL REDACTED] 78t-338-6527 a a Sec 4 - 12 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education FY14 Chapter 70 Preliminary Summary Comoarison to FYl3 258 SALEM Aid Calculation FY14 Prior Year Aid 1 Chapter 70 FY13 Foundation Aid 2 Foundation budget FY14 3 Required district contribution FY1, 4 Foundation aid (2 5 lncrease over FY13 (4 - 1) Enrollment Foundation budget Required district contribution Chapter 70 aid Required net school spending (NSl 52,158,1 16 51 ,596,477 Ghange -104 -2.12% -94,815 -0.19o/o -1,215,683 -3.87To 654,044 3.15% -561,639 -1.08% FY13 4,ggg 51,691,292 31,398,532 FY14 4,795 51,596,477 30,182,849 51,596,477 30,182,849 21,413,628 Target aid share C70 Yo of foundation 42.87% 40j6% 41.38Yo 41.50o/o 100.00% 6 Minimum $25 per pupil increase Non-Operating District Reduction to Foundation 7 Reduction to foundation FY14 Ghapter 70 A¡d 8 sum of line 1, 5 and 6 minus 7 Required NSS % of foundation 100.90% ,60 Eo =50 40 30 20 10 0 "J 8, fld + sjqÇ,+. ed j o b o Sec 4 - 13 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education Determination of Gity and Town Total Required Contribution FY14, Preliminary FY14 lncrements Toward Goal 258 SALEM Effort Goal 1) 2012 equalized valuation 2) Property percentage 3) Local effort from property wealth 4) 2010 income 5) lncome percentage 6) Local effort from income 7) Combined effort yield (row 3+ row 6) 8) Foundation budget FY14 9) Maximum localcontribution (82.5% * row 8) 11) Target local share (row l0 as % of row 8) 12) Targetaid share (100% minus row 11) 4,256,808,900 0.3593% 15,293,674 1,045,638,000 1.5595% 16,306,377 31,600,051 53,910,266 44,475,969 58.62% 41.38Yo 13) Required local contribution FY13 14) Municipal revenue growth factor (DOR) 15) FY14 preliminary contribution (13 x 1a) 16) Preliminary contribution pct of foundation (15/8) If preliminary contribution is above the target share: l7) Excess localeffort (15 - 10) f 8) 100% reduction toward target (17 x 1OO%) 19) FY14 required localcontribution (15 - 18), capped at 20) Contribution as percentage of foundation (19 / 8) 32,705,491 3.20% 33,752,067 62.61% 2,152,016 2,152,016 31,600,051 58.62 10) Target local contribution (lesser of row 7 or row 9) 31,600,051 lf preliminary contribution is below the target share: 21) Shortfall from target local share (11 - 16) 22) Added increment toward target (13 x 2o/o or if shoftfall is between 2.5% and 7.5%; 3% if shoftfall > 7 23) Shortfall from target after adding increment (10 - 15 - 24) FY14 required local contribution (1 5 + 22 ) 25) Contribution as percentage of foundation (24 I 8) Sec 4 - 14 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education FY14 Ghapter 70 Apportionment of Local Gontribution Across School Districts, Preliminary SALEM NORTH SHORE ESSEX AGRICULTURAL 258 SALEM Prior Year Data (for comparison purposes) 1 FY13 foundation enrollment 2 FY13 foundation budget 3 Each district's share of municipality's combined FY13 foundation 4 FY13 required contribution 11 Required district contribution FY14 (lines 9 + 10) 12 Change FY13 to FY14 (11 - 4) Apportionment of FY14 contribution amonq community's districts 5 FY14 total unapportioned required contribution ("municipal contribution" sheet row 19 or 24) 6 FY14 foundation enrollment 4,79s 13s 7 FY14 foundation budget s1,s96,477 2,079,308 8 Each district's share of municipality's total FY14 foundation 95.71o/o 3.86% I FY14 required contribution apportioned using row I percentages 30,243,800 1,218,808 10 Essex Agricultural adjustment -60,951 4,899 51,691,292 96.23o/o 31,398,532 30,182,849 -1,215,683 114 1,720,351 3.20o/o 1,044,983 1,216,352 171 ,369 21 303,185 0.56% 261,976 16 234,481 0.43o/o 137,443 -2,456 63,407 COMBINED TOTAL ALL DISTRICTS 5,034 53,714,828 100.00% 32,705,491 31,600,051 4,946 53,910,266 100.00% 31,600,051 3l,600,051 -1,105,440 0 200,850 -61j26 Sec 4 - 15 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education Office of School Finance FY'14 Chapter 70 Foundation Budget 258 SALEM Foundation Enrollment 1 Administration 2 Leadeßhip 3 Classroom and Specialist Teacheß 4 Other Teaching Services 5 Professional Development 6 Instructional Equipment & Tech 7 Guidance ând B Pupil Services 9 Operations and lVlaintenance '10 Employee Benefits/Fixed Charges 11 Special Ed Tuition 12 Total 13 Wage Adjustment Factor K¡ndergarten 59 0 Base Foundation Components Jr H¡gh/ High Elementary M¡ddle School 321 1,600 (10) Voca- tional 577 133 180 lncremental Gosts Above The Base (r1) (21 (13) (14) Spec¡al Ed Special Ed Low lncome ln D¡strict Out of D¡st Elem Other Pre. School 10,513 18,98ô 87,059 22,328 3,443 12,601 6,334 2,519 24,175 21,791 0 209,749 100,0% ELL ELL ELL PK K HaIf KF - 12 986 1,148 00 4ô 1,627 978 0 0 4,319,815 0 95,082 0 0 0 667,1 68 438,493 0 263,581 TOTAL' 4,795 2,308,123 3,085,740 23,871,320 4,31 0,1 50 8U,444 2,505,894 1,324,ô54 1,133,608 5,880,615 4,852,214 1,489,714 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 14,388 206,596 947,313 242,965 37,483 137,112 68,932 27,426 zbJ,u50 237,107 0 570,1 60 1,029,760 4,721,744 1,211,040 186,864 683,424 343,584 205,040 1,311,184 1,1 81,920 0 3s'1,361 634,590 2,560,622 537,222 124,828 421j60 281,848 206,380 87ô,002 692,517 0 409,090 738,853 4,384,292 520,733 140,917 784,566 41 1,363 554,105 988,922 774,647 0 205,614 371,357 2,564,471 349,212 91,212 246,460 164,935 73,943 640,'130 53ô,'177 0 47,395 85,599 863,49ô 60,329 26,992 159,064 47,658 64,'195 214,423 145,755 0 442,699 0 1,460,797 '1,363,925 70,4ô8 61,508 0 0 494,51 I s60,227 0 1 961 71 156 903 0 0 2397 F1 4F' 0 0 0 401 039 71 489 0 0 2,282,377 11,444,720 6,686,529 9,707,488 0 5,2,ß,511 1,714,905 4,454,141 1,649,014 5,520,557 2,6æ,¡185 51,596,477 Foundation Budget Per Pupil 10,760 0 Total foundation enrollment ass¡gns pupils in pre-kindergarten and half{ime kindergarten an enrollment count of 5 Special education in-district headcount is an assumed percentage, representing 3.75 percent of K to 12 non-vocat¡onal enrollment and 4 75 percent of vocational enrollment Special education out-of-district headcount is also an assumed percentage, represent¡ng 1 percent of non-vocational K-12 enrollment. Low income headcounts are the number of pupils ¡n columns 1 through 10 who are el¡gible for free or reduced lunch Each component of the foundation budget represents the enrollment on line '1 multipl¡ed by the appropriate state-wide foundation allotment The wage adjustment factor is applied to underlying rates in all functions except ¡nstructional equipment, benefits and special educat¡on tu¡tion The foundation budget shown on thls page may differ from the final number used in the formula, due to rounding error Sec 4 - 16 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education FY13 Preliminary Ghapter 70 Summary Comparison to FY12 FY12 4,869 49,075,890 30,553,623 FY13 4,899 51,691,292 31,398,532 1125t12 Change 30 0.620/o 2,615,402 5.33% 844,909 2.77o/o 1,770,493 9.56% 2,615,402 5.33% 258 SALEM Aid Calculation FY13 Prior Year Aid 1 Chapter 70 FY12 Foundation Aid 2 Foundation budget FY13 3 Required district contribution FY 4 Foundation aid (2 5 lncrease over FY12 (4 - 1) Enrollment Foundation budget Required district contribution Chapter 70 aid 51,691,292 3'1,398,532 20,292,760 Required net school spending (NSr 49,075,890 51,691,292 Target aid share C70 % of foundation Required NSS % of fnd IFYO6 60,000,000 50,000,000 40,000,000 30,000,000 20,000,000 10,000,000 0 42.27o/o 37.740/ 100.00% 42.87o/" 39.26Yo 100.00% Non-Operating District Reduction to Foundation 6 Reduction to foundation Ghapter 70 Aid FYl3 sum of line I and 5 minus EFYOT EFYOS TFYOg ¡FY1O ¡FY11 'FY12 EFY, foundation budget required district c70 aid +sfsf+ edjobs Sec 4 - 17 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education Determination of Gity and Town Total Required Gontribution FYl3 FYl3 lncrements Toward Goal 258 SALEM Effort Goal 1) 2010 equalized valuation 2) Property percentage 3) Local effort from property wealth 4) 2009 income 5) lncome percentage 6) Local effort from income 7) Combined effort yield (row 3+ row 6) 8) Foundation budget FY13 9) Maximum localcontribution (82.5% * row 8) 1 1) Target local share (row 10 as % of row 8) l2) Target aid share (100% minus row 11) 10) Target local contribution (lesser of row 7 or row 9) 30,685,819 13) Required local contribution FY12 14) Municipal revenue growth factor (DOR) 15) FY13 preliminary contribution (13 x 1a) 16) Preliminary contribution pct of foundation (15/8) lf preliminary contribution is above the target share: 17) Excess localeffort (15 - 10) 18) 15% reduction toward target (17 x 15o/o) 19) FY13 required local contribution (15 - 18), capped at 20) Contribution as percentage of foundation (19 / 8) lf preliminary contribution is below the target share: 21) Shortfall from target local share (l I - f 6) 22) Added increment toward target (13 x 1o/o or 2o/o)* if shoñfallis between 5% and 10%;2% if shoftfall> 10% 23) Shortfallfrom target after adding increment (10 - 15 - 24) FY13 required local contribution (15 + 22 ) 25) Contribution as percentage of foundation Qa I 8) 4,568,374,700 0.3221% 14,716,244 990,429,000 1.61240/o 15,969,575 30,685,819 53,714,828 44,314,733 57j3% 42.87o/o 31,937,697 3.52To 33,061,904 61.55Yo 2,376,085 356,413 32,705,491 60.89 Sec 4 - 18 ---PAGE BREAK--- Return to lndex 258 SALEM Prior Year Data (for comparison purposes) 1 FY12 foundation enrollment 2 FY12 foundation budget 3 Each district's share of municipality's combined FY12 foundation 4 FY12 required contribution 11 Required district contribution FY13 ( lines tO + 11) 12 Change FY12 to FY13 (12 - 5) Massachusetts Department of Elementary and Secondary Education FYl3 Chapter 70, Prelim¡nary Apportionment of Local Gontribution Across School Districts SALEM NORTH SHORE ESSEX AGRICULTURAL 4,869 49,075,890 95.99% 30,553,623 31,398,532 844,909 113 1,631,791 319% 1 ,015,918 1,044,983 29,065 261,976 -1 06,1 80 6t29t2011 COMBINED TOTAL ALL DISTRICTS 5,012 51,127,983 100.00% 31,937,697 32,705,491 5,034 53,714,828 100.00% 32,705,491 32,705,491 767,794 Apportionment of FY12 contribution among communitv's districts 5 FY13 total unapportioned required contribution ("municipal contribution" sheet row 19 or 24) 6 FY13 foundation enrollment 4,899 114 7 FY13 foundation budget 51,691,292 1,720,351 8 Each district's share of municipality's total FY13 foundation 96.210/o 3z0% 9 FY13 required contribution apportioned using row 8 percentages 31 ,473,415 1 ,047 ,475 10 Essex Agricultural adjustment -74,883 30 420,302 0.82o/o 368,1 56 21 303,185 0.56% 184,601 -2,492 77,375 0 Sec 4 - 19 ---PAGE BREAK--- Return to lndex 258 SALEM Foundation Enrollment 1 Administration 2 Instructional Leadership 3 Classroom and Specialist Teachers 4 Other Teaching Services 5 Professional Development 6 Equipment & Tech 7 Guidance and I Pupil Services I operations and l\¡aintenance 10 Employee Benefits/Fixed Charges 11 Special Ed Tuition 12 Total 13 Wage Adjustment Factor Massachusetts Department of Elementary and Secondary Education Office of School Finance FYl3 Ghapter 70 Foundation Budget Base Foundat¡on Components ELL ELL ELL PK K Half KF - 12 Pre- Schoo (21 K¡ndergarten 93 0 Full-Day Elementary 330 Jr H¡gh/ M¡ddle H¡gh School (r0) Voca- t¡onal lncremental Costs Above The Base (r1) (21 (13) l14l Spec¡al Ed Spec¡al Ed Low lncome ln D¡strict Out of D¡st Elem Other 146 183 '16,318 29,471 1 35,1 34 34,657 5,345 19,559 9,832 3,911 37,526 33,824 0 325,575 100,00/o 1 15,800 209,147 959,010 245,966 37,947 138,805 ô9,782 27,766 266,303 240,035 0 583,212 1,053,342 4,829,855 1,238,772 191,147 699,070 351,447 209,728 1,341,201 1,208,972 0 353,366 ô38,216 2,575,241 540,286 125,543 423,564 283,460 207,563 881,004 69ô,471 0 415,477 750,396 4,452,764 528,8ô9 143,122 796,820 417,786 562,755 1,004,364 786,744 0 51,233 92,532 933,429 65,215 29,178 171,947 51,518 69,394 231,788 '157,559 0 443,208 0 1,462,476 1,365,491 70,548 ô1,578 0 0 495,086 560,869 0 1 13,829 0 0 1,739 0 0 0 0 0 0 '1,080,750 0 0 4,570,233 0 1 00,597 0 0 0 705,842 0la 0 268,585 TOTAL* 4,899 2,275,970 3,104,571 24,206,052 4,332,692 843,082 2,531,327 1,33'1,044 1,147,114 5,943J27 4,895,561 1,080,750 1,662 1,007 1,184 00 523 183,526 331,467 2,288,988 31 1,698 81,415 219,984 147,219 65,997 571,367 478,582 0 47 1,748 1 ,01 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 998 923 58 24 408 ô46 0 2,310,561 11,706,746 6,724,716 9,859,097 0 4,680,243 1,853,793 4,459,256 1,196,319 5,840,592 2,734,394 51,691,292 Foundation Budget Per Pupil 10,551 Total foundat¡on enrollment does not include columns I 1 through 14, because those columns represent increments above the base The pupils are already counted in columns 1 to 1 0 Total foundat¡on enrollment assigns pupils in pre-k¡ndergarten and half-tìme kindergarten an enrollment count of ,5 Special education ¡n-district headcount ¡s an assumed percentage, representing 3 75 percent of K to I 2 non-vocational enrollment and 4 75 percent of vocational enrollment Special education oulof-district headcount is also an assumed percentage, representing 1 percent of non-vocational K-12 enrollment. Low income headcounts are the number of pupils in columns 1 through 1o who are eligible for free or reduced lunch. Each component of the foundatìon budget represents the enrollment on line I multiplied by the appropr¡ate state-w¡de foundation allotment The wage adjustment factor is applied to underlying rates in all functions except instruct¡onal equipment, benefits and special education tuition The foundat¡on budget shown on this page may differfrom the final number used in the formula, due to round¡ng error Sec 4 - 20 ---PAGE BREAK--- 258 SALEM Aid Galculation FYl2 Prior Year Aid 1 Chapter 70 +SFSF FY1 1 Foundation Aid 2 Foundation budget FY12 3 Required district contribution FY12 4 Foundation aid (2 5 lncrease over FY1 1 (4 - 1) Non-Operating District Reduction to Foundation 6 Non-operating district reduction to foundation Chapter 70 A¡d FY12 sum of line 1 and 5 minus line 6 Massachusetts Department of Elementary and Secondary Education FY12 Chapter 70 Summary, Prel¡minary Gomparison to FY11 FYII 4,817 47,422,424 30,121,364 49,075,890 30,553,623 18,522,267 Required net school spending (NSS 47,090,461 49,075,890 Enrollment Foundation budget Required district contribution Chapter 70 aid FY12 4,869 49,075,890 30,553,623 Ghange 52 1,653,465 432,259 1 ,553, 170 1,985,429 1t26t11 Pct Chg 1.08Yo 3.49Yo 1A4% 9.15o/o 4.22Yo SFSF Grant Education jobs Grant Chapter 70 plus SFSF+Edujobs target aid share C70 & SFSF + Edujobs % of fndati Required NSS plus SFSF + Edujobr Req NSS & SFSF +Edujobs o/o of fn -9'1,098 -240,865 1,221,207 -100.00% -100.00% 7.06% 40.56% 36 48o/o 47,422,424 100.00% 42.27o/o 37.74Yo 49,075,890 100.00% 1,653,466 3.49Vo E 60,000,000 FYO6 EFYOT EFYOS TFYOg IFYIO ¡FY11 'FY12 50,000,000 40,000,000 30,000,000 20,000,000 10,000,000 0 required district contribution chapter 70 aid + SFSF + edujobs foundation budget Sec 4 - 21 ---PAGE BREAK--- Massachusetts Department of EIementary and Secondary Education Determination of City and Town Total Required Gontribution FY12 FY12 Increments Toward Goal 258 SALEM Effort Goal 1) 2010 equalized valuation 2) Property percentage 3) Local effort from property wealth 4) 2008 income 5) lncome percentage 6) Local effort from income 7) Combined effort yield (row 3+ row 6) 8) Foundation budget FY12 9) Maximum localcontribution (82.5% * row 8) 11) Target local share (row 10 as % of row 8) 12) Target aid share (100% minus row 11) 10) Target local contribution (lesser of row 7 or row 9) 29,517 ,419 13) Required local contribution FY11 14) Municipal revenue growth factor (DOR) 15) FY12 preliminary contribution (13 x 1a) 16) Preliminary contribution pct of foundation (15/8) lf preliminary contribution is above the target share: 17) Excess localeffort (15 - 10) 18) 2Oo/o reduction toward target (17 x20%) 19) FY12 required localcontribution (15 - 18) 20) Contribution as percentage of foundation (19 / 8) lf preliminary contribution is below the target share: 21) Shortfall from target local share (11 - 16) 22) Added increment toward target (13 x 1o/o or 2Vo)* if shoñfallis befween 5% and 10%;2% if shoftfall> 10% 23) Shortfall from target after adding increment (10 - f 5 - 24) FY12 required localcontribution (15 + 22 ) 25) Contribution as percentage of foundation Qa I 8) 4,568,374,700 0.3148% 14,390,261 1,033,888,000 1.4641% 1 5,1 37,1 58 29,517,419 51,127,983 42,180,586 57.73o/o 42.27o/o 31,490,969 3.34% 32,542,767 63.65% 3,025,348 605,070 31,937,697 62.47 Sec 4 - 22 ---PAGE BREAK--- Return to lndex 258 SALEM Prior Year Data (for comparison purposes) 1 FY11 foundation enrollment 2 FY 11 foundation budget 3 Each district's share of municipality's combined FY11 foundation 4 FY 11 required contribution 11 Required district contributionFY'12 ( lines 10 + 11) 12 Change FY11 to FY12 (12- 5) Massachusetts Department of Elementary and Secondary Education FY12 Chapter 70 Apportionment of Local Contribution Across School Districts SALEM NORTH SHORE ESSEX AGRICULTURAL 29 402,319 0.81o/o 356,401 30 420,302 0.82o/o 262,547 -3,399 105,609 1t26t2011 COMBINED TOTAL ALL DISTRICTS 4,957 49,419,910 100.00% 31,490,969 31,937,697 5,012 51,127,983 100.00% 31,937,697 31,937,697 446,728 5 FY12 total unapportioned required contribution ("municipalcontribution" sheet row 19 or 24) 6 FY12 foundation enrollment 4,869 11J 7 FYl2foundation budget 49,075,890 1,631,791 8 Each district's share of municipality's total FY12 foundation 95.99% 3.19o/o 9 FY12 required contribution apportioned using row I percentages 30,655,833 1,019,317 10 Essex Agricultural adjustment -102,210 4,817 47,422,424 95.96% 30,121,364 30,553,623 432,259 111 1,595,167 3.23% 1,013,204 I ,015,91 I 2,714 0 368,156 11,755 Sec 4 - 23 ---PAGE BREAK--- Retum io lndex 258 SALEM Foundation Enrollment 1 Administration 2 Instructional Leadership 3 Classroom and Special¡st Teachers 4 Other Teaching Services 5 Professional Development 6 Equipment & Tech 7 Guidance and I Pupil Services I Operations and l\ilaintenance 10 Employee Benefits/Fixed Charges 11 Special Ed Tuition 12 Total 13 Wage Adjustment Factor Massachusetts Department of Elementary and Secondary Education Office of School F¡nance FY12 Chapter 70 Foundation Budget Base Foundation Components Pre- (21 Kindergarten 118,154 213,400 978,509 250,966 38,718 141,628 71,1 99 28,332 271,717 244,918 0 (r0) Voca. tional lncremental Costs Above The Base (r1) (21 (13) (14) Spec¡al Ed Spec¡al Ed Low lncome ln D¡str¡ct Out of D¡st Elem Other Schoo 19,80ô 35,770 164,020 42,066 6,488 23,739 1 1,934 4,747 45,547 41,054 0 395,171 100 0% 551,'f 59 995,457 4,5ô4,440 1,170,695 '180,643 660,659 332,128 198,209 1,267,496 1,142,530 0 348,029 ô28,58'f 2,53ô,364 532,134 123,648 417,173 279,184 204,428 867,704 ô85,954 0 173,338 313,0ô8 2,161,935 294,395 76,897 207,775 '139,049 62,33ô F20 AÃ1 452,019 0 47,397 85,604 863,549 60,333 26,993 '159,075 47,ô60 ô4,1 98 214,435 145,764 0 425,263 0 1,403,266 1,310,207 67,691 59,084 0 0 475,042 538,161 0 109,821 0 0 1,678 0 0 0 0 0 0 1,042,692 0 0 4,202,452 0 92,496 0 0 0 649,040 426,579 0 0 0 '1,779,886 0 51,856 0 0 0 363,868 239,151 0 TOTAL* 4,869 2,183,315 2,976,893 22,837,908 4,1 59,359 799,893 2,417,764 1,273,671 1,090,970 5,638,1 29 4,655,295 1,042,692 Jr H¡gh/ H¡gh M¡ddle School 1,628 1,028 1.153 390,348 705,01 3 4,1 83,488 496,885 134,463 748,631 392,516 528,720 943,627 739,165 0 00 47 1,666 934 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2,357,540 11,063,416 6,623,198 9,262,856 0 0 4,420,46s 1,715,010 4,278,714 1,154,191 5,370,568 2,434,761 49,075,890 Foundat¡on Budget Per Pupil 10,079 Total foundation enrollment assigns pupils in pre-kindergarten and half{ime kindergarten an enrollment count of 5 Special education in-district headcount is an assumed percentage, represent¡ng 3 75 percent of K to 1 2 non-vocational enrollment and 4 75 percent of vocational enrollment. Special education out-of-district headcount is also an assumed percentage, representing 1 percent of non-vocat¡onal K-12 enrollment Low income headcounts are the number of pup¡ls in columns 1 through 10 who are eligible for free or reduced lunch Each component of the foundation budget represents the enrollment on line 1 multiplied by the appropriate state-w¡de foundation allolment The wage adjustment factor is applied to underlying rates in all funct¡ons except instruct¡onal equipment, benefits and special education tuition The foundation budget shown on this page may differ from the f¡nal number used in the formula, due to rounding error Sec 4 - 24 ---PAGE BREAK--- 258 SALEM Aid Galculation FYll Prior Year Aid 1 Chapter 70 aid FY10 +SFSF Foundation Aid 2 Foundation budget FY11 3 Required district contribution FY11 4 Foundation aid (2 5 lncrease over FY10 (4 - 1) Non-Operating District Reduction to Foundation 6 Non-operating district reduction to foundation Ghapter 70 A¡d FYll sum of lines 1+5, m¡nus line 6 Massachusetts Department of EIementary and Secondary Education FY11 Chapter 70 Summary Gomoarison to FYl0 Enrollment Foundation budget Required district contribution Chapter 70 aid Required net school spending (NS 44,487,693 47,422,424 FYlO 4,756 47,512,497 30,403,931 FY11 4,817 47,422,424 30,1 94,01 5 Change 61 -90,073 -209,916 3,144,647 2,934,731 jan 2010 Pct Ghg 1.28% -o.19% -0.69% 22.33o/o 6.60% 47,422,424 30,194,015 17,228,409 SFSF Grant Chapter 70 plus stabilization aid target aid share C70 & SFSF as % of foundation Required NSS plus SFSF Req NSS & SFSF % of foundation -3,024,804 I 19,843 -100.00% 0.70o/o 39.32o/o 36.01% 47,512,497 100.00% 40.560/o 36.33% 47,422,424 100.00% -90,073 -O.190/o 50,000,000 45,000,000 40,000,000 35,000,000 30,000,000 25,000,000 20,000,000 15,000,000 10,000,000 5,000,000 0 rFYO6 EFYOT EFYOS TFYOg TFYIO ¡FY11 required district contribution chapter 70 aid + SFSF foundation budget Sec 4 - 25 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education Determination of City and Town Total Required Contribution FYl l FY11 lncrements Toward Goal 258 SALEM Effort Goal 1) 2008 equalized valuation 2) Property percentage 3) Local effort from property wealth 4) 2007 income 5) lncome percentage 6) Local effort from income 7) Combined effort yield (row 3+ row 6) 8) Foundation budget FY11 9) Maximum localcontribution (82.5% * row 8) 11) Target local share (row 10 as % of row 8) 12) Target aid share (100% minus row 11) See a listinq of all 351 communities 10) Target localcontribution (lesser of row 7 or row 9) 29,373,876 13) Required local contribution FY10 14) Municipal revenue growth factor (DOR) 15) FY1 I preliminary contribution (13 x 1 ) 16) Preliminary contribution pct of foundation (15/8) If preliminary contribution is above the target share: l7) Excess localeffort (15 - 10) 18) 30% reduction toward target (17 x30%) 19) FY1 I required local contribution (15 - l8) 20) Contribution as percentage of foundation (19 / 8) lf preliminary contribution is below the target share: 21) Shortfall from target local share (1 1 - 16) 22) Added increment toward target (13 x 1o/o or 2o/o)* if shoftfallis between 5% and 10%;2% if shoftfall> 10% 23) Shortfallfrom target after adding increment (10 - 15 - 24) FY11 required localcontribution (15 + 22 ) 25) Contribution as percentage of foundation (24 I 8) 5,168,060,200 0.29560/o 15,278,438 1,030,243,000 1.3682Vo 14,095,438 29,373,876 49,419,910 40,771,426 59.44o/o 40.560/o 31,763,033 2.29Yo 32,490,406 65.74% 3,116,530 934,959 31,555,447 63.85 Sec 4 - 26 ---PAGE BREAK--- Massachusetts Department of Elementary and Secondary Education FYI I Chapter 70 Apportionment of Local Contribution Across School Districts SALEM NORTH SHORE ESSEX AGRICULTURAL 258 SALEM Prior Year Data (for comparison purposes) 1 FY10 foundation enrollment 2 FY10 foundation budget 3 Each district's share of municipality's combined FY10 foundation 4 FY10 required contribution 11 Required district contribution FY11 ( lines 10 + 11) 12 Change FY10 to FY11 (12 - 5) Apportionment of FYll contribution among communitv's districts 5 FY1 1 total unapportioned required contribution ("municipal contribution" sheet row 19 or 24) 6 FY11 foundation enrollment 4,817 111 7 FY 11 foundation budget 4T ,422,424 1 ,595,167 8 Each district's share of municipality's total FY11 foundation 9s.96% 3.23o/o 9 FY11 required contribution apportioned using row I percentages 30,280,019 1,019,s41 10 Essex Agricultural adjustment -86,004 4,756 47,512,497 96.00% 30,403,931 30,194,015 -209,916 109 1,598,022 3.23o/o 1,022,598 1,015,648 -6,950 27 383,691 0.78% 336,504 29 402,319 0.81o/o 256,887 -2,893 88,997 COMBINED TOTAL ALL DISTRICTS 4,892 49,494,211 100.00% 31,763,033 31,555,447 4,957 49,419,910 100.00% 31,555,447 31,555,447 -207,586 0 345,784 9,280 Sec 4 - 27 ---PAGE BREAK--- Retum to lndex 258 SALEM Foundation 1 Administration 2 Leadership 3 Classroom and Specialist Teachers 4 Other Teaching Services 5 Professional Development 6 Equipment & Tech 7 Guidance and I Pupil Services I operations and l\4aintenance 10 Employee Benefìts/Fixed Charges 1'f Special Ed Tuition 12 Total 13 Wage Adjustment Factor (21 K¡ndergarten Half-Day Full-Day '109,103 '197,053 903,548 231,739 35,752 130,777 65,744 26,1 61 250,900 226,156 0 Massachusetts Department of Elementary and Secondary Education Office of School Finance FYl l Ghapter 70 Foundation Budget, Preliminary Base Foundat¡on Gomponents Pre- School 125 20,790 37,548 172,170 44,1 56 6,810 ala 12,528 4,983 47,810 43,094 0 414,806 100.0% Elementary 530,545 958,228 4,393,715 1,1 26,899 173,887 635,942 319,702 190,794 1,220p79 1,099,800 0 Jr High/ Middle H¡gh School 388,844 702,300 4,1 67,356 494,966 1 33,944 745,740 391,007 526,68'1 o20 002 736,31 8 0 (71 ELL ELL ELL PK K HaIf KF - 12 (10) Voca- t¡onal 514 137 180 lncremental Gosts Above The Base (1r) (21 (13) (r4) Spec¡al Ed Spec¡al Ed Low lncome ln O¡strict Out of Dist Elem Other 328 1,595 1,011 'r,169 00 4ô 1,591 TOTALI 4,817 874 334,54 219,872 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 336,289 607,378 2,4s0,795 514,184 1 19,480 403,096 269,765 197,529 838,432 662,812 0 170,972 308,796 2J32,422 290,374 75,846 204,937 137,151 ô1,485 532,288 445,849 0 45,570 82,305 830,267 58,007 25,953 152,944 45,824 61,724 206,'170 1 40,146 0 413,235 0 1,363,574 1,273,147 65,777 522,940 '105,ô05 0 0 1,ô14 0 0 0 0 0 0 1,002,660 0 0 3,943,087 0 86,789 0 0 0 608,987 400,248 0 0 0 1,636,416 0 47,677 0 2,120,953 2,893,608 21,993,350 4,035,087 771,915 2,3s5,768 1,241,720 1,0ô9,357 5,440,80ô 4,497,2U 1,002,660 57 41 461 60s 0 0 2,176,933 10,649,592 6,399,761 9,227,15',1 Total foundat¡on enrollment assigns pupils in pre-kindergarten and half{ime kindergarten an enrollment count of 5 Special education in-district headcount is an assumed perc€ntage, representing 3 75 percent of K to 1 2 non-vocational enrollment and 4.75 percent of vocational enrollment Special education outof-district headcount is also an assumed percentage, representing 1 percent of non-vocat¡onal K-12 enrollment Low income headcounts are the number of pupils in columns 1 through 10 who are eligible for free or reduced lunch Each component of the foundation budget represents the enrollment on line 1 multiplied by the appropriate state-wide foundation allotment. The wage adjustment factor is applied to underlying rates in all functions except ¡nstructional equipment, benef¡ts and spec¡al education tuit¡on The foundation budget shown on this page may differ from the fìnal number used in the formula, due to rounding error 0 4,360,118 1,648,910 4,'t57,690 I,109,878 5,039,111 2,238,506 47,422,456 ludget Per Pupil 9,845 Sec 4 - 28 ---PAGE BREAK--- Profile of the Bates School: The Bates School is a K-5, elementary school with an enrollment of 353 students. The school is named after former Salem Mayor and US Representative George Joseph Bates and his eldest son, William Henry Bates, who succeeded his father in congress after the elder was killed in a plane crash. The school opened in 7970 and was rededicated in 2001 after renovation and an addition were completed. The state of the art facility is completely air conditioned and includes among other spaces, a fully automated an Instructional Media Center, Science Discovery Center, a theater and music suite, a computer lab equipped with the latest Macintosh computers, three recreational areas, family center, and large, fully equipped classrooms. The Bates School is completely networked, and has the services of a district Technology Integration Specialist. In addition to the computer lab, all classrooms and specialty areas have computers and internet access. The Bates School realizes the importance of a strong arts component to a child's education. All students at the Bates receive performance instruction in theater arts through our music program. Every child performs in a music program. We start chorus lessons in grade two. Our visual arts program is one of the best, using all types of media and learning about many artists and their styles. We have an annual art show at the end of each school year displaying the art of every child. We schedule time to integrate music and art into the everyday curriculum as much as possible. Every third weeþ each child in Kindergarten and First grade receive an additional music and art class. Our motto is: "Guiding us Beyond our Creative Horizons", and we try to live up to that motto. Bates School believes in hands-on activities that create enthusiasm for learning through exploration and discovery. A full-time Science Integration Specialist is employed to assist staff in both teaching and designing lessons that are aligned with our philosophy. Our Read Science Discovery Center is fully equipped to meet the requirements of curriculum in all grades. We also house the district's special education Therapeutic Support Program consisting of five classrooms, which service students throughout the district who have severe behavioral and emotional difficulties. Approximately twenty-seven (27o/o) of the Bates School population is special education and/or on 504 plans, 94 students. We are designated as a Title I school with over sixty percent (600/o) of our students are from low-income families, based on our free and reduced figures. We are designated as a Title I school due to our high percentage of low-income students, Under NCLB law we were designated as a Level 3 school, a school in need of improvement. We presently have 27 ELL [English Language Learners) in our school, 13%o of our population. This past year, we made our Adequate Yearly Performance (AYP) in math, but not in ELA. In the past two previous years we did not make our AYP in either subject area. Sec 4 - 29 ---PAGE BREAK--- Our scores continue to be low in our sub-groups especially in our special education population with a score of 55.9o/o in ELA and 52.7o/o in math. However, in math the special education sub-group made an increase of 74.3o/o points and 6.50/o points in ELA. Each year we have analyzed the MCAS results and formulated lists of our greatest and of our weakness that needed to be addressed. We have provided professional development to teachers in these areas. This year we also, along with the MCAS analysis, piloted the survey entitled, 'Conditions of School Effectiveness', from DSAC. We divided the staff into seven groups in order to analyze the survey. We combined three of the ten areas that we felt were related. Each group deciphered the results of the teachers' opinions of what makes an effective school. From these reports, the staff brainstormed ideas that we felt would increase our scores in the math and ELA on the MCAS. These were brought to our School Council/Stakeholders group made up of parents, teachers, and community representatives. The plan that follows lists the priorities from these meetings. Our Expectations: We expect to have all of our children reach the proficient level on the MCAS both in math and in ELA by 2077 . We expect each sub group in ELA and Math to increase their performance level by 7%o points each year. We believe that every child has the potential, with the right help, to reach this goal. In year one, we will focus on these three priority areas, each year adding more ideas and strategies for improvement. We will provide focused professional development for staff, continually monitoring progress of students and continuously analyzing our data. Three High-Priority Essential Conditions: (lrom DESE "77 Essential Conditions lor School Effectiveness") 1 Tiered instruction and adequate learning time. 2. Professional development and structures for collaboration. 3. Students'social, emotional, and health needs. Sec 4 - 30 ---PAGE BREAK--- Profile of the Bentley Elementary School: The Bentley Elementary School is a PreK-5 building that serves approximately 335 students. Our school is committed to developing and delivering a well-rounded educational program for all its students. V/e believe this includes rigorous academics, varied co-curricular programs, and an effective partnership between home and school. We encourage all of our students to reach their potential in all disciplines. cân H rÌc f5 of 4.9 2-6 44.6 0"0 2 0.f) 2.6 lnco F Lunch 37_1 264 74.Ê 1Ë_0 684 6.4 E nroll ment by Râco/Eürnlelty (201 I % of School n$s Our Expectations: Bentley's Mission Statement is, " the members of the community will create and support a school environment which respects and values diversity where all children and adults feel welcomed, trusted and an important part of the school community." The vision statement is to "Create a learning community where students, faculty and families are actively invested in educational achievement." Our school is committed to the core values: excellence, perseverance, respect, responsibility and tradition. The Bentley Elementary School has built a community within our school where teachers, students, parents and administration work together to provide an educational setting that is conductive to good leaming and understanding. Sec 4 - 31 ---PAGE BREAK--- Essentíal Condilìons: DESE oll Essentíøl Condítíons School 1. Aligned Curriculum - We will align our K-5 curriculum with the Common Core State Standards both vertically and horizontally. 2. Effective Instruction - We will work to improve the instructional capacity and shared ownership of student leaming throughout Bentley, regardless of which position any individual holds. 3. Student Assessment -We will develop a consistently administered system (school-wide) designed to collect, organize and apply data that will inform instruction and curriculum. 4. Family School and Engagement - We will develop strong partnerships among and between teachers, administrators, staff at community-based organizations, and family members to support the social development of students in a way that is culturally informed and focused on academic success. Sec 4 - 32 ---PAGE BREAK--- Profile of the Carlton School: The Carlton School serves 235 children in grades K-5. As Salem's Green School, the Carlton makes use of a state of the art science lab and organic garden. The Carlton School houses three self-contained special education classrooms for students with Specific Learning Disabilities. Startingin20LL the Carlton School also housed two Newcomer classrooms for students in grades one and two who are beginning to learn English. Beginning in the fall of 2072 the Carlton School will officially open as an Innovation School based on the idea of continuous progress. This school improvement plan elaborates on the measurable goals section of the Innovation Plan. Please see the attached plan. Parents, teachers, and administrators have worked hard over the past thirteen months to prepare the students and school for the transition. Each element of the Innovation Plan is designed to improve student achievement and is reflected in the goals below. Our Expectations: o During the April 20L2 and fune 2013 time period the Carlton School Staff will successfully implement the continuous progress model described in the Innovation Plan approved in October of 2017. fsee attached) o Teachers will make significant and meaningful changes to their practice resulting in higher student achievement. o Students will take an active role in their education by demonstrating ownership over their learning. o Family involvement will increase during the 20t2-2013 school year. Four High-Prtortty Essential Conditions: (from DESE "77 Essential Conditions for School Effectiveness") 1. Effective Instruction 2. StudentAssessment 3. Professional Development 4. Family-School Engagement Sec 4 - 33 ---PAGE BREAK--- Profile of Collins Middte School: Collins Middle School is a large school with a population that exhibits a wide range of socioeconomic diversity, and a wide range of cultural diversity; the population therefore exhibits both the enrichments and the needs that such diversities bring. The school is structured specifically to provide students with a middle school experience in small community-based learning environments which remain intact for the three middle school years. Hence, there are three communities within Collins: Ingersoll Wharf Forrester l4trharl and the R.E.A.C.H. Program. Each of these encompasses grades six through eight. While students from all three communities share experiences in specific areas such as instrumental music and extra-curricular activities, the majority of their time is spent based in their specific wharf. The majority of classes at Collins are heterogeneously grouped, (the exceptions being grade 8 math classes and some Spanish classes in both seventh and eighth grades,) so most classes therefore include students of a wide range of academic abilities, and must provide appropriate educational experiences for students with a wide range of academic achievement thus far. All academic classes throughout the building, with the exception of world language, are therefore co-taught. Classes are designed to provide all students with interdisciplinary experiences. Units are teacher developed to address the learning levels, styles and needs of all students within the context of a particular unit. Teachers are expected to coach all students as they become active learners, rather than teach'subjects'for students to learn passively. All students are expected to show mastery through exhibition. Research and technology skiJls are embedded into each unif increasing in complexity. Through co-teaching, the majority of both special education and ESL support is provided through the inclusion model. There is, however, a daily pull-out for ESL work, and a very small level of pull-out for reading, and for speech/language services. Race/ethnicity Data: White, 57%;Hßpanrc,32o/o; African-American, 6o/o; Asian,2%,M;u.lt:,,-race, non Hispanic 3% Selected Populations: First language not English ,23o/oi Limited English Proficient, Special Education ,24o/oi Free Lunch,55o/oi Reduced Lunch, Low-income,640/o Sec 4 - 34 ---PAGE BREAK--- Our Expectations: Collins strives to be a school which values diversity: where teachers bond with students; where students and staff respect one another; where learning is enioyable, exciting and provides choices; where expectations, instruction and activities accommodate each child; and where students learn to make decisions. Four High'Priority Essential Conditions: (from DESE "77 Essential Conditions for School Effectiveness") iv. Elþctìve Instruction' Instructional practices are based on evidence from a body of high-quality research and on high expectations for all students and include use of appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice. v. Student øssessmenL' The school uses a balanced system of formative and benchmark assessments väj. Tiered Instruction and Adequøte Learníng Time: The school schedule is designed to provide adequate learning time for all students in core subjects. For students not yet on track to proficiency in English language arts or mathematics, the school provides additional time and support for individualized instruction through tiered instruction, a data-driven approach to prevention, early detection, and support for students who experience learning or behavioral challenges, including but not limited to students with disabilities and English language learners. x Fømily-School Engøgement: The school develops strong working relationships with families and appropriate community partners and providers in order to support students' academic progress and social and emotional well-being Sec 4 - 35 ---PAGE BREAK--- Profile of the Horace Mann Laboratory School: Horace Mann Lab School is a kindergarten through grade five school with a current enrollment of approximately 325 students. Grade configurations consist of three classrooms in kindergartens, firs! second, third and fifth grade. In addition there is a 1-2 multi-age class, and a 3-4 multi-age class. Horace Mann is located on the campus of Salem State University and serves as one of the University's lab schools. Working with the University's students allows us to create small learning groups and provides our students with the newest innovations in education. We ascribe to the Responsive Classroom approach and believe that the social curriculum is as important as the academic curriculum. Teachers and students work together to build a climate of trust and mutual respect. Like all of Salem's public schools we utilize the Everyday Math program and the SuperKids Reading program. Our Expectations: We expect that the achievement gap at the Horace Mann Lab School will be reduced by between 6 and B percentage points between subgroups. We expect that teachers at our school will habitually use high expectations with their students, and verbalize these expectations throughout the school day. This will be supported through training using the Skillful Teacher course. We expect that teachers will increase the variety of teaching methods they use, and build on their repertoire. This will be accomplished through peer observations that are discussed at common planning time and during professional development sessions. During each month teachers will focus on a particular skill set described in the Skillful Teacher, and reflect on how its use impacts their teaching. We expect that the principal will have regular meetings to collaborate with a leadership group to discuss concerns that staff and students have. Teachers will increase their leadership role in the school, both in the areas of instruction and in teaching and learning. We expect that relationships between the Horace Mann Lab School, its parents, and community businesses will improve through more effective and constant communication. In order to do this, we will take better advantage of our school website and our bilingual resources to make sure all community members are being reached. Also, we will increase the level of in-class parent involvement so that students understand that all members of our school community are working together. Three High-PrioriQr Essential Conditions: (lrom DESE "77 Essential Conditions îor School Effectiveness") 1. ry. Effective Instruction 2. II. Effective School Leadership 3. X. Family-School Engagement Sec 4 - 36 ---PAGE BREAK--- Profile of the Nathaniel Bowditch School: The Nathaniel Bowditch School is a K-8 school with a population of 500 students. Our school theme is "Learning through Literacy and Languages". Our program follows the Salem Public Schools curricula and learning expectations with the added benefit of providing Spanish language instruction to all of our students. Our goal is to promote a high level of academic achievement in all subject areas, and to develop language proficiency in English and Spanish and appreciation of different cultures. We are a Title I School and follow the Response to Intervention Approach to attend to our students' Reading, Mathematics and socio-emotional learning needs. Also, we house the District COMPASS Program in the Middle School, a successful educational program for students in the Autistic Spectrum that provides a comprehensive set of services and supports the full integration of these students into the life of our School Community. Literacy Instruction in English and Spanish - Our teachers believe that children who are skillful readers and writers will be better, happier students and citizens. We are committed to developing proficient readers and writers. We recognize that all students learn differently and we find ways to reach our students' as well as, their weaknesses. We do so through a balanced literacy approach in all grade levels with an emphasis on word study, language skills, critical thinking, problem solving skills and reading and writing as processes. Embedded in English and Spanish literacy instruction is the use of instructional strategies and supports appropriate for native and second language learning. Our Expectat¡ons: The NBS Stakeholders Group has the following HOPES AND DREAMS for the Nathaniel Bowditch School Community state. Sec 4 - 37 ---PAGE BREAK--- Nathaniel Bowditch School Community Expectations (Adapted from the originol document on the Nathaniel Bowd¡tch School Commun¡ty Expectot¡ons that wos developed by the Schoot Climate/Discipline Tosk Force lost school yeor) All children have the right to a free public school education. In order to ensure the success and growth of all children in our school, the staff and students of the Nathaniel Bowditch School agree to provide a safe, constructive, and supportive learning environment for all children. The community expectations to create an atmosphere promoting positive school communit¡r, respect and learning apply equally to all members of our school. The three basic tenets of our community expectations for students, staft and administrators are as follows: 1. Work to the best of your abilities and engage actively in the classroom 2. Treat others with respect and kindness regardless of differences or disagreements 3. Act with the awareness that your actions have an impact on the learning of others. It is essential that parents act as partners in encouraging a productive, attentive, and respectful attitude in their children, and that communication between parents, teachers, and administrators is clear and timely. Parents have a right to know and understand our expectations for learning and citizenship. Their concerns and contributions regarding their child's learning environment and academic progress are respected and appreciated. Home and school must work in a cooperative way to support the proposition that students have responsibilities as well as rights. Together, we must foster a mutuality of respect and ownership for learning within the school environment. A goal of our school is to develop and maintain a positive selÊimage for each student combined with an appreciation for the rights of other persons with whom he or she interacts, and a rich and challenging learning environment for everyone. Three High-Príority Essentiol Conditions: (from DES "77 Essentiol Conditions for School Effectiveness") 1. Effective Instruction - Reading, Writing and Mathemat¡cs 2. Tiered - Reading, Writing and Mathemat¡cs 3. Student Assessments - Reading, Writing and Mathemat¡cs Sec 4 - 38 ---PAGE BREAK--- Saltonstall School's Commitments and Rationale The mission of Saltonstall School is to educate each student to be an effective problem solver, to demonstrate competence, to assume leadership, and to be recognized for his/her contributions to the broader commun¡ty, now and in the future. Because Sc¡ence as a discipline integrates literacy and math in a purposeful way while providing a creative, problem-solving approach to learning, and because Sustainability-the intersection of economics, environment and community--provides a purpose for all the work we do in school, Saltonstall School is committed to using "Science and Sustainability" as our instructional lens. Because the use of Multiple lntelligences gives each child a genuine way to belong and succeed in school, and because it prepares students to be active, engaged members of our community, both while they are in school and after they graduate, Saltonstall School is committed to the continued use of an Ml approach to instruction that support both teaching and students' expression of understanding. Because we are dedicated to the progress of each child in intellectual, academic, social and personal areas, Saltonstall School is committed to establishing documentation methods and systems that make progress evident. Because we understand the impact that strong family and community support has on a child's development, Saltonstall School is committed to strengthening its partnerships with families and the Salem community. These commitments represent Saltonstall School's focus on four Conditions of School Effectiveness that we selected in the Fall of 2Ot2: Effective Family-School Engagement, Tiered and Student Social, Emotional Health. a a a Our Expectations The mission of Saltonstall School is to education each student to be an effective problem solver, to demonstrate competence, to assume leadership, and to be recognized for his/her contributions to the broader community, now and in the future. Research indicates that student engagement impacts learning. Therefore, our priorities are to increase engagement in order to impact academic success. ¡ As we identify individual student needs through various measures, the Saltonstall community will respond to support student progress. o We will engage parents and community agencies as our partners in providing effective academic and emotional stability for our children. We expect to develop means of increasing family and community engagement so that student learning is supported well in school, at home, and within the community. ¡ We expect to provide quality instruction to all students so that each child is challenged to meet high individual standards, and we expect to develop plans to specially address the lower-achieving subgroups and individuals who have been identified through MCAS testing. Teachers will provide quality instruction of core curriculum utilizing mult¡ple methods, including project-based learning and the use of Multiple lntelligences approaches to reach all learners. ¡ We expect to continue to develop curricula that address the range of needs demonstrated by students in any classroom so that all students engage in challenging experiences and recognize their own intellectual development. Every child will experience success and will be encouraged Sec 4 - 39 ---PAGE BREAK--- to continue to apply new understanding as they grow and learn. Teachers will use the lens of "science and Sustainability" to frame their instruction. We expect all students to contribute to the Saltonstall community as they develop a sense of self-awareness and efficacy. We expect all Saltonstall students to be involved in service learning activities. We expect our LEP and FLEP students to advance in individual scores over the course of their educational experience at Saltonstall. We expect all students, including our special education students, to develop strategies for success in the classroom and to advance in their individual performance over time. We expect the Salem school district to support our mission, meets our operational needs, and support our efforts at multiple assessments that capturethefull rangeofstudentlearning. lnthelongterm,weexpectoureducational approachtoencourageall studentstoremaininschool, and, therefore increase the graduation rate in Salem. We expect our strategy to complement district initiatives and support the mission of Salem Public Schools. a a a a a Four High-Priority EssentialConditions: (from DESE "77 Essentiol Conditions for School Effectiveness") 1. Family / School Engagement: Rationale While Saltonstall enjoys a high level of parental involvement, it is not as diverse as our student body, nor does it fully meet our educational and enrichment needs. Enhanced family and community engagement will help inform our understanding of students' social, emotional and health needs, thereby allowing us to enhance systems that support learning. 2. Tiered Instruction: Rationale With 25% more learning time than other schools in the district, Saltonstall already employs "adequate" learning time Through tiered instruction, we seek to bring all students to a higher level of proficiency by using a coherent curriculum focusing on Science and Sustainability and integrating Ml pract¡ces. Assessment will be used to inform our instruction, and will be aligned with the Common Core. A focus on this essential condition will help better align curriculum and provide challenging instruction that meets the needs of individual students. Rationale WhileSaltonstall passing, our documentation of effective practices has been uneven. Results for our population of subgroups are less effective. A focus on effective instruction will include documentation and assessment systems that make our work and its results more evident. 4. Students'Social and Emotional Health Needs: Rationale Often it is a student's social and emotional health needs that interfere with full engagement in learning. As we as a community attend more effectively to these specific needs, we see positive impact on learning. Sec 4 - 40 ---PAGE BREAK--- Profile of Salem High School: Salem High School is a four-year (grades 9-I2), comprehensive public high schoolwith an enrollment of approximately 1200 students. lt is accredited by the Massachusetts Department of Elementary and Secondary Education and by the New England Association of Schools and Colleges. Salem High School has strong core academic courses as well as a variety of elective offerings in music, art, child development, vocational and technical education, business, and other areas. There are several programs in place to support the learning of at-risk students and subgroups such as Special Education and English Language Learners. Our Mission: The mission of Salem High School is to offer all students the opportunity to demonstrate independence, self-motivation, and responsibility for self and others. Provided with a safe learning environment that builds positive relationships between students and adults, students will leave Salem High School with the academic skills, habits of mind, and technological literacy that will enable them to think critically, problem solve, collaborate and communicate effectively as citizens of the local and global community. Four High-Prioríty Essentíol CondÍtions: (from DESE '77 Essentíol Conditions for School Effectíveness") 1. Effective School Leadership 2. Effective 3. Student Assessment 4. Family-School Engagement Sec 4 - 41 ---PAGE BREAK--- Profile of the Heights Elementary School (WHES): Heights Elementary School is located at 1 Frederick Street in the Heights neighborhood on the west side of Salem. The School Motto "Reaching for the Stars" is encouraged every day and reflects the high expectations of all members of our school community. There are 27 classrooms with 467 students in grades K through 5, dedicated classrooms for art, science, music, and computer lab, aLibrarylMedia Center with an additional computer lab, a gymnasium and a combination cafeteria and auditorium. Technology is integrated during daily learning. There are 14Interactive Whiteboards spread across each of the grade levels. There are 25 computers in the computer lab, with 18 more in the Library. Each classroom has 3 to 5 computers. Our enrollment by racelethnicity is 'White Hispanic Asian Multi-Race (4.lYo), andAfrican American Our selected populations include Low Income First Language not English and Special Education WHES places a strong emphasis on school culture and collaboration. We believe that learning should be fun and we strive to provide instructional activities that engage all of our students. Each member of our community - student, parent, school employee - is valued and plays an important role in the overall success of our school. WHES is a leader in literacy instruction within the district. Literacy efforts include a ninety-minute block with specialist support at all levels. The SuperKids Literacy Program, which includes a systematic and sequential phonics component, is at the core of all K-2 instruction. The Everyday Math Program provides sixty minutes of daily instruction, emphasizing problem solving and hands-on activities. Specialized instruction, Response to Intervention (RTI) and English Language Learner (ELL) strategies are just a few of the focused areas of teaching. Science integration, computer enrichment, and library activities occur weekly. A weekly enrichment schedule provides additional instruction in specialist subject areas. We maintain an active educational partnership with Salem High School, Salem State College, Peabody Essex Museum, Salem Boys & Girls Club and the Norman Read Trust. 'We encourage parents to become involved as Sec 4 - 42 ---PAGE BREAK--- School Council and PTO members. In addition to funding field trips for all of our classes, the PTO sponsors numerous enrichment activities for the children. A few examples include the ice cream social, Turkey Shoot Fundraiser, Walk-A-Thon, book fair, Fun Fridays, field day, and the end of the year cook-out. Parental involvement is a key aspect of the school culture at WHES. Our family programs are designed to keep parents informed of the many and varied areas of study offered at the school. Our Expectations: WHES is a community in which students, staff, and parents are committed to the goal of excellence in education. We start every school day by reciting the following pledge: I am a smart, special, valuable person. I respect myself and I respect others. My words and actions are kind and honest. I accept only my best in all that I do. The pledge sets the tone for each day, reminds us of our commitment to ourselves and one another, and serves to foster an attitude of respect. We encourage all of our students to strive to do their very best. "Reach for the stars!" is a reminder that all things are possible if we work hard, set goals and aim high! Three High-Priority Essential Conditions: (lrom DESE "77 Essential Conditions for School Effectiveness") t. 2. Tiered 3. Family-schoolenqagement Sec 4 - 43 ---PAGE BREAK--- Salem Community Charter School Salem Community Charter School (SCCS) is a new Horace Mann charter school that serves an extremely vulnerable student population. SCCS opened in September 2011 with 50 students who previously dropped out of high school and will grow to serve 125 overage and underperforming students who face significant barriers on their path to a high school diploma, but who are driven to graduate. Our first goal at SCCS is to re-engage students into formal education. To do this, we learn about the obstacles each student faces, along with their and talents, through extensive diagnostic screenings and intake counseling. We then build from this starting point to develop the academic competencies, workplace experience and personal wellness that are necessary for each student to succeed in school and thrive in adulthood. Competency Based Education and Personalized Academic Program Recognizing that the traditional educational system has not worked for our students, SCCS combines a competency-based assessment system with other educational innovations to change the way school looks and feels for our students. These modifications to the typical high school experience are most apparent in our competency-based system of instruction and assessment. Unlike a traditional school, students will not advance through grades (gtn, 1Otn, 11"', 12"') nor is their progress be measured in Carnegie units (A,B,C,D,F). lnstead, students are asked to demonstrate what they know by completing assessments and meeting benchmarks. At SCCS, seat time is not a variable in the assessment of student learning in the same way it is at a typical high school. Student learning is driven by subject mastery and students are able to learn at their own pace both inside classes with the guidance of an instructor or outside of classes through independent study, work-study and service learning projects. As students develop competence, they exhibit their growth to SCCS staff to earn benchmarks. Once students demonstrate competence through exhibition and benchmark completion, by passing the MCAS, and completing an individual Capstone Project, they are eligible to graduate. These modifications to the typical high school experience are also apparent at SCCS in our small classes, extensive social supports, the close relationships between staff and students, as well as the engaging, hands-on teaching and the large array of enrichment and remediation options that engage and support our students. Flexible Scheduling and lndividualized Support At SCCS, all students benefit from a flexible, student-centered schedule that supports their individualized learning goals. SCCS offers an extended day and extended year schedul . lt is our expectation that students will be engaged in a personalized combination of classes, independent study, counseling or work-study for eight hours each day. This expectation offers students the opportunity to complete high school at an accelerated pace and practice the life skills associated with maintaining a full-time job, but this eight-hour expectation can look very different for each student. Students individualize their schedule in collaboration with their advisors based on their most pressing area of need and their current limitations. ln addition to flexible scheduling, SCCS offers individualized academic support through "Workshop Blocks" that can be customized for both remediation and enrichment. These flexible periods are also a chance for students to pursue work-study or service learning opportunities, which are being developed in partnership with local businesses and nonprofit organizations in Salem, preparing SCCS students for life after graduation. By creating a unique schedule that embeds core academics in a variety of learning settings with increasing levels of academic and social supports, SCCS is bringing the competency-based assessment modelto another level of relevance. Sec 4 - 44