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2

• Portfolio Fact base & Demographic Context

• Plan Progress Update

Whole Child Whole Community Agenda

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There was a 9% Population Loss in Pittsburgh between 2000 and 2010

4

5

‐9%

‐25%

17%

6%

‐32%

‐8%

29%

‐24%

‐40%

‐30%

‐20%

‐10%

0%

10%

20%

30%

40%

TotalPopulation:

Under 18 18 to 24years

25 to 34years

35 to 44years

45 to 54years

55 to 64years

65 and Over

Pittsburgh and Mt. Oliver Population Change by Age Group, 2000‐2010

These Population Shifts Have Resulted In Only 20% of Households Having Children

6

7

8

Ages 4‐9

Ages 10‐12

Ages 13‐17

0

10,000

20,000

30,000

40,000

50,000

60,000

2000 2010

Population in Pittsburgh, Ages 4‐17 – 2000 vs. 2010

‐24%

‐33%

‐30%

52,417

37,431 ‐29%

Source: 2000 and 2010 US Census for City of Pittsburgh, PA.9

10Source: UCSUR, Univ. of Pittsburgh, PPS Analysis

1. We don’t foresee major enrollment increases on the horizon.  There could be neighborhood or program‐specific increases however, as the changes are not uniform across the city.

2. The increases in 18‐34 year olds represent an opportunity, but thus far it hasn’t translated into more children for the city or school district.

The Demographic Context Led to Several Conclusions Related to the District’s Fiscal Sustainability

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Improve Fiscal Sustainability – Living within our Means

Invest in People, Structures and Culture

Refocus on Milestones

Partner with the Community in a New Way

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2

3

4

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Updated Financial Projections Allow Some Flexibility To Address Long Term Deficits

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1. Millage increase and projected increases in other revenue sources have decreased the projected 2014 deficit by ~$5.5M

2. This has pushed out the projected exhaustion of the District’s fund balance from 2016 to 2017

3. Large deficits are still projected going forward: $47M in 2016, $57M in 2017.

Improve Fiscal Sustainability – Living within our Means

Invest in People, Structures and Culture

Refocus on Milestones

Partner with the Community in a New Way

1

2

3

4

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Empowering Effective Teachers Progress Provides Opportunity to Improve Policy & Culture

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• Substantial progress at understanding, identifying, and supporting effective teaching opens up many opportunities to re‐examine policies to empower teachers to raise student performance

• 50 teachers and administrators identified policy ideas with the potential to increase the share of students experiencing highly effective teaching.  

• Additional input received from over 100 teachers, administrators, and central office staff

• PPS and PFT leadership are considering policy options

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All Employees Have a Role In Improving Student Outcomes

2

Principals• Professional growth through peer collaboration, self‐reflection, 

training, coaching, and feedback• Continuous engagement on growth and evaluation processes leading 

to new evaluation structure aligned to PA  law (Act 82)

Non‐teaching professionals (e.g. nurses, counselors, social workers, etc.)• Collaborating to modify PA Dept of Ed. rubrics to account for PPS 

context leading up to Act 82 implementation in 2014‐15

Central Office Leadership• District Executive Leadership

• New evaluation process/rubric piloted this year• Office of School Performance 

• Invited by the Wallace Foundation to submit proposal to design and implement new approach to principal/school support

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Improve Fiscal Sustainability – Living within our Means

Invest in People, Structures and Culture

Refocus on Milestones

Partner with the Community in a New Way

1

2

3

4

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Refocus on Student Milestones3

• Increase access to quality Early Childhood programs‐Possibly restore 75‐100 of the 106 seats lost last year

• Successful Kindergarten transitions‐Working closely with Ready Freddy/OCD (UPitt) to create plan by this summer that has clear roadmap for building capacity across all elementary schools 

• Improve parental support for learning at home‐Focusing on tools and technology that can support and engage parents in early childhood years

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Elementary Literacy Strategy Development Is Focused In Three Areas

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1. Building Capacity for Early Literacy Instruction‐ How are we supporting educators to grow their literacy instructional practices?

2. Instructional Programming ‐What curriculum tools and instructional resources are required to support  teachers in the delivery of literacy instruction?

3. Direct Student Intervention at Critical Times‐ How can we intervene sooner with more aggressive and effective support?

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Building Educator Capacity for Early Literacy Instruction

3

• Language Essentials for Teachers of Reading and Spelling (LETRS) provides literacy teachers foundational understanding of how children learn to read

• LETRS training participation will be comprehensive:‐Central staff from key departments will receive LETRS training (May)School Performance, Curriculum & Instruction (CI), English as a Second Language (ESL), and Program for Students with Exceptionalities (PSE) 

‐5 PSE staff will complete certification as LETRS trainers (Summer)‐LETRS teacher leader training for every k‐5/k‐8 school (August)‐K‐2/3‐5 teachers and principals in 1st 3 modules of LETRS training (Aug‐ Jan)

• Literacy team designing support for application of LETRS to instructional practices.  Detailed plan will be provided by May‐Leverage LETRS trainers, LETRS teacher leaders for job‐embedded support

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Algebra Readiness Requires Making Math More Accessible, Relevant, and Engaging To All Students

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•National Science Foundation‐supported partnership with Education Development Center, Carnegie Mellon, Duquesne, & University of Pittsburgh‐ 12 member advisory board of national experts formed

•Particular focus on math education for students of color‐ Leadership team attended a Leading for Equity Institute with the National Equity Project 

‐ Access and re‐engagement of students is a focus

•5 school visits underway to encourage school teams to enroll in this opportunity: 

•2014 Summer Experience planned

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Improve Fiscal Sustainability – Living within our Means

Invest in People, Structures and Culture

Refocus on Milestones

Partner with the Community in a New Way

1

2

3

4

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Partnering with the Community in a New WayCommunity Engagement Sessions

Past Events: 

December 12, 2013• Principals meeting

February 10, 2014• Urban League / African American 

Leaders• Approx 50 attendees

February 18, 2014• YouthPlaces and the Hill House 

Association• Approx 30 attendees

February 20, 2014• Trinity AME Zion Church ‐West End• Approx 60 attendees

Selected Feedback

“Thepublicdoesn'tunderstandhowtheDistrictgothere– andtheyareangry”

“Morepeopleneedtohaveabetterunderstandingoftheteacherevaluationsystem.”

“Eliminatemagnetschools– theyareruiningneighborhoodschools.”

“How can we help families who cannot get into PreK program?”

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Upcoming Events:

March 17, 2014Hosts: Pittsburgh Area Jewish Committee, Squirrel Hill Urban Coalition and Community Relations Council of the Jewish Federation of Greater PittsburghLocation: East End Cooperative Ministry Community House ‐ Penn Circle North, Pittsburgh, PA 15206 Time: 6:00 – 8:30 p.m.

Tuesday, March 18thHosts: Christians Investing in EducationLocation: Institutional Church of God in Christ 302 West North Avenue, Pittsburgh, PA 15212Time: 6:00 – 8:30 p.m.

Monday, March 31stStudent Focused Session

Partnering with the Community in a New WayCommunity Engagement Sessions

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Whole Child Whole CommunitySelect Next Steps (1 of 2)

• Improve Fiscal Sustainability‐(Spring) Review budget timeline/planning process‐(Spring/Summer) Engage Board and community on specific cost reduction recommendations

• Invest in People, Structures, and Culture‐(Spring) Teacher/School Policy Recommendations Reviewed with District & PFT Leadership‐(Spring) Continue efforts to align growth and evaluation processes for all employee role groups ‐(June) Principal and Central Office Surveys Conducted

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Whole Child Whole CommunitySelect Next Steps (2 of 2)

•Refocus on Student Milestones‐Kindergarten readiness(May) Early Childhood Parent Engagement Proposal(June) Number of Early Childhood seats for 2014‐15 finalized(June) Ready Freddy Roadmap for systemic successful Kindergarten transitions

‐Elementary Literacy(May) Elementary Literacy Plan Recommendation from Literacy Team(Summer/Fall) LETRS training conducted

‐Middle School Math(Spring) Enroll schools to engage in Math Equity  (DEbT‐M) Project(Summer) DEbT‐M Summer Experience for selected teachers & school‐based teams

•Partner with the Community in a New Way‐(March) Two regional community engagement sessions; student session‐(Spring) Milestone/Topic meetings to engage in specific areas more deeply‐ (Spring) Mayor’s Task Force participation by Superintendent, Board President, and PFT President 26