LYNN — Superintendent Dr. Patrick Tutwiler has submitted a plan to the state that outlines how the Lynn Public Schools would prioritize the first year of additional funding that would be allocated to the district through the Student Opportunity Act.
The SOA funds would aim to improve the educational experience of all students, but would be particularly focused on meeting the needs of the district’s lowest performing student subgroups, Tutwiler said.
Signed into law by Gov. Charlie Baker in November 2019, the landmark legislation’s $1.5 billion investment in public education was initially projected to translate to more than $100 million to Lynn schools through 2027.
However, now the timeline for when, or if, the funds would be forthcoming remains unclear, Tutwiler said. Nonetheless, the LPS Student Opportunity Act Plan 2021-23, which was approved by the School Committee last week, anticipates that the district would spend approximately $12.84 million of that SOA aid during the first year of funding.
“On a high level, this act corrects decades-long funding shortcomings for districts like ours in profound ways,” said Tutwiler. “With this historic financial commitment, the Department of Elementary and Secondary Education (DESE) directed each school district to make four Student Opportunity Act commitments in order to close opportunity and achievement gaps among student subgroups.”
In its plan, LPS commits to focusing on student subgroups who are not achieving at the same high levels as their peers; adopting, deepening or continuing specific evidence-based programs to close achievement gaps; monitoring success in reducing disparities; and engaging families, particularly those families that have a child included in subgroups that have been identified as being in most need of support.
Tutwiler said the commitments included in the SOA plan align with the priorities outlined in the district’s strategic plan, noting that “this provided a unique opportunity for us to merge deep funding with long-term strategic planning.
“The SOA funds allow us to deepen existing, evidence-based programming for two of our most underperforming subgroups — students with disabilities and English (language) learners — by significantly increasing staffing and adding or expanding new programs,” said Tutwiler.
In terms of special education, Tutwiler said increased staffing would create a more appropriate caseload, which would allow district professionals to more effectively provide the services outlined in a student’s individualized education program (IEP), and would make meeting the required special education timelines a more realistic expectation.
For English language learners, the funding will also be aimed at maintaining reasonable student to English as a second language teacher caseloads, supporting the tiered implementation of the district’s dual language program, and providing related professional development.
To increase student achievement for all students, particularly lower performing subgroups, the district SOA plan proposes the addition of 35 social workers and four school adjustment counselors, which would shift the current social worker to student ratio of 1:643 to the clinically recommended 1:250, Tutwiler said.
“We’ve consistently argued that the social, emotional and mental health needs of students must be tended to first before there’s any expectation of academic outcome,” said Tutwiler. “This fundamental shift will allow us to create a much improved clinical model best suited to meet the needs of all students in general, and our most needy students in particular.”
The district plan calls for the addition of 16 teachers, who will provide instruction on technology for all elementary school students, an investment that is aimed at reducing economic disparities, Tutwiler said.
All elementary students will have the opportunity to take part in a weekly 40-minute session, which will allow them to engage with a locally developed curriculum that will be aimed at increasing their technology skills. For English language learners, the technology course will provide an opportunity for them to engage with two different vocabulary levels, Tutwiler said.
The time set aside for technology instruction would also benefit teachers, Tutwiler said, explaining that it would provide them the opportunity to reach out to families and prepare their lessons.
The plan also responds to community feedback in its family engagement commitment, by proposing a $5 million first year investment in improving LPS facilities, which Tutwiler said are in “desperate need of attention.”
According to the plan, the 27 buildings that make up the school district — 25 schools, the district administration building, and an annex for one of the high schools — have an average age of 82.1 years. Eleven school buildings are at least 100 years old, with another one, Lynn Woods School, approaching the century mark at age 99.
“Many respondents expressed limits in the ability of teachers and students to engage in 21st century learning activities given the age of the buildings and the related limitations,” said Tutwiler.
“In partnership with the Inspectional Services Department, a list of projects will be identified that prioritize the safety and well-being of students and staff, first and foremost. These will be followed by those inextricably tied to the most optimal conditions for learning.”
Overall, Tutwiler said the 15-page Student Opportunity Act “plans represent a fundamental and comprehensive shift impacting all students in general, and our most needy students in particular.
“The DESE guidance on the SOA plans was that districts focus on doing a few things well,” he said. “Not only does what is proposed meet that suggestion, it also fits seamlessly in our plans to meet objectives outlined in the strategic plan.”
