We try to build a program that has in place a lot of the supports that students need.  So that’s where the budget allocation really begins.  It starts with who the students are, what their needs are, and then we build a program, a staffing plan that attempts to meet most of their needs.

– Pilot School principal

   As a Pilot School teacher explained, it is critical to ensure that all newly hired staff support the school’s mission.  “We have to make sure we have team players,” he said, while a principal stated simply, “We want the best staff that we can possibly have.”  Teachers who work in Pilot Schools are exempt from teachers union contract work rules, while still receiving union salary, benefits, and accrual of seniority within the district.  Teachers voluntarily choose to work at Pilot Schools; when hired, they sign what is called an “election-to-work agreement,” which stipulates the work conditions for each school for the coming school year.  The agreement is revisited and revised annually with staff input. 
   Through staffing autonomy, Pilot Schools create more personalized environments, including small class sizes, small teaching loads, and small learning communities.  Staff in Pilot Schools often have multiple roles; for example, they may teach several subjects and lead student advisories.  Nearly all Pilot middle and high schools, and some elementary schools, have advisories.  Students are assigned a teacher advisor who follows their progress throughout the academic year or their entire time at the Pilot School.  In small groups, staff work with students at least once per week and as often as every day to address students’ personal and academic needs, for example through college preparation activities. 
   The result of such support is evident among students, “Teachers are different [here].  To me, the teachers are more understanding.  You can come to a teacher and really tell them something personal…they’re not just going to sit you by yourself and leave you stranded,” explained a high school student.  Pilot Schools are also able to increase the number of staff in both academic and student support programs, and additional part-time, intern, and paraprofessional staff are utilized in flexible ways.  “I have a lot of support here,” said a middle school student, “and that’s really important to me.” 

Budget Autonomy
    “We decide on how the funds are spent,” and, “We decide on how to use funds on staffing,” stated a Pilot School principal.  Budget autonomy allows Pilot Schools to realize their missions and visions of improved student learning through allocating funds for staffing and making scheduling decisions.  Rather than receiving most of their budget through staffing allocation formulas set by the district, Pilot Schools receive a lump sum per pupil amount equal to other BPS schools that each Pilot School is able to allocate as they see fit.
    As well, Pilot Schools can decide whether or not to purchase discretionary central office services from the district.  If a service is not purchased, the per pupil amount for that service is added to the school’s lump sum per pupil budget.  The total amount of central discretionary services is approximately $500 per pupil.  For example, a school with an enrollment of 400 students would potentially gain an additional $200,000 in funds to strengthen its instructional program if it chose not to purchase any of the discretionary services.  With the additional discretionary funds added to their budgets, Pilot Schools are able to increase staffing and professional development.

Curriculum and Assessment Autonomy
   “The ability to look at our curriculum and assessment needs and to make the decisions is key,” stressed one Pilot School teacher.  Through autonomy, Pilot Schools are able to make school-based decisions in these areas in order to improve student engagement and performance.  They are not required to follow district-mandated curriculum or assessments.   
   Pilot Schools often create or modify curriculum to fulfill each individual school’s mission.  For example, one Pilot School is focused on expeditionary learning, and staff planned a whole curriculum around the idea of survival.  “You see teachers working creatively on curriculum design…they’re excited about the work they’re doing,” said the principal.  Staff engagement increased with their increased decision-making capabilities.  In another Pilot School, students spend two hours a day in arts and the remainder in academics.  To accommodate this scheduling decision, English and history classes are combined into a humanities class, “a richer environment for both subjects,” according to a teacher at the school. 
   In most Pilot Schools, students must demonstrate mastery of a defined set of skills and content knowledge through a series of assessments.  Students complete portfolios and present their work through exhibitions, at which adults and peers from inside and outside the school evaluate students.  “Kids have to do an extensive portfolio process beyond district requirements,” explained a Pilot School principal.  The broader approach to curriculum and assessment found in Pilot Schools contrasts with the use of course completion and performance on standardized tests as the sole measures of grade completion and graduation that is the norm in most schools. 
   “One of the things with autonomy is that teachers feel very empowered.  They feel like they have a say,” said a high school teacher.  “Professional development is a huge piece,” she continued.  “We’re able to decide what we need as a staff.”  Each Pilot School decides on the professional development that its school needs, rather than being required to follow district professional development requirements.  This autonomy has led to a range of a range of learning opportunities for staff, including powerful work on diversity, differentiated instruction, and inclusion.

Governance Autonomy
   Governance autonomy results in an “extensive shared decision-making process,” explained a Pilot School principal.  “The way that we’re moving forward as a school is owned by all.”  Several different decision-making bodies exist in Pilot Schools, drawing on the voices of staff, students, and families.  Staff decision-making groups may include leadership teams, curriculum teams, and committees.  Students and families may be part of such groups as school councils or governing boards, and participate in school decisions. For example, “Children are part of the hiring process,” one Pilot middle school student stated, “Kids were part of hiring the new principal and new teachers.”. 
   Governing boards in Pilot Schools have more authority than traditional school site councils.  Pilot School governing boards consist of the principal, staff (at least four), family representatives, community members (including from higher education, business, community organizations), and for middle and high schools, students.  Their respective peers elect staff, family, and student representatives, while the overall governing board selects community members.  A family coordinator emphasized that in Pilot Schools, “Parents have a big part in decision-making.”  For example, four parents sit on her school’s governing board.
    Each governing board has several important responsibilities: 1) setting and maintaining the school’s vision; 2) principal selection, supervision, and evaluation, with final approval by the superintendent in all cases; and 3) budget approval.

Schedule Autonomy
   Schools vary the length and schedule of instructional periods, which allows staff more flexibility in their teaching.  A high school teacher described how his school re-visits the schedule every year.  They do so because, “Our schedule says everything about what we believe.”
   Many Pilot Schools choose to increase the length of instructional blocks to improve teaching and learning.  Extra time allows staff and students to pursue a subject more deeply.  Teachers also have the possibility of teaching an interdisciplinary curriculum and team teaching.  Classes do not have to meet every day of the week when instructional blocks are longer, and some courses are designed for the semester rather than for the whole school year.  For example in one school, humanities and science courses are taught in opposing semesters. 
   Pilot Schools are able to modify the school schedule and calendar.  High schools may determine start and end times for their schools (elementary and middle schools are still constrained by the district bus schedule); as a result, most Pilot high schools start later in the day than regular BPS schools. 
   Compared to regular BPS schools, Pilot Schools have a significantly greater amount of professional development time – collaborative planning time during the school day, summer professional development time, and in-service professional development days – to focus on improving teaching and learning.  Autonomy enables Pilot Schools to involve all staff more fully in school-wide decision-making through lengthening and shortening school days for staff meeting times.  “Every Friday afternoon we [set aside] just for professional development,” one teacher noted.  Such weekly whole staff and professional development meetings are common; many schools schedule the meetings by shortening the student school day once a week and extending the school day the other days. 

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