Ad Hoc Committee on Student Assignment October 21, 2019 1 2 - - PowerPoint PPT Presentation

Ad Hoc Committee on Student Assignment October 21, 2019

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Desired Outcomes for Tonight’s Discussion

1. Build a common understanding of: SFUSD’s strategies to create quality schools and educational experiences; how creating a measure to rank quality within the context of student assignment might be harmful to schools; and how we will create

• pportunities to evaluate policy options with an

equity lens. 2. Receive guidance from the Board on how to prioritize policy goals when developing options to present to the Board on 11/18/2019.

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Tonight’s Agenda

1. Staff Presentation (45 mins) a. Context b. Quality Schools and Equitable Access c. How to prioritize goals for a new elementary student assignment policy 2. Public Comment (25 mins) 3. Board Discussion (50 mins)

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• Educational Placement Center

○ Jeff Kang, New Executive Director ○ EPC at a Glance ○ Update on Online Application Pilot ○ Marketing historically under enrolled schools

• Discover/Apply/Enroll Support for Families
• Enrollment materials
• Online tools
• Closest School, Attendance Area, CTIP1, PreK
• Search schools

Update on 2020-21 Enrollment

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Key Dates

• October 19, 2019

Enrollment Fair

• December 13, 2019

Lowell deadline

• January 17, 2020

Application deadline

• Week of March 23, 2020

Families receive school offers

• April 10, 2020

Last day to register to accept offer

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Context

Context

Each year, the Board’s Ad Hoc Committee on Student Assignment hosts a series of public working meetings with staff to monitor SFUSD’s student assignment policy. This year’s focus is Resolution 189-25A1: Developing a Community Based Student Assignment System for SFUSD (Approved 12/11/2018)

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Current Policy

• Video
• Board Policy
• Interactive highlights

Policy Development Materials

• September 16, 2019
• May 13, 2019
• April 15, 2019
• March 18, 2019
• December 4, 2018

www.sfusd.edu/adhoccommittee

Supporting Materials

• October 3rd Board Update
• Launched new web page:

www.sfusd.edu/studentassignment

• Building Content

○ Why we’re redesigning student assignment ○ History of student assignment: legal action, policy and practice shifts, and major reform efforts 1978-2019 ○ Data ○ Community engagement

• Will post regular updates

SFUSD explores new elementary school student assignment policy

Additional Information

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Community Engagement

Policy Development Timeline

Fall 2019 Spring 2020 June 2020 Fall 2021 2020-21 SY* Board approves new student assignment policy for elementary schools Modify infrastructure to support new policy* Launch enrollment for 2022-23 SY Develop Definitions, Goals, Priorities, Theory

• f Action, + Options

Gather input from community and develop recommendation

* Infrastructure development timeline may take longer depending on scale of change

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November 18

Ad Hoc Committee Definitions, goals, priorities, theory of action, and options (review proposals and provide feedback)

December 3

Committee of the Whole Staff Recommendation: Definitions, goals, priorities, theory of action,

• ptions, and community

engagement plan Action: Green light to launch community engagement

September 16

Ad Hoc Committee Potential policy goals and priorities (discussed and provided feedback)

October 21

Ad Hoc Committee

• n Student Assignment

Quality schools and equitable access. Policy goals and priorities. (Discuss and provide feedback)

Fall 2019 Objective: Develop Definitions, Goals, Priorities, Theory of Action, + Policy Options

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Desired Outcome 1:

Build a common understanding of: SFUSD’s strategies to create quality schools and educational experiences; how creating a measure to rank quality within the context of student assignment might be harmful to schools; and how we will create

• pportunities to evaluate policy options with an

equity lens.

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• We consistently hear that all families want access to high quality schools.
• Student assignment in itself does not create high quality schools.
• Student assignment can help create equitable access to quality schools.
• Creating equitable access to quality schools is not the same as ensuring

that each and every one of our schools is considered high quality. ○ PITCH is one of the many strategies the district is using to ensure each and every school is a quality school.

Quality Schools

Quality schools and educational experiences are of paramount importance

• “The reality is that not all SFUSD schools are equal or offer the same

experience or access to the same or similar experiences”.

• How does the district address the perceived quality of schools, such as

teaching and learning, access to programs and other educational

• pportunities?
• How do we define equitable opportunity and quality schools?
• The condition of school facilities sends a message to students and families.

What intentional efforts have been made to renovate existing under-enrolled, under-requested schools?

Community Feedback

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From PPS Annual General Meeting 2019

Our Mission

Every day we provide each and every student the quality instruction and equitable support required to thrive in the 21st century.

Strategies in Action - School

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Research from the University of Chicago suggests that successful schools pay specific attention to Five Essential Supports to foster conditions for accelerated student learning. These five essential supports are:

• Leadership
• Instructional Guidance
• Professional Capacity
• Student Centered Learning Environment
• Parent-School-Community Ties

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Classrooms The Instructional Core The Dimensions of Teaching and Learning Implementing the SFUSD Core Curriculum Family-School Partnerships Schools Instructional Guidance Student Centered Learning Climate Leadership Professional Capacity Parent, Community, School Ties Central Office Teaching & Learning Safe & Supportive Schools Resource Management & Impact Talent Development Family Empowerment & Community Partnerships Board Room & The City Policy and Governance Priority Policy Areas Collaboration with City Agencies and External Partners

Strategies in Action

PITCH

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From PPS Annual General Meeting 2019

Instructional Guidance Professional Capacity Student Centered Learning Climate Parent-Community- School Ties Leadership

• Underwent a redesign of student

assignment system in 2013-14

• Staff developed a School Quality

Framework and assigned each school to

• ne of four different quality tiers
• The policy proved difficult to administer
• ver time, and BPS implemented a “hold

harmless” policy where tiers were only refreshed to reflect schools that had moved up in the rankings.

• Encourages increased competition for seats

in highest ranked schools

Boston Public Schools

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Boston’s School Quality Framework ranks schools into four tiers

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There is significant variance in the number of requests for elementary schools, and this impacts the size and diversity of enrollment

Variances in SFUSD Enrollment

SFUSD School A Received 1,800 requests (40%) SFUSD School B Received a total of 41 requests (1%)

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We believe creating a measure to rank quality within the context of student assignment might be harmful to schools.

• Underwent a redesign of student

assignment system in 2013-14

• Staff acknowledged that quality schools

are paramount and that student assignment alone does not create quality schools

• Moved forward with a rapid policy

development process (9 mo) which did not attempt to develop a concrete, measurable definition of quality schools within the context of student assignment

• Do not rank schools as part of the

student assignment process

District of Columbia Public Schools

How is the option aligned with and supportive of SFUSD’s efforts to:

• Ensure every learner receives what they need to develop to their full potential?
• Eliminate oppression, end biases, and ensure equally high outcomes for all

participants?

• Support the creation of multicultural, multilingual, multiethnic, gender

equitable, multiracial, and inclusive practices and conditions in SFUSD schools?

• Remove the predictability of success or failure that currently correlates with

any social or cultural factor?

Equity Lens: Potential Questions to Explore When Evaluating Options

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Desired Outcome 2:

Receive guidance from the Board on how to prioritize policy goals when developing options to present to the Board on 11/18/2019

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• Predictability
• Proximity
• Diversity

Board Resolution 189-25A1 lists a number of potential policy goals

• Predictability
• Simplicity
• Transparency
• Access to a school where sibling(s) attend
• Accessibility to neighborhood options
• A strong commitment to integrated schools
• Access to a diverse school
• Equity
• Access to a high quality school

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Synthesized Goals

Equity Lens

Stated in Resolution

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The goal of student assignment is to

• ffer families of elementary students a

high degree of predictability about where their elementary children will be enrolled in school.

• Families should have a right to predictability,

simplicity, and transparency as they go through the student assignment system.

• Even families who are happy with their

children’s schools want more predictability in the enrollment process, and are uncomfortable with a process that feels excessively complicated or random.

Board Policy Goal: Predictability Board’s Values Informing the Goal (the WHY?)

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The goal of student assignment is to create strong community connections to local schools and reduce the number of families with elementary students traveling across the city.

Revised to reflect input from Board during 916/19

• SFUSD is committed to ensuring the quality of all

schools so that no matter where you go to school you will receive a high quality education.

• SFUSD believes that schools are an integral part
• f the community, and that student assignment

should facilitate strong connections between schools and their surrounding communities.

Families traveling across the city to attend schools far from their home increases congestion, can contribute to tardiness and truancy, and increases the difficulty in ensuring strong community connections to local schools. In nearly every other major school district in California, a student can enroll directly in their ‘neighborhood’ school without going through a choice process.

Board Policy Goal: Proximity Board Values Informing the Goal (the WHY?)

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The goal of student assignment is to create integrated elementary schools that provide students with the

• pportunity to experience the rich

diversity of our city.

• The SFUSD strongly believes that students are

best served in learning environments that are racially and socioeconomically integrated.

• There is a robust body of research that

demonstrates benefits for all students from diversity—academic, cognitive, social.

• Most families want their school communities

to reflect San Francisco’s socioeconomic and cultural diversity.

Board Policy Goal: Diversity Board Values Informing the Goal (the WHY?)

Prioritizing the goals clarifies what is most important for the Board

• PREDICTABILITY

Offer families a high degree of predictability about where their elementary children will be enrolled in school

• PROXIMITY

Create strong community connections to local schools and reduce the number of families with elementary students traveling across the city

• DIVERSITY

Create integrated elementary schools that provide students with the opportunity to experience the rich diversity of our city

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We are not considering policy options tonight! The following exercise is intended to help the Board prioritize their goals for an elementary student assignment policy.

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Illustration A

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Proximity Predictability Diversity Prioritized Goals

Limits choice to provide predictability and proximity even though it may/may not result in diverse schools.

Illustration B

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Proximity Predictability Diversity Prioritized Goals

Limits choice and may require students to travel in order to prioritize diversity and provide some predictability.

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Potential Policy Features

For example……..

B

• u

n d a r i e s B

• u

n d a r i e s Boundaries Boundaries

Prioritizing the goals clarifies what is most important for the Board

• PREDICTABILITY

Offer families a high degree of predictability about where their elementary children will be enrolled in school

• PROXIMITY

Create strong community connections to local schools and reduce the number of families with elementary students traveling across the city

• DIVERSITY

Create integrated elementary schools that provide students with the opportunity to experience the rich diversity of our city

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Board Discussion

How should staff prioritize the three policy goals when developing options to share with the Board

• n November 18, 2019?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Next Steps

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November 18

Ad Hoc Committee Definitions, goals, priorities, theory of action, and options (review proposals and provide feedback)

December 3

Committee of the Whole Staff Recommendation: Definitions, goals, priorities, theory of action,

• ptions, and community

engagement plan Action: Green light to launch community engagement

September 16

Ad Hoc Committee Potential policy goals and priorities (discussed and provided feedback)

October 21

Ad Hoc Committee

• n Student Assignment

Quality schools and equitable access. Policy goals and priorities. (Discuss and provide feedback)

Fall 2019 Objective: Develop Definitions, Goals, Priorities, Theory of Action, + Policy Options

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Board Discussion How should staff prioritize the three policy goals when developing options to share with the Board on November 18, 2019?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

Appendix

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Summary of Board Resolution

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• Current choice system has not significantly reversed the trend of racial isolation

and the concentration of historically underserved students in the same school

• Concerns about lack of: transparency, accessibility, predictability and simplicity
• Choice system seen as increasing inequity
• Concerns about the effectiveness and fairness of the CTIP preference
• Attendance areas have not changed despite demographic shifts in the City
• Families traveling across the City to attend school increases congestion, can

contribute to tardiness and truancy, and is a barrier to ensuring strong community connections to local schools

WHY Board wants to develop a new student assignment system

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• Initiate a process to develop a new student assignment system, focusing on

elementary schools

• Recommend concrete, measurable definitions for: quality schools, equitable

access, diversity, integrated schools, neighborhood schools

• Prioritize goals for student assignment and confirm the theory of action
• Model and present different options, indicating how well each model meets the

Board’s goals for student assignment

• Support extensive community outreach
• Develop policy recommendations and an implementation plan
• Analyze transportation needs and plans

WHAT Board Resolution 189-25A1 calls on staff to do

Timeline

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Community Engagement

Policy Development Timeline

Fall 2019 Spring 2020 June 2020 Fall 2021 2020-21 SY* Board approves new student assignment policy for elementary schools Modify infrastructure to support new policy* Launch enrollment for 2022-23 SY Develop Definitions, Goals, Priorities, Theory

• f Action, + Options

Gather input from community and develop recommendation

* Infrastructure development timeline may take longer depending on scale of change

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November 18

Ad Hoc Committee Definitions, goals, priorities, theory of action, and options (review proposals and provide feedback)

December 3

Committee of the Whole Staff Recommendation: Definitions, goals, priorities, theory of action,

• ptions, and community

engagement plan Action: Green light to launch community engagement

September 16

Ad Hoc Committee Potential policy goals and priorities (discussed and provided feedback)

October 21

Ad Hoc Committee

• n Student Assignment

Quality schools and equitable access. Policy goals and priorities. (Discuss and provide feedback)

Fall 2019 Objective: Develop Definitions, Goals, Priorities, Theory of Action, + Policy Options

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Objective: Gather input from community and develop policy recommendation Spring 2020 April 20

Ad Hoc Committee

• n Student Assignment

Review draft policy recommendation and provide feedback

May 18

Ad Hoc Committee

• n Student Assignment

Review draft policy recommendation and provide feedback Action: Green light on recommendation for First Reading

January and February

Community Workshops

Share (definitions, goals, priorities, theory of action, and options) and listen to understand concerns and aspirations

March 16

Ad Hoc Committee

• n Student Assignment

Review feedback from Community Workshops and consider potential modifications to reflect concerns and aspirations

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Objective: Board approves new student assignment policy for elementary schools June 2020 June 23

Regular Board of Education Meeting

Second Reading and Action

June 9

Regular Board of Education Meeting

First Reading

June 15

Ad Hoc Committee on Student Assignment

Review First Reading

Community Engagement

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How and Why We’ll Engage the Community

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IAP2 Spectrum of Public Participation Inform Consult Involve Goal

To provide balanced and objective information in a timely manner To obtain feedback on analysis, issues, alternatives, and decisions. To work with the community to make sure that concerns and aspirations are considered and understood.

Promise to the Public

“We will keep you informed” “We will listen to and acknowledge your concerns” “We will work with you to ensure your concerns and aspirations are directly reflected in the decisions made.”

Engagement Strategies

• Website
• Email Newsletter
• Newspaper Op-Eds
• Public Comment

○ Ad Hoc Committee Meetings ○ Board Meetings

• Focus Groups with LEAD,

Principals, Teachers, and District Advisory Bodies (October - December)

• Online Survey
• Town Halls x 5 ( May)
• Community Workshops x 12

(January - February)

Current Student Assignment System

• Video showing how students are currently assigned to school
• Board Policy governing current system
• Interactive highlights of March 2019 school offers
• Annual Enrollment Highlights (2012-2019)

Resolution 189-25A1 (Approved December 11, 2018) Recent Presentations to the Board about Resolution 189-25A1

• May 13, 2019

○ (African American student recruitment @ Lowell and RASOTA, marketing for PITCH schools, Gen Ed transportation, revised policy development timeline)

• April 15, 2019

○ (Case studies from other districts, elementary school attendance area boundaries, next steps for policy development)

• March 18, 2019

○ (Round 1 application results, update on online application, policy development process and timeline)

• December 4, 2018

○ (Committee of the Whole discussion of Resolution 189-25A1)

• www.sfusd.edu/adhoccommittee

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Supporting Materials

Feedback on Resolution 189-25A1 from District Advisory Bodies

• Advisory Councils’ joint considerations on Resolution 189-25A1
• AAPAC Bayview School Portfolio feedback
• Community Advisory Committee (CAC) on Special Education
• PAC’s Top 5 Findings

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Supporting Materials (Continued)

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SFUSD Graduate Profile

RESULTS FOR STUDENTS

CONTENT KNOWLEDGE Mastery of the core knowledge, critical thinking skills,and competencies outlined by the Common Core State Standards (CCSS). CAREER AND LIFE SKILLS The knowledge, skills, and experience to navigate the “real world” and solve problems that arise in everyday life and in the workplace. GLOBAL, LOCAL, AND DIGITAL IDENTITY The ability to navigate and engage in a 21st century global society that is more inclusive and interconnected. LEADERSHIP, EMPATHY, AND COLLABORATION Strong interpersonal skills and the ability to positively influence and collaborate with

• thers.

CREATIVITY The freedom, confidence, and ability to express their unique selves. SENSE OF PURPOSE & SELF Our graduates will see themselves as filled with purpose and value. 2 3 4 5 6