San Diego Unified School District Accountability Report LCAP Goal - - PowerPoint PPT Presentation

San Diego Unified School District Accountability Report

LCAP Goal 5: Highly Regarded Neighborhood Schools that Serve Students, Families, and Communities

January 26, 2016

Second Revision: 1-26-16

• Julie Martel, Ed.D, Executive Director, Facilities

Planning and Design

• David Vande Pol, Executive Director, Online Learning
• Marceline Marques, Director, Neighborhood Schools

and Enrollment Options

• Drew Rowlands, Chief Operations Officer

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Cluster Baselines Targets Clairemont 49.7 52.7 Crawford 45.7 49.1 Henry 77.5 77.8 Hoover 59.5 61.6 Kearny 59.0 61.1 La Jolla 95.1 95.1 Lincoln 52.2 55.0 Madison 55.6 58.0 Mira Mesa 84.3 84.3 Mission Bay 76.0 76.4 Morse 61.1 63.0 Point Loma 79.9 80.0 San Diego 55.2 57.7 Scripps Ranch 90.3 90.3 Serra 84.3 84.3 University City 85.3 85.3

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Neighborhood Participation Rates (Target: increase by 10% of the difference of 100 80– baseline)

LCAP Goal 4 5 Metric

 School Enrollment Patterns – Establish Criteria and Baseline

Second Revision: 1-26-16

THEORY OF ACTION: Apply Systems Thinking Principles “In order to optimize the whole, we must improve relationships among the parts.” David Peter Stroh

• Increase Communication
• Collaborative problem-

solving

• Strategic planning
• Vision 2020 states that

schools will be organized into clusters for greater community cohesion.

Vision 2020 Quality Neighborhood Schools Operations Leadership and Learning Facilities Planning and Construction Financial Innovation Area Superin- tendents Labor Relations Human Resources Public Information Student Services

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1. Align all academic programs. 2. Review the Choice programs: Magnet, VEEP, and schools with special programs. 3. Develop and implement customized strategies for each Cluster. 4. Revisit “Optional Boundary Areas”. 5. Leverage successful programs: Dual Language Program. 6. Update Long-Range Facilities Master Plan.

Concepts to Action Update

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7. Strengthen communication. 8. Develop a strategic marketing plan. 9. Online Learning: Study Escondido Union High School District and other exemplary models for Independent Study, Credit Recovery, and College and Career Counseling.

• 10. Re-design the Neighborhood Schools

and Enrollment Options Office and review functional policies.

• 11. Review Transportation Policies.

Concepts to Action Update (cont.)

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* * *

Chief Innovation Officer, Dan Stoneman

• Executive Director, David Vande Pol
• Principal, iHigh Virtual Academy, Patty Cava
• Credit Recovery, Maureen Cottrell
• Administrative Assistant, Judy Fiedler

Division of Online Learning

Circa August 2015

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• Apex was the online content provider for credit

recovery

• Credit Recovery run by “Grad Coaches” in credit

recovery labs at different campuses (non UC A-G standards)

• iHigh ran Independent Study program and also dual

enrollments from across the district (including summer school)

Where we were prior to August 2015

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• Research: Visited six online learning centers who shared best practices and whose

demographics resembled our own.

• Centralized Model: A centralized model helps assure quality of instruction, compliance, and

economies of scale. The Independent Study option a must to stay competitive with charter schools.

• Teacher: The teacher is the most important aspect of online learning. Teachers need to

specialize in the online modality, not simply migrate there from the brick and mortar classroom.

• Support: Monitor progress constantly and offer support constantly.
• Marketing: Is essential! All successful programs do.
• Comprehensive Services: Online learning centers must be very attractive, offer an array of

services, and be run by online teaching and support specialists.

Due Diligence Discoveries

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• Get the word out: Marketing Online Learning and Independent Study

districtwide

• Best Practices: Ongoing development of policies and implementation

for online learning

• Professional Development: Ongoing professional development
• pportunities for online teachers/staff
• Comprehensive Model: Integration of online learning, independent

study, and other innovative programs to enhance student success and college and career readiness.

• Build a home for these students: Enhancement of libraries at Crawford,

Hoover, Lincoln, Morse, and San Diego high schools to become Online Learning Centers

Where are we going in 2016-17?

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EQUITY

1. Affords all students the chance to succeed by being able to attend school in a format that suits their life circumstance. a) Anywhere: Online Learning can occur from anywhere if there is a computer and internet connection, including via mobile devices. b) Anytime: The Independent Study option serves students who need the flexibility to complete their coursework any time during the day. 2. Affords all students the chance to earn mastery of a subject at their own pace. a) Personalized: In a traditional classroom setting time is the constant and mastery varies. In the online learning world, mastery is the constant and time varies. This accommodates all learners to focus on their individual learning style. 3. Affords flexibility for students who are engaged in athletics, drama, music, ASB, clubs, internships, community service, and other important opportunities to build college/career readiness.

Why Online Learning Centers?

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4. What do they look like and how do they operate?

a) Modern and attractive enhancement of underutilized libraries b) Increased hours to meet the needs of all students and more focused pedagogical approach c) Run by a division of Online Learning. Online professionals trained specifically in online education.

5. Online Learning Options to Include:

a) Credit Recovery b) Independent Study c) First Time Online Credit d) AP Courses e) CTE courses and onsite workshops with pathways to college/career f) College/Career Readiness Counseling g) Concurrent online enrollment with local colleges and universities h) Testing prep modules for SAT, ACT, GED, and community college placement

Online Learning Centers (cont.)

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6. What is Required a) Enhancement of libraries as Online Learning Centers b) Professional Marketing Campaign c) Coordination with the main campus d) Appropriate staffing 7. Human Resource needs at each center: a) Online Learning Center Coordinator b) Online Teacher(s) based on appropriate caseload c) Special Education Teacher d) Office Administrative Assistant e) Counselor

Online Learning Centers (cont.)

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THE RETURN ON INVESTMENT

• Enhanced Equity by offering additional educational
• pportunities for students
• Improved retention and graduation rates due to more

flexible options for students to complete coursework while pursing personal interest and goals in preparation for college and career

• Increased interest and enrollment in

innovative programs will result in more revenue for the district to continue to expand student learning options.

Online Learning and Independent Study

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• Promoting and stabilizing

enrollment in neighborhood schools

• Informing families of unique

enrollment options to continue to support district integration efforts

Neighborhood Schools and Enrollment Options

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• A state of the art center
• ffering virtual tours

and hard copy information on all district schools

• Trained multilingual

staff guiding parents through the enrollment process

Coming Soon: Family Welcome and Enrollment Center

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• Highlighting unique

and positive features of each district school site

• Providing support to

sites for self promotion/public relations

• Enhanced and cutting

edge enrollment technology

School Site Support Structure

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• A user friendly booklet organized

by high school clusters, highlighting specialized programs available in the high school attendance area

• While promoting quality

neighborhood schools, also provides extensive information on Magnet, VEEP, International Baccalaureate, and other options

• Supports SDUSD’s continuing

integration efforts

• Approximately 6,000 applications

received so far this period… annually we process about 15,000

Enrollment Guide 2016-17

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• Successfully facilitating the enrollment of over 108,000

pupils in SDUSD run schools

• While emphasizing quality neighborhood schools, educating

parents and community groups on Magnet, Voluntary Enrollment Exchange Program, International Baccalaureate, Program Improvement School Choice, and other unique enrollment options and specialized programs

• Collaborating with multiple district departments and

community agencies to support children and families

More about us

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Transportation

Providing Safe, Reliable School bus Transportation Supporting Quality Schools in Every Neighborhood

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* Services mandated by law for Special Education and Title I Program Improvement * Services to Dedicated Magnet Schools * Services to VEEP program and to address infrastructure, in particular over- capacities at neighborhood schools * Services within attendance areas for relocated schools and areas with limited middle school availability * Services for field trips and after school programs such as athletics, performing arts, academic enrichment * Fee-Based services to Charter Schools and Special Programs * Repair and maintain all vehicles in the district fleet

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Transportation Services

Program Ridership

Program 2015-16 Mandated Program Improvement 1,562 Special Education 1,739 Homeless (McKinney Vento Act) 15 Subtotal 3,316 Non-Mandated Magnet 2,885 VEEP 2,877 Space Available 33 Neighborhood School 699 Charter 805 Subtotal 7,299 Grand Total 10,615

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Automated Routing System

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Transportation Routing – Two Tier System Current Example

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Transportation Yard Stop 1 Stop 2 Stop 3 School 1 Stop 1 Stop 2 Stop 3 School 2

School 1 School 2

Tier 1 (7:00 - 7:40 Bell) Tier 2 (8:40 - 9:00 Bell)

Elem School Elem School Elem School Elem School Elem School Elem School Elem School Elem School Elem School Elem School

Transportation Routing – Two Tier System Future Example

Transportation Yard

High School Cluster 1 High School Cluster 2

Tier 1 (7:00 - 7:40 Bell) Tier 2 (7:50 - 8:30 Bell)

High School Middle School Middle School Middle School High School Middle School Middle School Middle School 26

Where we are headed

Current

 Two-Tier system  Program Driven  Includes Program Improvement transportation  School capacity  Mostly Cross-District trips  Five-mile/2.5 mile radius from school eligibility  Lack of coordinated bell times

Future

 Two-Tier system  Home-to-school and Program Driven  Phasing out Program Improvement transportation  Shorter in-cluster routes supporting multiple schools  Closer radius for eligibility  Solution to unsafe walking routes  More students transported  Less empty bus time  Cluster coordinated bell times

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San Diego Unified School District Accountability Report

LCAP Goal 4: Positive School Environment, Climate, and Culture – with Equity at the Core and Support for the Whole Child. 4.7 Attractive, Clean, and Well Maintained Schools 4.8 Safe Schools January 26, 2016

LCAP Goal 4 Metric

Metric - Facilities Inspection Tool (% of schools at “Good” or better) - 100% of schools will be at the “Good” or better rating on the FIT.

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 The Facility Inspection Tool (FIT) has been developed by the Office of Public School Construction to determine if a school facility is in “good repair” as defined by Education Code (EC) Section 17002(d)(1) and to rate the facility pursuant to EC Section 17002(d)(2).  The tool is designed to identify areas of a school site that are in need of repair based upon a visual inspection of the

• site. In addition, the EC specifies the tool should not be

used to require capital enhancements beyond the standards to which the facility was designed and constructed.

Facility Inspection Tool (FIT)

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 Good repair is defined to mean that the facility is maintained in a manner that ensures that it is clean, safe, and functional as designed.  As part of the school accountability report card, school districts and county

• ffices of education are required to make specified assessments of school

conditions including the safety, cleanliness, and adequacy of school facilities and needed maintenance to ensure good repair.  In addition, beginning with the 2005-06 fiscal year, school districts and county offices of education must certify that a facility inspection system has been established to ensure that each of its facilities is maintained in good repair in order to participate in the School Facility Program and the Deferred Maintenance Program. This tool is intended to assist school districts and county offices of education in that determination.

Good Repair

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FIT Scope

 Systems

 Gas Leaks  Mechanical / HVAC  Sewer

 Interior

 Interior Surfaces

 Cleanliness

 Overall Cleanliness  Pests/Vermin

 Electrical (Interior & Exterior)

 Restrooms/Fountains

 Restrooms  Sinks/Fountains

 Safety

 Fire Safety  Hazardous Materials

 Structural

 Structural Damage  Roofs

 External

 Playground/School Grounds  Windows/Doors  Gates/Fences

Annual Inspection of All Schools by District Staff:

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Rating Scale Overall Rating/Grading Number of Schools* Exemplary 99% - 100% 3 Good 90% - 98.99% 159 Fair 75% - 89.99% 4 Poor 0% - 74.99%

FIT Results

* - FIT count is based on campus

• No FIT inspection of charter schools by District

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LCAP Goal 4 Metric

Metric - School Safety Plan – Percent of schools with compliant school safety plans. Maintain at 100%.

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Comprehensive School Safety Plan

California Education Code Requires:

 Plan is Written and Developed by School Site Council (SSC) or Safety Planning Committee  Consultation with Law Enforcement  Assessment of Current Status of School Crime  Identifies Appropriate Strategies and Programs to maintain High Level of School Safety  SSC Reviewed and Addressed compliance with Existing Laws Related to School Safety  Plan is evaluated annually, Approved by District, and Communicated to the Public

 Procedures for:

 Child Abuse Reporting  Disaster  Earthquake Emergency  Public Agency Use of School During Emergency  Suspension/Expulsion  Notify Teachers of Dangerous Pupils  Dress Code  Safe and Orderly Environment  Visitor Access  School Discipline Rules  Crisis Response Plan  Hate Crime Reporting

Safety Plan Deadlines

 Each school site is required to update its Comprehensive School Safety Plan by March 1 of each year.  On October 15, the Superintendent of Public Education is required to report to the County Office

• f Education, any non-compliant school site(s). The

district has imposed an October 1 deadline to ensure compliance.

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Comprehensive School Safety Plan Status

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All school sites have properly addressed their respective CSSP Criterion for 2015. School Police personnel are working with principals on updating criterions in preparation for the March 1, 2016 deadline. March 1 Deadline * Principal Trainings * Safe School Site Visits * Attend SSC Meetings October 15 Deadline * Principal Trainings * Meetings with Safety Committees/Incident Command Teams * School Violence and Emergency Mindset Training