Ad Hoc Committee on Student Assignment October 21, 2019 1
2 Desired Outcomes for 1. Build a common understanding of: SFUSD’s Tonight’s strategies to create quality schools and educational Discussion experiences; how creating a measure to rank quality within the context of student assignment might be harmful to schools; and how we will create opportunities 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.
3 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)
4 Update on 2020-21 Enrollment Educational Placement Center ● Key Dates Jeff Kang, New Executive Director ○ • October 19, 2019 EPC at a Glance ○ Enrollment Fair Update on Online Application Pilot ○ • December 13, 2019 Marketing historically under enrolled schools ○ Lowell deadline • January 17, 2020 Discover/Apply/Enroll Support for Families ● Application deadline Enrollment materials o • Week of March 23, 2020 Families receive school offers o Online tools Closest School, Attendance Area, CTIP1, PreK o • April 10, 2020 Last day to register to accept offer Search schools o
5 Context SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Context 6 Supporting Materials Each year, the Board’s Ad Hoc Current Policy Video Committee on Student Assignment ● Board Policy ● hosts a series of public working Interactive highlights ● meetings with staff to monitor SFUSD’s student assignment policy. Policy Development Materials September 16, 2019 This year’s focus is Resolution ● May 13, 2019 ● 189-25A1: Developing a Community April 15, 2019 ● Based Student Assignment System for March 18, 2019 ● SFUSD ( Approved 12/11/2018) December 4, 2018 ● www.sfusd.edu/adhoccommittee
7 Additional October 3rd Board Update ● Information 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
Policy Development Timeline 8 Develop Definitions, Board approves new Launch enrollment for Goals, Priorities, Theory student assignment policy 2022-23 SY of Action, + Options for elementary schools Fall 2019 Spring 2020 June 2020 2020-21 SY* Fall 2021 Community Engagement Gather input from community Modify infrastructure to support new policy* and develop recommendation * Infrastructure development timeline may take longer depending on scale of change
Fall 2019 9 Objective : Develop Definitions, Goals, Priorities, Theory of Action, + Policy Options Ad Hoc Committee Ad Hoc Committee Potential policy goals and Definitions, goals, priorities, priorities (discussed and theory of action, and options provided feedback) (review proposals and provide feedback) October 21 December 3 September 16 November 18 Ad Hoc Committee Committee of the Whole on Student Assignment Staff Recommendation: Definitions, Quality schools and goals, priorities, theory of action, equitable access. Policy options, and community goals and priorities. (Discuss engagement plan and provide feedback) Action : Green light to launch community engagement
10 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 opportunities to evaluate policy options with an equity lens. SAN FRANCISCO UNIFIED SCHOOL DISTRICT
11 Quality Schools ● 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.
12 Community Feedback 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 opportunities? ● 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?
13 From PPS Annual General Meeting 2019
Every day we provide Our Mission each and every student the quality instruction and equitable support required to thrive in the 21 st century.
15 Strategies in Action - School 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 ●
16 Strategies in Action The Instructional Core The Dimensions of Teaching and Learning Classrooms Implementing the SFUSD Core Curriculum Family-School Partnerships Instructional Student Centered Professional Parent, Community, Schools Leadership Guidance Learning Climate Capacity School Ties Safe & Resource Family Empowerment Talent Central Office Teaching & Learning Supportive Management & & Community Development Schools Impact Partnerships Policy and Governance Board Room & Priority Policy Areas The City Collaboration with City Agencies and External Partners
17 PITCH
18 Instructional Guidance Parent-Community- School Ties Professional Capacity Leadership From PPS Annual General Meeting 2019 Student Centered Learning Climate
19 Boston Public Schools Boston’s School Quality Framework ranks schools Underwent a redesign of student into four tiers ● assignment system in 2013-14 Staff developed a School Quality ● Framework and assigned each school to one of four different quality tiers The policy proved difficult to administer ● over 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
20 Variances in SFUSD Enrollment There is significant variance in the number of requests for elementary schools, and this impacts the size and diversity of enrollment SFUSD School A SFUSD School B Received a total of 41 requests (1%) Received 1,800 requests (40%)
District of Columbia 21 Public Schools Underwent a redesign of student ● We believe creating a assignment system in 2013-14 measure to rank quality Staff acknowledged that quality schools ● within the context of are paramount and that student assignment alone does not create quality student assignment might schools be harmful to 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
Equity Lens : Potential 22 Questions to Explore When Evaluating Options 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?
23 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 SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Board Resolution 189-25A1 lists a 24 number of potential policy goals Stated in Resolution Synthesized Goals Predictability ● Simplicity ● Transparency ● Predictability ● Access to a school where sibling(s) attend ● Proximity ● Accessibility to neighborhood options ● Diversity ● A strong commitment to integrated schools ● Access to a diverse school ● Equity ● Equity Lens Access to a high quality school ●
Recommend
More recommend
