ad hoc committee on student assignment · presentation outline at a glance: educational placement...
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Ad Hoc Committee on Student Assignment
May 13, 20191
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Each year, the Board of Education’s Ad Hoc Committee on Student Assignment hosts a series of public working meetings with staff to monitor SFUSD’s student assignment policy.
Current focus: Approved by the Board on December 11, 2018
Context
Current Student Assignment System● Video showing how students are
assigned to school● Board Policy governing current
system● Interactive highlights of recent offers
Resolution 189-25A1
Presentations to the Board● April 15, 2019● March 18, 2019● December 4, 2018 ● www.sfusd.edu/adhoccommittee
Supporting Materials
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● 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 + 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 does the Board want to develop a new student
assignment system (189-25A1)?
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Initiate a process to develop a new student assignment system
● 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 does Board Resolution 189-25A1 call on staff to do?
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Current Team Members
Orla O’Keeffe Chief, Policy and Operations
Rosina Tong Executive Director, EPC
Teresa Shipp Director, EPC
Moonhawk Kim Supervisor of Analytics, RPA
Norma Ming Supervisor of Research & Evaluation, RPA
Karissa Yee Findley Director, School Portfolio Planning
Henry O’Connell Management Assistant, Policy and Operations
Tammi Wong Sr. Deputy General Counsel & Equity Specialist, Legal Department & Office of Equity
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Tonight’s Agenda1. Staff Presentation (45 mins)
a. African American Student Recruitment and Increasing Enrollment at Under Enrolled Schools (20 m)
b. General Education Transportation Services (20 m)c. Policy Development Timeline (5 m)
2. Public Comment (20 mins)
3. Board Discussion (60 mins)
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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African American Student Recruitment
Rosina TongAlicia Marie Jones
Andrew Ishibashi & Timothy Gray Barnaby Payne
Susan Hsieh
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Purpose ● Respond to the Ad Hoc Committee’s request for information on efforts
to increase student diversity at Lowell and RASOTA and increase African American families’ participation in enrollment process
By the end of this presentation we will ● Understand the strategies used to increase African American
participation in enrollment process and increase enrollment at under enrolled schools
● Understand the impact the recruitment efforts have made
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Purpose and Desired Outcomes
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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1. EPC outreach to community and school site support
2. Lowell High School African American Recruitment
3. Ruth Asawa SOTA African American Recruitment
4. School Marketing, School Discovery and Enrollment Process Communication
Presentation Outline At A Glance:Educational Placement Center
36,628 visitors annually
14,487 assigned in March
8,000 Enrollment Fair visitors
5,194 assigned during year
3,000 residency audits
30 workshops 900 families
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
If EPC staff● Develops and implements an African American student recruitment plan, and ● Provides clear and easily accessible information about our schools and programs, ● Learns cultural humility aligned with SFUSD service standards● Increases partnerships with Community Based Organizations
Then● More African American families will have the information needed to participate in our
choice based student assignment system and know which schools can meet the needs and desires of their children
And as a result● African American students will be enrolled in schools that will provide them with the
quality instruction and equitable supports required to thrive in the 21st century.
EPC’s Theory of Improvement for African American Achievement
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Steps to Implement EPC’s Theory of Improvement
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African American recruitment plan
● Dedicated staff to African American outreach● Developed and implemented an outreach and recruitment plan● Focused on rising 6th graders
Clear and easily accessible information
● Dedicated staff for school marketing with a focus on PITCH schools● Produced video explaining student assignment ● Partnered with UC Berkeley graduates to research family needs and explore
prototypes for support
Professional development
● Retained consultant and held 5 all-staff workshops on cultural humility● Participated in SFUSD’s HUG customer service training
Partnerships with CBOs
● Updated enrollment policies and practices in collaboration with African American Parent Advisory Council, SF Alliance of Black School Educators, Citywide Black Family Partnerships Network, Family Liaisons in Bayview
● Met bimonthly with the African American Parent Advisory Council (AAPAC)
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● EPC Executive Director● EPC counselor● AAPAC parent & community
coordinator● Special Assistant to Superintendent,
AAALI● AAPAC Parents● AAALI Educational Policy Analyst● Marketing Specialist● Ruth Asawa SOTA Principal ● Lowell HS Principal & Staff● Policy & Operations Management
Assistant
EPC and AAPAC Working Group
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● Staff share updates on policies and recruitment strategies
● AAPAC provides feedback and help strengthen EPC’s approach
Bimonthly Meetings
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Outreach Focus for 2018-19 13
Increase participation in the application process so that families have more equitable access to the school choice student assignment system
1. Increase on time applications from 5th grade students in the Bayview elementary schools.
2. Keep track of all families’ sixth grade plans so no one falls through the cracks during this transition.
3. Ensure that students with SFUSD school assignment register at schools to secure their seat.
Rising 6th Graders
Strategies
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Conducted outreach with Bayview Ignite (August 2018)
● Increased communication with Bayview & Sunnydale businesses, housing sites, and Community Centers of enrollment process (Fall 2018)
● Shared enrollment information at AAPAC events (Fall 2018)
● Held Enrollment Workshops in Fillmore (November 2018)
● Participated in Citywide Black Family Partnerships Network with AAPAC, Family Partnership and Empowerment, PPSSF, Coleman Advocates, Mission Graduates, AAALI (Spring 2019)
Outreach & Recruitment Plan14
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Three year Bayview Schools Application Results for rising 6th graders
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Continue to implement EPC’s Theory of Action for African American Achievement and set SMART goals for the next enrollment cycle
● Unpack data to understand the impact of recent efforts
● Refine strategies and tactics as needed to increase on time applications and school registration for African American Students
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Next Steps
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Barnaby Payne, Principal Ruth Asawa SOTA
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Equity Frame: we share an organizational goal of addressing the racial and programmatic disproportionality of our school compared to the rest of the SFUSD high school division through the recruitment and support of underrepresented students to our school community including Black, Asian, Latino, English Language Learner students, low income students, and Students with Disabilities.
● Theory of Action: outreach is relational and we have to build connections with district and community partners on an individual basis to identify and support students and families through the application and audition process. This plan will be reviewed by the school community and SFUSD partners on a regular basis.
Equity Frame & Theory of Action18
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Targeted outreach/recruitment in SFUSD middle schools● Application and enrollment support for specific subgroups via applicant list
management● Continued site administrative check on admissions offers based on “high
potential” factors● Continued education For RASOTA Arts teachers on “high potential” factors● Develop a program for ELL students with SFUSD Multilingual Pathways dept● Continued review and revision of site “Audition Policy” towards fairness and
consistency, with support form LEAD and SFUSD Legal● Considering site driven, long-term, design challenge to completely reimagine
audition process
African American Student Recruitment & Support
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Ruth Asawa SOTA African American Application Data
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Applied Audition Approved
Assigned based on ranking
Enrolled/Registered
2018-19 89 34 32 31
2019-20 64 25 20 23
*Data taken from school’s online application data, which includes students who identify as African American or mixed race of two or more, including African American.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Ruth Asawa School of the ArtsApplication Data for 2019-2020
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High Potential Factors:
ELL: 9 students (5%) ^ by 4%
Low Income: 45 students (24%)^ by 5%
Under-represented MS: 36/19%(from 11 schools)57/30% from privates/charters (10 from Creative Arts Charter)133/70% SFUSD MS
Students with IEPs13/7% (Since 17-18, 8 SDC auditions and 4 Enrolled)
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Andrew Ishibashi, Principal Timothy Gray, AACCES Liaison
Lowell High School
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Equity Frame: To have equity centered classrooms where all students are actively listening, interacting with classmates and materials, engaged in academic conversation, and working collaboratively on “group worthy” tasks.
● Theory of Action: Through observations of equity-based instruction and classroom experiences, as well as monthly iGroup meetings (professional development led by in-house leaders), feedback and data collected on evidence of equity will inform what affects student learning and how best to create an environment conducive to academic success.
Equity Frame & Theory of Action23
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Sent outreach letters from Principal to potential 8th grade AA students● Assisted AA/LAT/FPI families in completing the Lowell application at Annual
Application Support Meetings● Participated in middle school informational nights● Held annual Welcome Reception for incoming 9th grade AA students and parents● Assigned a Peer Resource buddy to each incoming 9th grade AA student to help
adjust to school● Ongoing outreach to Lowell’s AA students - support from AACCES Liaison● Ongoing outreach to AA parents/guardians about Lowell events and resources
African American Student Recruitment & Support
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
African American Common Core Educational and Support program Liaison responsibilities:● Shares progress reports with African American students to give support before the
grading periods.● Facilitates four AACCES Parent/Guardian meetings each year in addition to Welcome
Reception and recruitment meetings.● Coordinates ACCESS Senior Scholarships to students in recognition of their
achievements. ● Support BSU Club activities and weekly meetings● Chaperone students to BSU summitt, college fairs, College Signing Day, Mayor’s
Summer Employment Fair● Attends monthly African American Success Liaison meetings● Meetings with students, counselors, administration, school liaisons● Distribute scholarship applications● Give Parent/Guardian awareness of school events, resources and student progress
Lowell High School AACESS Liaison Summary
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Lowell African AmericanApplication Data
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Applied Approved/eligible Assigned based on school choice ranking
Enrolled/registered
2018-19 38 10 9 6
2019-20 55 19 17 12
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Susan HsiehMarketing Specialist
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
✓ Strong academic reputation
✓ Quality principals and
teachers
✓ Safe school climate
✓ Strong principal partnership
Focus on supporting under-enrolled schools that are
“marketing ready”
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ChavezCobbMalcolm XMuirParksSanchezBrownVisitacion ValleyThe AcademyO’Connell
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
School Newsletters & BrochuresSee all SY 2019-20 school newsletters at https://drive.google.com/open?id=1235Ga8Z4Js0T6xIAxSVO_3le7j4nRiLr
Examples of School Marketing29
School Promo Video
For Malcolm X Academy: https://youtu.be/Mq9dlv5BJMs
Redesigned School Website
Social Media CampaignsExample: #BayviewBrilliant
Direct MailersExample: Bayview ES
Also: Promote school events, boost social media presence, rewrite school descriptions, plan parent welcome events, and provide school marketing toolkit: https://sites.google.com/a/sfusd.edu/toolkit/?pli=1
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Examples of School Discovery and Enrollment Marketing
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Redesigned Enrollment Guide Student
Assignment Video
https://youtu.be/-CQ-sZyFLz4
Social Media Posts & Text Messages
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Chavez, Muir and Sanchez are not included because their marketing started in SY 2018-19, so we would not see actual enrollment results until SY 2019-20.
Impact on School Enrollment 2016 - 2018 (CBEDS)
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Transportation
Archie FokinExecutive Director, Transportation
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Purpose ● Begin to analyze transportation needs and plans
By the end of this presentation we will have● Built a deeper understanding of current general education
transportation services● Surfaced policy tensions and questions to explore further
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Purpose and Desired Outcomes
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
The Story of Transportation
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● 1980s: Transportation routes designed as part of a consent decree to eliminate segregation and accelerate the achievement of Black and Latino students.
● 2008: Transportation policy revised to support the new student assignment policy. Reduced general education fleet from 44 to 25 buses due to budget cuts.
● 2016: Transportation moved from Facilities to Policy & Operations to increase partnership with EPC and better align with Vision 2025.
● 2018: New Executive Director and plan to strengthen services for students and reduce escalating costs.
“
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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● Findings from Child Transportation Survey, November 2016 and Survey Findings (San Francisco County Transportation Authority)
● Student Commute Study 2010-2017 (UC School of Public Health)
Reports
How Students Get to School
Based on 1,746 responses from K-5 parents surveyed in Spring 2016 as part of the SFCTA Child Transportation Survey
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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202 buses
121 schools
1,509 students
$19,698 Average per student
General Education
29 buses
43 schools
2,153 students
$2,153 Average per student
Students with IEPs
$29 Million For students with IEPs
$4 Million For Gen Ed
$325,000For Field Trips
$140,000 Average per bus per year
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
1. Support choice in school assignment as a tactic for creating diverse learning environments.
2. Support equitable access to the range of opportunities offered to students.
3. Provide limited school bus transportation to support reasonable access for attendance area residents to their attendance areas school.
4. To support the middle school assignment process outlined in P5101, provide limited transportation for middle school students in cases where a middle school attendance area is not reasonably accessible to the middle school, taking into account factors including the availability of reasonable MUNI routes.
5. Transportation is not contemplated for general education high school students, and/or will only be considered when the Superintendent determines it is necessary to provide equitable access and reverse the trend of racial isolation and the concentration of underserved students in the same school.
6. Support the District’s vision for after school services.
7. Minimize the use of unrestricted general fund budget contributions for general education school bus transportation.
General Education Policy37
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Schools with GenEd Buses 38
Legend
36 Elementary Schools
7 Middle Schools
CTIP1 area
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Julian HayesPLUS Fellow
UC Berkeley Center for Cities and Schools
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Research Question 1
Do students living in CTIP1 have access to city-wide schools and programs?
40Board Policy Goal 2c: Provide low income students living in areas of the city with the lowest average test scores (CTIP1) with reasonable access to city wide schools and programs.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Board Policy Goal 2c:
Provide low income students living in areas of the city with the lowest
average test scores (CTIP1) with reasonable
access to city wide schools and programs. K-8 Schools
Language Pathways
Do students living in CTIP1 have access to city-wide schools and programs?
Of the 8 total K-8 schools in SFUSD, 7 (90%) are accessible via bus routes from CTIP1, and 3 (38%) are accessible via bus routes that do not stop in CTIP1.
Of the 42 total elementary schools with language pathways, 23 (55%) are accessible via bus routes from CTIP1, while 1 (2%) is accessible via a bus route that does not stop in CTIP1.
“
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Research Question 2
Are we providing transportation to historically underserved PITCH schools, and schools in CTIP1
areas? If so, from where?
42Board Policy Goal 1b: Provide school bus transportation to racially isolated schools that have historically been under-enrolled.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Board Policy Goal 1b:
Provide school bus transportation to racially isolated schools that have historically been under-enrolled.
● Context in 2011 (passage of policy)○ Focus on reducing racial isolation at
schools with 60%+ of a single race/ethnicity coupled with an Academic Performance Index of 1, 2, or 3.
● Context in 2019 (PLUS evaluation)○ Shifting understanding of diversity/racial
isolation in SFUSD. ○ Not all racially isolated schools are
under-enrolled. Not all under-enrolled schools are racially isolated.
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Are we providing transportation to historically underserved PITCH schools, and schools in CTIP1 areas? If so, from where?
Research Question
1. Brown Jr. (Willie) MS2. Bryant ES3. Carver (Dr George W) ES4. Chavez (Cesar) ES5. Drew (Dr Charles) College Preparatory Academy ES6. Harte (Bret) ES7. Malcolm X Academy ES8. Muir (John) ES9. Revere (Paul) K-8
10. Sanchez ES
11. Buena Vista Horace Mann K-812. King (Thomas Starr) ES13. Marshall ES14. Moscone (George R) ES
PITCH
CTIP1
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Board Policy Goal 1b:
Provide school bus transportation to racially
isolated schools that have historically been under-enrolled.
44Historically Underserved PITCH Schools
# Routes to School # Routes from School
Brown Jr. (Willie) MS 0 0
Bryant ES 1 1
Carver (Dr George W) ES 1 6
Chavez (Cesar) ES 1 2
Drew (Dr Charles) ES 2 10
Harte (Bret) ES 2 5
Malcolm X Academy ES 1 6
Muir (John) ES 3 2
Revere (Paul) K-8 2 0
Sanchez ES 2 0
Total 13 32
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Board Policy Goal 1b:
Provide school bus transportation to racially
isolated schools that have historically been under-enrolled.
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Elementary and K-8 Schools located in CTIP1 Areas (excluding historically underserved PITCH schools)
# Routes to School # Routes from School
Buena Vista Horace Mann K-8 1 0
King (Thomas Starr) ES 2 5
Marshall ES 0 0
Moscone (George R) ES 1 2
Total 4 7
● 12 of the 14 schools have Gen Ed transportation.
● The majority of the stops taking students to PITCH or CTIP1 schools are within or close to CTIP1.
● While 17 routes transport students to PITCH or CTIP1 schools, 39 routes transport students from these schools to other areas of the city.
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Bus routes to 12 schools. Bus routes to 19 schools. From Drew ES From Havard EES
More than half of all schools with a GenEd bus can be accessed from stops atDr. Charles Drew or Leola Havard
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
RecommendedNext Steps Mixed methods research on bus ridership,
school preferences, and use of bus routes
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Resolve tension in policy between exiting students from CTIP1 areas and bringing new students into CTIP1 areas
Measure and track access to city-wide schools through establishing specific transportation equity metrics and systematically collecting data
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Policy Development Timeline
Orla O’KeeffeChief of Policy and Operations
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Purpose ● Respond to the Ad Hoc Committee’s request that we
condense the policy development timeline proposed on 3/18/19
By the end of this presentation we will have● Reviewed a draft revised timeline● Explored some of the trade offs
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Purpose and Desired Outcomes
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Timeline Proposed on 3/18/19
SY18-19 SY19-20 SY20-21 SY21-22 SY22-23
Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer FallWinter
Start of School
Confirm boundaries and transportation plan
Decision: Definitions, PrioritiesTheory of Change, narrowing of options
Stakeholder engagement
Communicate new policy & impacts
Stakeholder engagement
Decision: Select option, adopt new policy
Enroll Students
SY23-24
Winter FallSummerSpring
Stakeholder engagement
Getting Started
Discover
Define
Develop
Deliver
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Community Engagement
DRAFT Revised Timeline*51
Fall 2019 Spring 2020 June 2020 2020-21 SY* Fall 2021
Board approves new policy
Modify infrastructure to support new
policy**
Launch enrollment for 2022-23 SY
** Infrastructure development timeline may take longer depending on scale of change
Board approves definitions and
priorities
Model options and develop policy
recommendation
* Multiple dependencies, including resources
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Specific Adjustments 52
● Senior district leadership plays a larger role to construct definitions and priorities for Board approval (no staff dedicated, yet)
● Community engagement decreases around definitions and priorities (shift from a 3-month collaborative process to heavy reliance on limited electronic feedback)
● A “Discovery” phase to understand other district models in greater depth is eliminated
● Less time to model different options after Board confirms definitions
Trade Offs
● Staff allocation of time on other priority initiatives
● Depth of exploration of options and strength of evidence base for new policy
● Degree of community engagement
● Collaborative design
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Shift in Nature of Community Engagement Opportunities
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Original designCurrent process
Participation Continuum
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Next Steps
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Scope of Work
1. Recommend concrete, measurable definitions:a. Quality schoolsb. Equitable accessc. Diversityd. Integrated schoolse. Neighborhood schools
2. Prioritize the different goals and confirm the theory of action
3. Model and present different options indicating how well each model meets the Board’s goals for student assignment
4. Support extensive community outreach
5. Develop policy recommendation and implementation plan
6. Analyze transportation needs and plans
Outlined in Board Resolution 189-25A1
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Before we develop options to consider
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Meeting Scope + Sequence 56
September 16, 2019
RESEARCH: Predicting family participation in school choice; factors that determine which
schools parents choose
May 13, 2019
UPDATES: African American student recruitment; transportation; policy development process
March 18, 2019
UPDATES: Round 1 offers; online application; policy
development process and timeline
April 15, 2019
RESEARCH: Case studies of Boston, Berkeley, Seattle, and San Diego; elementary school
attendance areas
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Questions?
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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Appendix
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Action Items From Ad Hoc Committee Meeting
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What Date Identified Date Closed
Develop a shorter timeline. Consider trade-offs and pilots. 3/18/19 Ad Hoc 5/13/19 Ad Hoc
Add work to promote under enrolled schools to future agenda 3/18/19 Ad Hoc 5/13/19 Ad Hoc
Share transportation studies with the Board 3/18/19 Ad Hoc 5/13/19 Ad Hoc
How do we bring the rest of the Board into this conversation? 4/15/19 Ad Hoc
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
● Leverage lessons learned from other districts?
● Mitigate space constraints in the southeast and south central?
● Determine which school facilities to consider when developing models?
● Establish school enrollment capacities that reflect our evolving ideas about the built environment and Vision 2025 teaching and learning?
● Use geography (e.g., proximity, attendance areas, zones, clusters) to help achieve the Board’s goals?
● Develop models that support diversity given residential patterns?
● Decide on the extent and type of choice to include in models? Which schools should be choice schools and why? How might school clusters help achieve the Board’s goals?
How Might We….60
April 13, 2019 Ad Hoc Committee