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Ad Hoc Committee on Student Assignment
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Monday, September 16, 20196 pm to 8 pm
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● May 13, 2019● April 15, 2019● March 18, 2019● December 4, 2018
www.sfusd.edu/adhoccommittee
Supporting Materials
Tonight’s Agenda 1. Staff Presentation (45 mins)
a. Quick Summary of Board Resolution 189-25A1 b. Quick Update on Process and Timeline c. Exploration of definitions, policy goals, and
priorities
2. Public Comment (25 mins)
3. Board Discussion (50 mins)
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Desired Outcomes for Tonight’s Discussion 1. Receive high level feedback from the Board on
potential policy goals (right track/ wrong track)
2. Understand how potential policy goals might be prioritized relative to each other (e.g. diversity and proximity)
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SAN FRANCISCO UNIFIED SCHOOL DISTRICT
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
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Process and Timeline
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Community Engagement
Policy Development Timeline
Fall 2019 Spring 2020 June 2020 Fall 20212020-21 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
of 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 WholeStaff Recommendation: Definitions, goals,
priorities, theory of action, options, and community engagement plan
Action: Green light to launch community engagement
September 16
Ad Hoc Committee Potential policy goals, priorities,
and diversity (discuss and provide feedback)
October 21
Ad Hoc Committee on Student Assignment
Potential policy goals, priorities, diversity, and quality schools
(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 on Student Assignment
Review draft policy recommendation and
provide feedbackMay 18
Ad Hoc Committee on Student Assignment
Review draft policy recommendation and provide
feedback
Action: Green light on recommendation for First
Reading
January and February
Community WorkshopsShare (definitions, goals,
priorities, theory of action, and options) and listen to understand concerns and
aspirations March 16
Ad Hoc Committee on 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
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Community Engagement
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● Worked with the various parent advisory bodies (PAC, AAPAC, SpEd CAC) to develop a grant request to support community engagement and communications
● Awarded $100,000 grant from the Haas Jr. Foundation
● Will hire a .75 FTE Community Engagement Coordinator to help coordinate and facilitate a robust community engagement process
Update on Community Engagement
● Design and lead meaningful and authentic engagement with community stakeholders
● Activate a diverse range of voices, especially those of underrepresented and marginalized families
● Offer multiple modes of engaging and easy to understand information
● Develop materials that communicate complex information to a variety of audiences
Haas Jr. Grant Goals
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Community Engagement
Policy Development Timeline
Fall 2019 Spring 2020 June 2020 Fall 20212020-21 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
of Action, + Options
Gather input from community and develop recommendation
* Infrastructure development timeline may take longer depending on scale of change
How and Why We’ll Engage the Community16
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)
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Exploration of Definitions, Policy Goals, and Priorities
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● October 21st Ad Hoc Committee: Staff will present an update on quality schools and equitable access
● November 18th Ad Hoc Committee: Staff will recommend definitions for diversity and measures for integrated schools
● November 18th Ad Hoc Committee: Staff will present options, and within that context will recommend a definition for neighborhood schools
Definitions:
● Quality Schools
● Equitable Access
● Diversity
● Integrated Schools
● Neighborhood schools
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Desired Outcome 1: Receive high level feedback from
Board on potential policy goals (right track/ wrong track)
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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
● The work of eliminating oppression, ending biases, and ensuring equally high
outcomes for all participants through the creation of multicultural, multilingual,
multiethnic, gender equitable, multiracial, and inclusive practices and
conditions; removing the predictability of success or failure that currently
correlates with any social or cultural factor.
Equity Lens: Use SFUSD’s Definition of Equity as a Guide
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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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The goal of student assignment is to
offer 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.
Goal: Predictability Values Informing the Goal (the WHY?)
Ref: Board Resolution 189-25A1
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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.
● 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.
Goal: Proximity Values Informing the Goal (the WHY?)
Ref: Board Resolution 189-25A1
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The goal of student assignment is to
create integrated elementary schools
that provide students with the
opportunity 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.
Goal: Diversity Values Informing the Goal (the WHY?)
Ref: Board Resolution 189-25A1
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It is not a goal of the student
assignment policy to provide families
with choice in the elementary school
assignment process.
● SFUSD’s choice system has increased inequity and has not provided equitable access to a range of opportunities.
● Meaningful ability to choose is inequitably distributed, and therefore the “all choice” system has accelerated inequitable choices and outcomes in our District.
● Choice systems are limited in their ability to reverse the trend of racial isolation because applicants pools for individual schools are racially isolated.
NOT a Goal: Choice Values Informing This(the WHY?)
Ref: Board Resolution 189-25A1
Summary: Potential Policy Goals for Elementary Assignment
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Predictability: The goal of student assignment is to offer families of elementary students a high degree of predictability about where their elementary children will be enrolled in school.
Proximity: 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.
Diversity: The goal of student assignment is to create integrated elementary schools that provide students with the opportunity to experience the rich diversity of our city.
● Potential Policy Goals○ Is Diversity, Predictability, and Proximity a good synthesis of the potential
goals? ○ Is it correct to assume that choice is not a potential policy goal?○ Are there other potential policy goals that aren’t fully captured by this
synthesis?
● Values Informing the Goals (the WHY?)○ Did we accurately capture the values that are important to the Board?○ Are there other values that aren’t fully captured?
Questions for Board Discussion28
Desired Outcome 2: Understand how potential policy goals might be prioritized relative
to each other
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● Any new student assignment policy will strive to achieve all of the Board’s policy goals. In many cases, the goals will be fully aligned.
● However, there will be cases where some goals will be in conflict with one another.
● Therefore, we need to prioritize the goals so that its clear which goals are most important to achieve in cases where there are tensions.
Why Prioritize Goals?30
● We will use the priorities to
trade-off between multiple goals
when designing policy options.
How Will Staff Use Priorities?
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● Compromising the extent to
which one thing is achieved in
order to achieve a balance
between two or more desirable
but incompatible outcomes.
What do we Mean by ‘Trade-off’?
● At a certain point, increasing the number of students who attend school close to home may result in a decrease in school diversity. (Proximity vs. Diversity)
Example of Trade-Offs Between Goals
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More students attend school close to home
Schools are More Diverse
How Should We Trade-Off Between Policy Goals?
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● Series of prompts (see handout) designed to help think about how we might trade-off between goals if there are any tensions between them.
○ E.g. “I would support a policy that relies on some students travelling between neighborhoods if it results in more diverse schools.” (distance and diversity)
■ Strongly disagree/ disagree/ not sure/ agree/ strongly agree
● Prompts also include questions about school choice that are intended to help surface whether choice is important to the Board, and should be considered as a potential policy goal.
● Which goals are most important for any policy to achieve? Why?
Questions for Board Discussion34
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Next Steps
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● Potential Policy Goals○ Is Diversity, Predictability, and Proximity a good synthesis of the potential goals? ○ Are there other potential policy goals that aren’t fully captured by this synthesis? ○ Is it correct to assume that choice is not a potential policy goal?
● Values Informing the Goals (the WHY?)○ Did we accurately capture the values that are important to the Board?○ Are there other values that aren’t fully captured?
● Prioritizing the Goals○ Which goals are most important for any policy to achieve? Why?
[See handout]
Tonight’s Board Discussion36
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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,
options, and community engagement plan
Action: Green light to launch community engagement
September 16
Ad Hoc Committee Potential policy goals,
priorities, and diversity (discuss and provide
feedback)
October 21
Ad Hoc Committee on Student Assignment
Potential policy goals, priorities, diversity, and
quality schools (discuss and provide feedback)
Fall 2019
Objective: Develop Definitions, Goals, Priorities, Theory of Action, + Policy Options
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Questions
38
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Appendix
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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
40Supporting 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
41Supporting Materials (Continued)