Category Archives: BOE

Student assignment highlights, 2015-16 first round

The letters went in the mail Friday afternoon, and the results of the first part of the 2015-16 assignment process are out.

If your child wasn’t a younger sibling and wanted one seat at Clarendon, you had to compete with 96 others for that one seat — there were only 16 seats open to non-siblings this year. You had to compete with 64 other people for each of the 16 non-sibling seats open at Peabody. And you had to compete with 48 others to snag each of those 26 non-sibling seats at West Portal.

To paraphrase the Hunger Games, if you weren’t a younger sibling at any of these schools, the odds were not in your favor. I got a text from a friend tonight, someone who watches the assignment system closely but has never participated in it. “Change this assignment process,” he wrote. “It’s so non-transparent. People choose schools having no clue what their chances were.”

Looking at the Kindergarten data, if a child isn’t a younger sibling and didn’t have attendance area or CTIP preference, it’s hard to see a reasonable chance at any of the 15 schools listed below:

Screen Shot 2015-03-16 at 7.04.28 PM Predictability is important to folks (though based on years of watching this process I would say it’s less important than feeling you have access to a school you want), but predictability cuts both ways. It’s actually quite predictable that most children whose parents want them to go to Clarendon or Peabody will not actually get in. My advice, year in year out? If your tolerance for uncertainty is low, then work to figure out how your attendance area school can work for your child.  If it actually can’t work for you, then realize that the competition for any of the 20 schools that received the most requests the year before is probably going to be brutal — as in double digit requests for every non-sibling seat.

Recap: Student Assignment Committee, Feb. 5

Another good discussion in the Student Assignment committee tonight. We continue to analyze data around the “Supporting Equity in Student Assignment” resolution proposed by Commissioner Fewer and I last summer; we are also more broadly talking about ongoing re-segregation in San Francisco public schools (recently analyzed in a terrific package in SF Public Press), the continuing mismatch between population and choice requests in the Bayview, and specific access issues at Clarendon — it’s an outlier but one that is a very real problem for residents of that attendance area.

Before I recap some of the specific topics/ideas discussed, I want to be very clear that the only proposal on the table is the narrow “CTIP Flip” proposal from Commissioner Fewer and I. The Board will likely vote on this proposal in late May or early June, but in response to concerns from the public that we were rushing the proposal through last summer, I agreed to fully dissect the proposal in committee over this school year. So that’s what we are doing. In the bullet points below I will recap a number of additional ideas and thoughts Board members threw out tonight for the staff to consider and analyze, but I want to be very clear that any of these ideas found to have merit will receive extensive public vetting and analysis before coming to a vote. They’re ideas, that’s all – not fully-baked policy proposals.

Clarendon

Responding to questions and requests from the Committee’s December meeting, staff brought back a bit more analysis to explain why Clarendon is so impacted and to gauge the Board’s interest in exploring particular solutions. There are essentially three issues that are conspiring together to create a “perfect storm” for residents of the Clarendon attendance area.

First, in 2013-14 there were 120 children who resided in the Clarendon attendance area eligible to apply for Kindergarten. A large number of those children applied for other schools — maybe because they had older siblings at those schools, or wanted language programs or had some other reason for not applying to their attendance area school. But of the 34 attendance area residents requesting Clarendon as their first choice for K, only six were offered a seat in Round I; this low “acceptance” rate is due to Clarendon’s popularity across the City and a high number of younger siblings claiming the majority of K seats each year.

The next problem is that the closest schools to the Clarendon attendance area are Rooftop and Alice Fong Yu. Both of those schools are highly requested, citywide K-8 schools, making them low probability choices for Clarendon residents looking for an alternative close to home.

Finally, Clarendon has a total of 88 Kindergarten seats, but 44 of those seats are citywide, because they are earmarked for the Japanese Bilingual Bicultural Program (JBBP). This means only 44 K seats are available for the attendance area tiebreaker.

So: solutions. We threw around a few ideas tonight (stress: ideas. Re-read the paragraph above “Clarendon” before hyperventilating). We could shrink Clarendon’s attendance area (remembering that changing one attendance area creates a ripple effect through all the contiguous attendance areas, and all the attendance areas contiguous to those attendance areas, and so on ).  We could move the JBBP to some other site, thereby opening up 44 additional general ed seats at Clarendon. We could also make Clarendon a citywide school and redistribute its attendance area among the contiguous attendance ares. Not much interest in any of those ideas except the possibility of moving JBBP, though that idea would need much more analysis.

Should all K-8s be citywide?

Thinking more broadly, we actually have a large number of citywide seats for elementary school — 59 percent of sears are attendance area, and 41 percent are citywide. Is that too many? What if we made the non-language pathway K-8s attendance area schools? We asked the staff to analyze that question. Originally, (and I actually think it was my suggestion), we thought K-8s were such popular options that it made sense for any K-8 seat to be a citywide seat, whether or not it was a language pathway seat. But at that time, we were receiving a lot of flak for the middle school feeder plan (definitely the most controversial part of the assignment system changes in 2010). No one thought the feeders would take hold as strongly as they have, and so the “virtual K-8″ idea is much more of a reality than it appeared to be five years ago when we were constructing the current assignment policy. The committee agreed it is worth taking a look at what would happen, both to attendance areas (again, remember the ripple effect described above when you change ANY attendance area) and to overall predictability if we made non-language pathway K-8 seats attendance area seats instead of citywide seats.

Bayview

In looking at the data on current choice patterns, not to mention the analysis in recent Chronicle and Public Press articles, it’s clear that the CTIP preference isn’t diversifying schools in any comprehensive way, and might be allowing families who are eligible for the CTIP preference to self-segregate. From Commissioner Wynns’ perspective, the preference represents a promise to assist low-income students of color in accessing higher-performing schools where they will add diversity. She asked Commissioner Fewer and I tonight why we don’t agree. Commissioner Fewer answered by reiterating her belief that choice — the ability to research and evaluate schools and to take time off work and secure childcare to be able to visit schools — is inherently inequitable, favoring families who can do those things. I added that it seems more and more clear that by prioritizing parent choices, our system is creating schools of last resort, and we know that children suffer in these schools. I am willing to retain some layer of parent choice in our system, and even add some priority for disadvantaged families, but I think we should encourage families to attend their local schools unless there is a compelling reason not to. We need families with resources and choices who live in the Bayview, for example, to stay in the Bayview and help us balance the schools there.

Commissioner Walton, a resident of the Bayview, was at the meeting tonight. In a conversation after the meeting, he asked me what this resolution would do to attract families who are currently choosing schools outside of the Bayview. What I admitted to him, and he agreed, is that this resolution simply clears the ground — it makes it a little less attractive to leave neighborhoods with low performing schools (and stress little. It’s a very modest tweak).  What’s still needed is for us to plant some seeds. I believe our work with Willie Brown MS will show the neighborhood that with will and commitment, we can build a great school out of the ashes of a failing one. Still, we need to find the right formula for George Washington Carver, for Bret Harte and for Malcolm X to attract those families with choices.

Next meeting

The next meeting of the Student Assignment committee will be in April, where we are planning a panel discussion with desegregation experts and the Board. Stay tuned for more details.

Recap: New Year, New Leaders

Tonight the Board elected leaders for 2015 — Dr. Emily Murase will be President and Matt Haney will be Vice President. Congratulations to them both!

Congratulations as well to the 38 teachers honored this evening for achieving National Board Certification this year. Achieving this certification is rigorous, particularly when you’re already working full time in the classroom. It was really wonderful to see teachers surrounded by their proud families (lots of parents of young children!), and to be able to recognize their achievements at the Board meeting. SFUSD now has the highest number of National Board Certified teachers in the state, on a per capita basis, and we are 13th in the nation. Truly something to be proud of –the National Board for Professional Teaching Standards calls National Board Certification “the profession’s mark for accomplished teaching.”   And there are 110 teachers currently completing the program for next year’s cohort! If all of them achieve National Board Certification, we’re going to have to rethink the awards ceremony and hold it in a bigger venue — a great problem to have.

The Board also heard informational presentations on our language pathways and on our participation in My Brother’s Keeper, a program launched by President Obama to support youth of color, particularly African American males. In San Francisco, in partnership with the Mayor’s office and the San Francisco Foundation, the school district will focus on males and females, and not simply African American youth, but all youth of color. We have hired a Special Assistant to the Superintendent who will focus on African American Achievement, and we have a team working on an African American achievement initiative that this new Special Assistant will oversee. I have not met our new Special Assistant, Landon Dickey, but he comes highly recommended and his resume is stellar — born and raised in San Francisco, a graduate of Harvard College and Harvard Business School, also holding a Masters in Special Education, Mr. Dickey taught in the New York City public schools as a Teach For America fellow and also worked as an advisor to the Mayor of Boston. Vice President Haney has already announced that African American achievement will be a standing item on the Curriculum Committee agenda this year, so I’ll pass along information through the blog as the initiatives gain steam (right now they are plans and recommendations, which are important, but actions are more important).

Blog readers will also be interested to hear that Board members actually went out and knocked on doors in the Bayview last weekend to encourage families to sign up for Willie Brown MS. Working from lists of families of 5th graders living in zip code 94124 who are currently enrolled in an SFUSD school yet had not  submitted a 6th grade enrollment application, Commissioners and senior staff went out in pairs and knocked on doors. Commissioner Fewer was paired with Deputy Superintendent Guerrero, and she told me they were able to get four of the 10 or so families they spoke with to submit applications on the spot listing Willie Brown MS as a choice. The great news is that all of the families they spoke with knew the application deadline was approaching (it’s Friday, January 16!) and were either planning to submit an application or had already done so. It made me think that more robust door to door outreach in targeted areas could really pay off in Round I participation. (There is a caveat that prospective Kindergarteners are harder to target since many of the families who most need information about enrollment procedures and timelines are not necessarily going to appear in any of the district’s existing data sources – partnerships and data-sharing with organizations that serve families with young children are crucial in this particular outreach).  Anyway, it sends a powerful message when Board members are out there knocking on doors, so I think this actually should be an annual exercise.

Upcoming meetings: The Governor submitted his initial 2015-16 budget proposal last Friday, Jan 9, and we’ll be discussing it and its implications for SFUSD (neutral to positive) at the Budget & Business Services Committee on Feb. 4 at 6 p.m. And the next Student Assignment committee will be Feb 5 at 6 p.m.

FREE “Selma” movie tickets! 7th, 8th and 9th graders can receive free movie tickets for “Selma,” just in time for the Rev. Martin Luther King, Jr. holiday! Visit selmastudenttickets.com and select San Francisco to reserve tickets. Students must bring a student ID to receive tickets.

URGENT: SFUSD schools will be closed TOMORROW Dec 11

Due to forecasts for a very strong winter storm tomorrow, Thursday Dec. 11, the Superintendent has decided to close the schools for the day. Please visit sfusd.edu for further updates.

Coming up: December 9 Board meeting

A few items to note on the agenda for our upcoming Dec. 9 meeting:

Ethnic Studies: In 2010, the Board voted to pilot a new Ethnic Studies course at several high schools. The course has since been offered at five high schools and has been popular with students. On Dec. 9, we will vote on a proposal authored by Commissioner Fewer that would expand our Ethic Studies offerings to all 19 high schools. Ms. Fewer originally proposed making Ethnic Studies a graduation requirement, but has since amended her proposal to say that the district should “explore ways to institutionalize its commitment to Ethnic Studies by including Ethnic Studies coursework as a requirement of graduation” within five years of the passage of her resolution. Los Angeles Unified recently approved Ethnic Studies as a graduation requirement for its students.

At the Budget Committee last week, we spent a fair amount of time analyzing the cost of the proposal, which comes to about $480,000 in the first year. The bulk of the costs will result from hiring more teachers and bringing the current content specialist up to full-time in order to develop and oversee the course. The findings from the Curriculum Committee made it clear that there is work to be done in aligning the Ethnic Studies curriculum with Common Core, and it would be beneficial to get the course qualified as meeting the A (History) requirement under the UC/CSU A-G framework. Otherwise, adding Ethnic Studies or any other new graduation requirement is very costly; it also takes up time in schedules where students are now taking electives.

Ultimately, the Budget Committee and the Curriculum Committee recommended that the Board approve the Ethnic Studies proposal.

Movies and TV in the classroom: Over two years ago I wrote a post asking parents if they thought students were being shown too many movies or television shows in the classroom. The responses, an unscientific sampling, seemed to point to yes, so I’ve been paying attention to this topic. I get complaints about this from parents on a regular basis, and have always been told that the district discourages movies being shown in the classroom and that any movie shown must relate to the standards being taught. I have not, however, been able to find any written policy on this topic. When I learned recently that my teenagers have been shown full-length Disney movies in science classes, I decided it was time to make sure we have something in writing.

I’ve submitted a proposal that will be heard for first reading on Tuesday; it will come up for a final vote of the Board sometime in late January or early February. I want to be clear that I think most teachers try to use movies and television to bring standards to life in an engaging way, and I really have no problem with excerpted material being shown to illustrate a particular concept or point. But when this content consumes an entire class period, is not age-appropriate and/or isn’t academically rigorous, I have a problem. So I thought it would be appropriate to ask the Board to clarify our beliefs on this topic, in order to help the Superintendent convey clear standards to site administrators and teachers.

Instructional calendar for 2015-16: The Board will adopt the calendar for the 2015-16 school year on Tuesday. School will start August 17, 2015 and the last day will be May 27, 2016. Old timers will remember that sometimes in the past the calendar didn’t get approved/set until spring — causing a big problem for families that were trying to make summer plans. We’ve gotten much better about this in recent years.

Updates, updates

Lots of updates, in no particular order:

Student assignment: At its December 8 meeting, the Ad Hoc Committee on Student Assignment will be working on the proposal to change the order of preferences in our student assignment system. We will hear an update on the district’s analysis on the effect of the proposal, and also discuss options for adding an income qualifier to the CTIP preference. The agenda, including meeting time and location (6pm in the Board room at 555 Franklin Street) is here.  As I promised last summer, the Committee is taking some time to analyze the proposal and consider alternatives before voting. At the current time, I would like to bring the proposal back for a vote of the Board in early spring, subject to any changes that might happen in the committee.

Charter schools: There have been a flurry of new applications for charter schools lately, and now we are in the midst of the annual process by which charters request space from school districts. State law says we must annually offer charter schools space appropriate to their program (e.g., a high school should have science lab and gym space; elementary schools must have adequate ground floor classrooms to accommodate K-2 students).

This week the Board got an update on the status of each of our 10 charter schools’ space requests for 2015-16. There is some good news: most of our existing charters will stay put for 2015-16 and our current and prospective students at Denman MS will be happy to hear that Leadership HS is vacating the space they currently occupy at that site and moving to a new site at 300 Seneca Ave. This has been a sore point for the Denman community, as parents were concerned about interactions between MS and HS students at the site, and Denman needed space to expand based on our increased middle school demand. It’s great news for the Leadership community, too — they will have a brand new site that is just steps from their current location.

The not-so-good news is that Mission Prep, whose charter was authorized by the State Board of Education in 2011 after the Board unanimously turned them down, has asked for space. Again, because of state law, even though the local district declined the charter, we must offer Mission Prep space that is appropriate to an elementary school program (assuming we can verify that 80 students enrolled at the school are San Francisco residents).  Similarly, One Purpose School, which we denied earlier this fall, has also indicated it will request a building if its charter is approved by the State Board in January. These requests may mean, regrettably, that one or more elementary schools will have to co-locate with a charter next year. Co-locations are challenging for everyone, and they can really adversely affect students, staff and families (note that I characterized the end of the Denman-Leadership co-location as good news). I have spent hours in Board meetings listening to emotional public comment about why a particular co-location shouldn’t happen. I’m not looking forward to hearing more this spring, and I wish that our state legislators would find the will to amend a law that forces local communities to accommodate charter schools that failed to win the support of their locally-elected school board.

Finally, I’ve been asked about the Board’s unanimous decision to deny New School of San Francisco a charter in late October. My remarks from the Board meeting are here.

Teacher salaries: On November 25, the district and UESF announced a tentative agreement on the contract negotiations we’ve been working on since last spring. If ratified, the agreement would provide a 12 percent raise over three years, as well as additional prep time for elementary school teachers and other increases. If you are a UESF member, please look for communications from your union on the opportunity to weigh in on whether to accept the agreement. Ballots are due in the UESF offices by December 11.

Inclusive schools week: The district really stepped it up this year, with huge props to the CAC for Special Education for making this effort happen. I was honored to attend the kickoff press conference at City Hall on Monday and a great inclusive schools assembly at June Jordan HS for Equity on Wednesday. Today I’ll be at one of our elementary schools at a very special event with the Mayor. I am hugely grateful to district leaders and parent advocates for making this awareness week an amazing opportunity to celebrate how far we have come. More importantly, the week is evolving into an important opportunity for all students to learn about inclusion and acceptance. I’m very proud of the work that we are finally doing.

Budget committee: On December 3 the Board’s Budget committee got a great update on the district’s Multi-Tiered System of Support (MTSS), which is the extra layer of supports that go to schools based on a cluster analysis of their needs — everything from demographics to achievement to climate.

The question we asked was — how does the district decide how to allocate those extra resources?  The resources we saw–including a chart showing the cluster analysis and the site-based budget resource allocation guide –would go a long way to helping the public understand how the district budgets, and how schools get resources based on the needs of their students (I wish I had soft copies — I’ve requested them and will post them when I have them).

MTSS resources are different from the Weighted Student Formula (WSF), the funds that School Site Councils decide how to spend, based on the enrollment of students at the site.  MTSS funds are centrally allocated. We were told that sites get input in the allocations, but the final decision rests with the central office.

MTSS resources are provided on top of the WSF funding. In the published 2014-15 budget approved by the Board in June 2014, the district expected to put about $255 million into the WSF.  In the same budget document, the district expected to centrally allocate 401 full-time-equivalent positions through MTSS. At an average salary of $85,000, that would make the additional MTSS investment somewhere around $3.5 million.*

*Big asterisk here as the actual amount could be more because MTSS positions in 2014-15 include 18 assistant principals, who earn more than the average $85,000 in salary and benefits earned by teachers. Also be aware that if UESF’s tentative agreement with the district is ratified by its membership, average teacher salaries for this current fiscal year and the next two will also increase.

Recap: November 18 2014

Not much on the agenda tonight, but a long meeting nevertheless — followed by closed session!

Most of the Board’s time this evening was spent listening to public comment:

  • A group of parents from Mission Education Center came to tell us not to relocate students from Daniel Webster ES to their site when construction begins on that school next year. The construction will make Webster unusable for the 2015-16 school year, so the district staff is evaluating several options (none of them very popular) for housing Webster staff and students during the construction. Mission Education Center (a newcomer school that is serving large numbers of unaccompanied minors coming to S.F.) and Starr King have been two options under consideration. Last month, we heard from Starr King families that their site cannot accommodate all or part of the Webster enrollment.  Discussions continue on finding the least disruptive way to get the construction under way while continuing to provide Webster staff and students with a place to teach and learn in reasonable comfort.
  • A group of parents from Harvey Milk Civil Rights Academy brought us a petition signed by about 100 parents asking for something to be done to help their school move forward. There have been several years of problems, from distrust between staff and parents to faltering parent involvement, and culminating with prolonged absences in several classroom due to teacher leaves and other issues. Parents who testified to the Board tonight were invited to meet with Deputy Superintendent Guadalupe Guerrero and Assistant Superintendent Richard Curci (who supervises the school) , and after the meeting the administration reported that the meeting was very productive. I hope so. Leaders in the school’s Castro district neighborhood feel very strongly about supporting the school that bears Harvey Milk’s name. The neighborhood is affluent, and the student body is already very diverse. There’s no reason why this school shouldn’t be cherished by its parents, and I don’t blame the frustration of families whose children have endured weeks of classrooms with substitutes or sometimes no teacher at all. At the enrollment fair, President Fewer and I spoke with an HMCRA family who was very frustrated that their 5th grader’s classroom had been hit hard by the substitute shortage. The little girl was there and looked almost humiliated when her mother described to me that she had been placed for several days in a Kindergarten class because the class had missed a teacher. Anyway, HMCRA isn’t the only school hit by the sub shortage, but the extended leave of one teacher has meant that parents have really noticed the problem.
  • Several parents and teachers came to talk about our ongoing contract negotiations with United Educators of SF, the union that represents our teachers, counselors, paraprofessionals, nurses and other certificated (non administration) staff. The negotiations have been tough and we’ve been working on them a long time. I remain very optimistic that we will come to a deal and that it will provide as much support to our valued staff as fiscally prudent.

A bittersweet part of the evening was the testimony and reading of Commissioner Haney’s “In Support of the Prevention of Gun Violence” resolution. Crafted with lots of input from students at Buena Vista Horace Mann, the resolution seeks to articulate the problem of gun violence in many of our communities, and detail the impact that violence has on young people. It asks the district to take numerous steps to help prevent gun violence, including education for parents and supports and curriculum for students. This resolution was particularly meaningful for the Buena Vista Horace Mann students, because their former classmate Rashawn Williams was tragically killed earlier this fall after a dispute with another student. The process of helping craft this resolution clearly had a healing and galvanizing effect for the teens, and it was very moving to hear their testimony and see their engagement in trying to make something good come out of a terrible tragedy. The resolution passed unanimously.

The Board also accepted the Williams Settlement annual report. Every year, the district must survey building conditions and classroom equipment at its lowest-performing schools. If deficiencies are found, the district must correct those deficiencies and then, using an independent auditor, issue a report to the Board on the problems found and how they were corrected. The requirement dates back to a class action suit filed in 2000 by students in SFUSD against the state of California (Eliezer Williams, et. al. v. California). The suit was settled in 2004 and as part of the settlement the state had to establish uniform complaint procedures and survey/reporting requirements.  This year, 94 percent of classrooms surveyed were adequately staffed and equipped at the beginning of school. Where deficiencies were found — primarily some wiring problems and textbook shortages at a few high schools–the independent auditors reviewed the problems and reported they had been corrected.

* * *

In other news, congratulations to Emily Murase and Hydra Mendoza on being re-elected to the Board earlier this month, and a big congratulations and welcome to Shamann Walton for his successful run. Commissioners (new and returning) will be sworn in in early January.