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Status Report: Superintendent’s Advisory Committee on Enrollment and Transfer (SACET)

Status Report: Superintendent’s Advisory Committee on Enrollment and Transfer (SACET). How we got here. Committee in place for 5 years Charge from Superintendent 15 months ago Align E & T policy with Racial Educational Equity policy & strategic framework

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Status Report: Superintendent’s Advisory Committee on Enrollment and Transfer (SACET)

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  1. Status Report: Superintendent’s Advisory Committee on Enrollment and Transfer (SACET)

  2. How we got here • Committee in place for 5 years • Charge from Superintendent 15 months ago • Align E & T policy with Racial Educational Equity policy & strategic framework • Called for by community members as part of Jefferson Enrollment Balancing • 30+ meetings • Listening, learning, prioritizing, deliberating • Board work session in September 2013

  3. Who we are • Scott Bailey, Grant Cluster • Tracy Barton, Lincoln Cluster • Teletha Benjamin, Jefferson/Madison Cluster • Marty Berger, Lincoln Cluster (student rep) • Allison Bernat, Grant Cluster (co-chair) • Gabrielle Bolivar, Jefferson/Roosevelt Cluster • Brynna Hurwitz, Wilson Cluster • Nicole Markwell, Madison Cluster • Shannon McClure, Roosevelt Cluster (PPS teacher) • Rita Moore, Roosevelt Cluster • Neisha Saxena, Grant Cluster • Serilda Summers-McGee, Madison Cluster • Kali Thorne-Ladd, Roosevelt Cluster • Jason Trombley, Roosevelt Cluster (co-chair) • Neeley Wells, Franklin Cluster

  4. Who we heard from • Neighborhood and Focus Option school principals • Enrollment & Transfer, Equity, ESL, Dual Language, Communications, and School Operations & Supports Departments • Parents of students with disabilities • Asian and Pacific Islander community members • Scheduling listening sessions with African-American and Latino community members

  5. Our current thinking • Shared principles that guided our work • Preliminary recommendations • Potential next steps

  6. SACET Believes… • The strength of the PPS system should be the prevailing consideration—even over the individual needs and desires. • That the enrollment system should not exacerbate patterns of segregation by race and class. • That neighborhood schools should be the foundation of the PPS system and significant effort brought to bear to create strong schools in every neighborhood. • Supports lessening the degree of choice in favor of strengthening neighborhood school enrollment.

  7. SACET Believes… • Applauds the increase in equity allocation for school funding, resulting in more program parity. • That focus options meant to serve the general population should reflect the demographics of the district. • The district needs to provide strong ESL and DLI programs close to home for emerging bilingual students. • That all recommendations should be tested for unintended outcomes, and that additional community conversations be held, before making policy changes.

  8. SACET’S Preliminary Recommendations • Strategic Focus on Neighborhood Schools • Every child deserves a vibrant, sustainable, welcoming and robust neighborhood school. • Strategic resource allocation to improve leadership, teaching, program parity and cultural competency. • End Neighborhood-to-Neighborhood Lottery Transfers • Hardship petitions would still be allowed. • Accountability for Focus Option schools • Seek transparency and clarity around the purpose they serve and the value they bring to the system as a whole.

  9. SACET’S Preliminary Recommendations • Support for Dual Language Immersion Programs • Support for expansion, with caution advised for unanticipated impacts of program siting and co-location. • Modification of Focus Option Lottery • Close opportunity gap for historically underserved students. • Modify preferences and weights, add geographic balancer. • Supporting Students with Disabilities • Students assigned outside their neighborhood school for services should be able to remain at that school to the highest grade, and siblings should be able to join them. • Work toward universal design across the district.

  10. Where do we go from here? • Seek feedback from the Superintendent and Board • Listen to missing voices • Work through outstanding issues • Simulate results, look for unintended consequences • Continue using equity lens tool • Participate in district-wide boundary review

  11. What do you think? • Are we where you expected us to be? • What advise do you have as we move toward final recommendations?

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