CRAWFORD-HOOVER CLUSTERS
COMMUNITY DIALOGUE ON EDUCATION
Presentation to the District LCAP Planning
Committee
May 20, 2017
THE PARENT~ STUDENT ~ RESIDENT ORGANIZATION AND ITS PARTNERS (THE GLOBAL ARC, THE KAREN
ORGANIZATION, THE LATINA ORGANIZING COMMITTEE, THE HOOVER CLUSTER WELLNESS COUNCIL, CITY HEIGHTS
YOUTH FOR CHANGE, YOUTH EMPOWERMENT FOCUS AND SDUSD – FACE (FAMILY AND COMMUNITY ENGAGEMENT)
STAFF SUPPORT PROVIDED BY SAY SAN DIEGO – CRAWFORD COMMUNITY CONNECTION
BACKGROUND
Goal
The goal was to bring the Crawford and Hoover communities together with the school district for an
authentic dialogue on education with the intent of emerging with a statement on what the Crawford and
Hoover Clusters see as important and want to see reflected in the district’s efforts in the upcoming
year.
PROCESS
Community Education:
For months prior to the Community Dialogue the
partners are holding small group discussions, workshops, and one-on-ones with community
members on the LCAP and the LCFF
Finding Solutions:
Show community disparities in outcomes and ask:
• Why do the differences exist?
• What can be done to improve outcomes?
• What do we want the district to do next year to address the disparities
PERCENT OF STUDENTS MEETING STATE
STANDARD OR BETTER
HIGH SCHOOL
Crawford
Hoover
MIDDLE SCHOOL
Scripps
Crawford
Hoover
Scripps
ELEMENTARY SCHOOL
Crawford
Hoover
Scripps
English
Arts
33%
38%
82%
33%
25%
80%
38%
37%
85%
Math
16%
11%
71%
27%
17%
71%
32%
28%
66%
Science
33%
34%
89%
22%
46%
92%
46%
52%
91%
SCHOOL DISTRICT INVESTMENT PER CLUSTER
HIGH SCHOOL
Crawford
Hoover
MIDDLE SCHOOL
Scripps
Crawford
Hoover
ELEMENTARY SCHOOL
Scripps
Counselors
per Student
536
290
444
347
625
448
Teachers
per Student
22
25
27
25
21
25
Spending
per Student
$8,672
$7,372 $5,659 $8,891 $7,599 $5,364
Crawford
Hoover
Scripps
24
24
27
$7,945
$8,226
$6,022
PERCENT OF MIDDLE SCHOOL STUDENTS
MEETING STANDARDS OR BETTER IN MATH
71%
All
27%
17%
17%
All
7%
ELL
All
ELL
2%
ELL
Crawford
Hoover
Scripps Ranch
EMERGING THEMES
• Better communication at multiple levels throughout the district, i.e., parent and teacher, parent and
site administration, parents and district administration
• Increased parent engagement by providing meaningful opportunities for parents to influence policies
and practices as well as providing the support parents need to access those opportunities
• Increased support for English Language Learners
• Increased support for students and families who are new arrivals to the country
• More support for teachers
• Changing the discipline policies and practices
• More explicit description of how the funds are being spent
OVERALL RECOMMENDATION 1
Recognize that the Crawford and Hoover Clusters are unique and
cannot be engaged using existing or traditional methods
According to 2015-2016 SARCs , 7,316 out of 14,139 students (52%) in the Crawford and Hoover
Clusters are English Language Learners – 59% of Elementary Students in Crawford and 66% of
Elementary Students in Hoover
2,000 to 3,000 of ELL students in these two clusters are refugees and likely to be classified as
SIFE (Students with Interrupted Formal Education) and the clusters receive 400 to 600 new
refugee students per year
OVERALL RECOMMENDATION 2
Acknowledgement that the District does not and cannot
authentically engage the Crawford and Hoover Clusters without
partnering with local Ethnic-Based Community Organizations
The District, while providing excellent training and opportunities to parents, continually
faces low parent turn-out while the Parent~Student~Resident Organization (PSRO)
continually turns out large numbers of students and parents to school-related events (148
attend Community Dialogue; 130 attend forum presenting School Board Candidates for
District E; over 40 parents attend meetings with OLA and Superintendent)
OVERALL RECOMMENDATION 3
Develop a structured approach and process for having a
constructive dialogue between the community and the School
District that results in specific, actionable plans with impacts that
can be measured.
The LCAP is too broad. Specifics must be added (Especially in Section 3) that:
1. Make it clear what actions are going to be taken
2. What the expected impact of the actions are
3. How the impact will be measured
LCAP EXAMPLE
4.3-1. The district will continue to provide coordinated and collaborative support services to youth in transition
(homeless, foster, probation, refugee, military) and will monitor academic progress, attendance rates and behavioral
data.
What are those services? – What is the expected impact? – How measured?
5.3-1 Translation and interpretation services will continue to be provided to facilitate effective communication,
engagement, and participation for all stakeholders.
5.3-2. The district will continue to review and respond to cluster-specific needs and communication preferences
(e.g., the Crawford Cluster’s need for services in key languages including Arabic, Somali, Kizigua, Swahili, and Karen
with preference for verbal/oral interpretation).
5.3- 3. The district will continue to maintain staffing and resources for the Translation Department to more
effectively serve a wider range of language groups and needs.
Translation services are not working effectively now – what will be different? How will it be evaluated?
LCAP EXAMPLE
5.1-2. . . . host informational parent trainings, such as the parent training. . .
5.1-4. Schools/parents/guardians will create a family engagement plan based on survey results. . .
5.1-5. Parents/guardians/community members will be provided with leadership training opportunities to enhance
meaningful engagement, participation in shared decision making and to assume leadership roles.
5.1-6. The FACE Team. . . will plan and provide family engagement opportunities (e.g., workshops, print, video,
online/on-demand, etc.) responsive to the needs of parents and families, and supportive of neighborhood culture
and circumstance. . .
5.1-7. The FACE Team and schools will engage families to better understand the educational system . . .
5.1-10. Parent information and training will be provided to families so they can access Parent Portal. . .
5.1-12. The district will engage the community in a broader dialog and examination of issues related to students
Attendance at District workshops has been poor – What will the District do differently to bring people
into the workshops?
LCAP EXAMPLE
1.8-9. OLA will meet with the Students with Interrupted Formal Education (SIFE) and refugee students’
committee on a quarterly basis to discuss best practices and strategies to support student progress. The
committee, composed of staff parents, community members and students, will seek solutions for the unique
academic social and emotional needs of SIFE and refugee students. (p7)
Last year’s LCAP called for a similar committee that was to bring recommendations to the
Board. It scheduled six meetings. Parents studied material provided by OLA and attended all
meetings. OLA took little to no responsibility for meeting agendas, missed three meetings, and
took no action to engage the SIFE committee in forming recommendations for the LCAP.
RECOMMENDATIONS FOR 2017-2018 SCHOOL YEAR:
• Increased Communication:
• Meaningful and culturally appropriate Parent and community Engagement:
• Increased Support for English Language Learners:
• Increased Support for New Arrival Students and Families: -implement the SIFE committee
recommendations.
• More Support for Teachers
• Modify Approach to Discipline
• More transparency and clarity in showing how money is being spent
SUMMARY AND CONCLUSIONS:
We all want the same things – to achieve the mission of SDUSD:
All San Diego students will graduate with the skills, motivation, curiosity
and resilience to succeed in their choice of college and career in order to
lead and participate in the society of tomorrow.
“Where you stand depends on where you sit,”
(Nelson Mandela)
No one of us can do it alone
We need to bring all voices to the table
ACKNOWLEDGEMENTS
• PSRO Steering committee.
• Latina Organizing Committee,
• Global ARC – Bill Oswald
• Hoover Cluster Wellness Council,
• SDUSD – FACE
• City Heights Youth for Change
• Ibarra Elementary principal
• Youth Empowerment Focus
• Karen Organization,
• Community members
• SAY SAN DIEGO
For Copies of the PowerPoint and/or the Community Dialogue Report Contact:
Daniel Nyamangah at [email protected] – or – Bill Oswald at [email protected]
THANK YOU!
QUESTION?