Excellence Through Equity in Santa Fe Public Schools Equitable access to high performing schools & programs. December 14, 2015

Transcription

1 Excellence Through Equity in Santa Fe Public Schools Equitable access to high performing schools & programs December 14, 2015

2 Table of Contents Draft Objective & Methodology School Performance & Ranking Findings & Key Considerations 2

3 Table of Contents Draft Objective & Methodology School Performance & Ranking Findings & Key Considerations 3

4 Objectives & Methodology 4

5 A balanced, streamlined approach is used to evaluate elementary school performance for targeted redesign and supports for equitable access to high performing schools. Broad Guiding Principles Guiding Principles for Evaluation Core Objectives Focus on assessing schools on a multimeasure model to identify high and low performing schools. Align instructional outcomes with noninstructional outcomes such as capacity & utilization to assess schools and programs. Identify schools that should be expanded or redesigned for equitable access to high performing schools for all students. Includes parent and community perceptions that substantiate findings/quantitative evaluation. 5

6 Evaluation design and methodology assesses schools on 3 major categories for performance. Student Achievement Standard based assessments (State test): % Proficiency & average scale score ACCESS proficiency scores: ELL Proficiency PARCC: Common Core Proficiency Similar schools ranking from the state : Climate/Safety Staff Absences: % absences Student Absences: % absences Safety audit score : average score on safety rubric Community Preference Contextual Information Quality of Education Survey: Net perception defined by total agreement-total disagreement Parent Preference Index: net transfers (transfers in transfers out) Utilization ratio (Membership/ Capacity) Feeder patterns for schools School maps and boundaries 6

7 Evaluation Methodology Comparison Schools Academic performance data of District schools were compared to comparable grade level data of all schools statewide. State and district data are compared using models of K-8, K-6, K-5, 6-8 and 7-8. A 5-Point rating scale is applied to all schools (from Unsatisfactory to Excellent. (*See below) Multiple years of performance data are evaluated (in lieu of single-year analysis) to ensure accuracy & determine trends. School Rating Excellent Good Average Fair Unsatisfactory 7

8 Table of Contents Draft Objective & Methodology School Performance & Ranking Findings & Key Considerations 8

9 School Performance & Ranking 9

10 Unsatisf actory Excellent School Performance: Overall Academic Score Community Preference Score Climate/Safety Score Wood Gormley Carlos Gilbert Acequia Madre Piñon El Dorado Atalaya 2 Tesuque Amy Biehl Gonzales E.J. Martinez El Camino Real Chaparral Nava Ramirez Thomas Sweeney Capshaw Cesar Chavez Salazar Kearny Aspen De Vargas Ortiz As per district: 1 Innovation Schools; 2 Acceleration Schools 3 Transformation Schools. School with 7-12 are excluded from analysis if the data can not be disaggregated at the grade level.. Nina Otero & Mandela are not provided school ranking due to limited years of data.. 10

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12 Carlos Gilbert Piñon Wood Gormley Acequia Madre Atalaya Tesuque El Dorado Ramirez Thomas Amy Biehl Capshaw E.J. Martinez Chaparral El Camino Real Gonzales Salazar Aspen Nava Cesar Chavez De Vargas Sweeney Ortiz Kearny Academic Score School Performance: Academic Score Academic Score: Schools with high academic score achieve high proficiency and average scale score for the last 3 academic year as compared to state average for similar grade levels. This includes both SBA and PARCC results as well as state similar schools ranking. Excellent Good Average Fair Unsatisfactory School with 7-12 are excluded from analysis if the data can not be disaggregated at the grade level.. Nina Otero & Mandela are not provided school ranking due to limited years of data.. 12

13 Acequia Madre Wood Gormley Carlos Gilbert Gonzales Piñon Atalaya El Dorado Tesuque Nava Amy Biehl El Camino Real Chaparral Salazar E.J. Martinez Ramirez Thomas Sweeney Kearny Capshaw Cesar Chavez Ortiz Aspen De Vargas Community Preference Score School Performance: Community Preference Score Community Preference Score: Schools with higher scores have high satisfaction on Quality of Education Survey and high preference index for the last 3 academic years. Preference index is defined by net transfers. Excellent Good Average Fair 2.0 Unsatisfactory School with 7-12 are excluded from analysis if the data can not be disaggregated at the grade level.. Nina Otero & Mandela are not provided school ranking due to limited years of data.. 13

14 El Dorado Wood Gormley E.J. Ramirez Piñon Sweeney Carlos Gilbert Cesar Chavez Atalaya Nava Tesuque Acequia Madre El Camino Real Chaparral Amy Biehl Gonzales Kearny Aspen Ramirez Thomas Capshaw Salazar De Vargas Ortiz Access to Learning Score Unsatisfactory School Performance: Climate/Safety Score Climate/Safety Score: Schools with higher scores have low absences for staff and students and a high ranking on safety audit. Excellent Good Average Fair Safety audit and student absences include data from last 3 years and staff absences are from SY15 School with 7-12 are excluded from analysis if the data can not be disaggregated at the grade level.. Nina Otero & Mandela are not provided school ranking due to limited years of data.. 14

15 Table of Contents Draft Objective & Methodology School Performance & Ranking Findings & Key Considerations 15

16 High Performing Schools 16

17 Unsatisf actory Excellent High Performing Schools Academic Score Community Preference Score Access to Learning Score Wood Gormley Carlos Gilbert Acequia Madre Piñon El Dorado Atalaya 2 Tesuque Amy Biehl Gonzales E.J. Martinez El Camino Real Chaparral Nava Ramirez Thomas Sweeney Capshaw Cesar Chavez Salazar Kearny Aspen De Vargas Ortiz As per district: 1 Innovation Schools; 2 Acceleration Schools 3 Transformation Schools. School with 7-12 are excluded from analysis if the data can not be disaggregated at the grade level.. Nina Otero & Mandela are not provided school ranking due to limited years of data.. 17

18 Utilization of High Performing Schools Shows utilization ratio of each school for the last 4 years Expansion possibilities are based on estimates of grade levels per school (1 class/grade level) Capacity vs. No. of Students on Expansion shows additional students at the school from K-6 to K-8 Utilization is defined as Membership for that year/ Capacity of the school. 18

19 No. of Students No. of Students Finding # 1: Expand Tesuque & Atalaya from K-6 to K-8 schools Based on utilization, Tesuque & Atalaya have full capacity for expansion from K-6 to K-8 schools. Expansion to K-8 school would provide all students within the District direct access to high performing seats. Expansion to K-8 would further open more rigorous options to middle school students within the entire district. Both Tesuque and Atalaya are especially conducive to expansion due to their current under-utilization and their family-friendly pre-k services; further, Atalaya currently maintains high transportation abilities. Capacity Tesuque Membership Capacity Atalaya Membership SY16 SY15 SY14 SY13 SY16 SY15 SY14 SY13 19

20 No. of Students No. of Students Finding # 2: Review transportation plan for El Dorado & Gonzales to increase utilization El Dorado & Gonzales are high performing under-utilized District K-8 schools. Underutilization at both schools creates options for offering greater high quality seats to students. Given the location of the schools, the District may wish to provide transportation incentives to students accessing El Dorado and Gonzales. The District may wish to provide students from lower performing schools priority access to El Dorado and Gonzales. El Dorado Gonzales Capacity Membership Capacity Membership SY16 SY15 SY14 SY13 0 SY16 SY15 SY14 SY

21 Key considerations for findings # 1 & 2 Develop a communication plan sensitive to parent and community needs. Review transportation plans for both schools to ensure efficacy and cost effectiveness in meeting student needs. Conduct a cost analysis of all factors affecting access to equity (including HR, nutrition services, etc.). 21

22 Schools for redesign considerations 22

23 Unsatis factory Excellent Redesign Schools Academic Score Community Preference Score Climate/Safety Score Wood Gormley Carlos Gilbert Acequia Madre Piñon El Dorado Atalaya 2 Tesuque Amy Biehl Gonzales E.J. Martinez El Camino Real Chaparral Nava Ramirez Thomas Sweeney Capshaw Cesar Chavez Salazar Kearny Aspen De Vargas Ortiz As per district: 1 Innovation Schools; 2 Acceleration Schools 3 Transformation Schools. School with 7-12 are excluded from analysis if the data can not be disaggregated at the grade level.. Nina Otero & Mandela are not provided school ranking due to limited years of data.. 23

24 Ortiz De Vargas Ortiz De Vargas % students proficient & above 31% 30% 40% 34% % students proficient & above 23% 23% Middle Schools Performance: Proficiency on Standardized Assessment SY14 SBA Proficiency Reading SY14 Dist. Avg. SY13 SBA Proficiency Reading SY13 Dist. Avg % 47% % +2 17% -1 39% 37% De Vargas & Ortiz have consistently demonstrated low academic performance in the last 2 years District average includes charters 24

25 % of students % of students % of students Middle Schools: Demographics Ortiz De Vargas % 15% Sped SY15 16% SY14 43% 43% ELL 44% SY13 100% 100% 100% FRL % 17% Sped 17% SY15 SY14 SY13 86% 35% 30% 30% ELL 86% FRL 86% Capshaw 100 SY15 SY14 SY % 18% 18% 14% 18% 18% 63% 63% 63% Demographics for middle schools have remained constant for the last 3 years. 0 Sped ELL FRL 25

26 No. of Students No. of Students No. of Students Middle Schools: Capacity* vs Enrollment Ortiz Capacity Membership De Vargas SY16 SY15 SY14 SY13 0 SY16 SY15 SY14 SY13 Capshaw All middle schools are underutilized as per last 3 academic years 0 SY16 SY15 SY14 SY13 *Optimal Functional Capacity from Study Secondary School capacity & Utilization, May

27 Finding # 3: Consolidate De Vargas & Capshaw attendance boundaries to create a NEW centralized middle school located at Llano Street campus REDESIGN the De Vargas campus to: 1 Establish a distinct NEW middle school (Name to be determined) 2 Provide access to high quality seats for all students at that site 3 Allow all current De Vargas and Capshaw students to attend middle school at this redesigned/new campus: a. Capshaw & De Vargas students would be zoned for a NEW campus for school year b. Combining Capshaw & De Vargas as a NEW middle school will improve outcomes for ALL students and provide high quality options for all students in the neighborhood. c. The NEW middle school campus will be close to 100% utilized by this transition; d. Llano Street Campus is larger and can best accommodate student needs. Campus Optimal Functional Capacity* Steady State Llano Street Campus (Combined membership of De Vargas & Capshaw for SY15) *Optimal Functional Capacity from Study Secondary School capacity & Utilization, May

28 Finding # 4: Transition Mandela International Magnet School students to Capshaw campus The Capshaw campus has capacity to achieve the following: 1 Fully serve Mandela students on a distinct and separate campus; 2 Enable students currently served on the De Vargas campus to begin receiving educational services on an independent campus beginning school year ; 3 Enable optimal future expansion for the Mandela International Magnet School on a campus with capacity for growth; 4 Introduce 6 th grade at Mandela starting school year ; 5 Add a new cohort of students (a 3-section 75 students) for Mandela to fully optimize utilization of Capshaw Campus. School Optimal Functional Capacity* Steady State Capshaw Campus (Future Mandela Campus) (Projected 3-section intake Grade 6-12) *Optimal Functional Capacity from Study Secondary School capacity & Utilization, May

29 Key considerations for findings # 3 & 4 Facilities review by internal District team to assess current reality and needs. Develop a communication plan sensitive to community and school team member needs. Develop a staffing plan for combining two schools in collaboration with all affected team members. Conduct needs assessment for sustainable, unified and effective curriculum and instructional resources. Conduct a detailed cost analysis to ensure feasibility of full implementation. 29

30 Finding # 5: Provide access to rigorous instructional program options at Ortiz to create equitable high quality seats for middle school students. Equitable access to quality programs is a pivotal factor in allocating resources and program offerings. None of the six neighboring schools surrounding Ortiz exceed either Fair or Average designations. Over the past 3 years, these schools have among the highest transfer out rates in the district. SFPS has demonstrated success previously with reconstituting a school (i.e. Ramirez Thomas ES) Significant barriers to Ortiz s overall performance will need a deeper diagnostic analysis. 30

31 Key Considerations for finding # 5: Conduct an instructional and curriculum diagnostic evaluation of various high quality programs. Facilities review by internal District team to assess current reality and needs. Develop a communication plan sensitive to community and school team member needs. Conduct a detailed cost analysis to ensure feasibility of full implementation. 31

32 Projected impact: Equitable access to high quality instruction Findings Campus Total Seats* Current State Future State 1 Tesuque (K-6) Atalaya (K-6) El Dorado (K-8) Gonzales (K-8) NEW Middle School (7-8) Mandela (6-12) Total Seats 1,682 2,980 1,298 more students will have access to higher performing schools and programs *Based on difference between membership and capacity from SY16 & approximate estimates. Further facilities review by the district is needed to substantiate these numbers 32

33 Thank You 33