1. Crawford-Hoover Clusters Community Dialogue on Education
Presentation to the District LCAP Planning Committee
May 20, 2017
Dan- Introductions and overview.
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

2. 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.
Dan- overview of the whole process.
The journey and why the LCAPThe 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 –Family And Community Engagement) had been conducting trainings, workshops, and small group conversations with their constituents about the LCAP and LCFF for months in preparation for the Community Dialogue.

3. 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

4. Percent of Students Meeting State Standard or Better
High School
Middle School
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% 

5. School District investment per cluster
High School
Middle School
Elementary School
Crawford
Hoover
Scripps
Counselors per Student
536
290
444
347
625
448
Teachers per Student 22 25 27 21 24
Spending per Student
$8,672
$7,372
$5,659
$8,891
$7,599
$5,364
$7,945
$8,226
$6,022

6. Percent of Middle School Students Meeting Standards or Better in MATH
All
All
ELL
All
ELL
ELL

7. 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
Joanne/Mariam- The parents interpret the district’s behavior as disrespectful in two ways. First, they feel the district ignores their input when it comes to how policies and practices impact their children, and secondly, by not recognizing them as a community with a particular set of needs. These feelings of being ignored or left out of the important conversations has also been consistently expressed by parents throughout the district at LCAP Planning Team meetings.
The lack of interest to the SIFE committee and the community by the OLA Office.
The lack of responsible district staff even though invited.

8. Overall Recommendation 1
Recognize that the Crawford and Hoover Clusters are unique and cannot be engaged using existing or traditional methods
According to 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

9. 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)

10. 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:
Make it clear what actions are going to be taken
What the expected impact of the actions are
How the impact will be measured

11. LCAP Example
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.
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).
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?

12. LCAP Example
host informational parent trainings, such as the parent training. . .
Schools/parents/guardians will create a family engagement plan based on survey results. . .
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.
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. . .
The FACE Team and schools will engage families to better understand the educational system . . .
Parent information and training will be provided to families so they can access Parent Portal. . .
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?

13. LCAP Example
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.

14. 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

15. 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
Bill – conclusion

16. Acknowledgements Latina Organizing Committee, PSRO Steering committee.
Global ARC – Bill Oswald
SDUSD – FACE
Ibarra Elementary principal
Karen Organization,
Latina Organizing Committee,
Hoover Cluster Wellness Council,
City Heights Youth for Change
Youth Empowerment Focus
Community members
SAY SAN DIEGO
For Copies of the PowerPoint and/or the Community Dialogue Report Contact:
Daniel Nyamangah at – or – Bill Oswald at

17.
THANK YOU!
QUESTION?